Analysis of 6th Semester Students' Writing Ability at Batanghari University (2017-2018), Assignments of Engineering Science and Technology

Download Analysis of 6th Semester Students' Writing Ability at Batanghari University (2017-2018) and more Assignments Engineering Science and Technology in PDF only on Docsity! ANALYSIS OF STUDENTS' ABILITY IN WRITING ARGUMENTATIVE ESSAY WRITTEN BY THE SIXTH SEMESTER STUDENTS OF BATANGHARI UNIVERSITY JAMBI ACADEMIK YEAR 2017/2018 THESIS Submitted as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd) In English Education ARRANGED BY : FITRI RIZKIA 1400888203014 ENGLISH EDUCATIONAL STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION BATANGHARI UNIVERSITY JAMBI 2018 iii DECLARATION OF ORIGANALITY I honestly declare the thesis I wrote does not contain the works of parts of other people, except those cited in the quotations and bibliographies, as a scientific paper should. Jambi, March 2018 The Researcher Fitri Rizkia iv MOTTO “Hatiku tenang karena mengetahui bahwa Apa yang telah melewatkanku Tidak akan pernah menjadi takdirku. Dan apa yang ditakdirkan untukku Tidak akan pernah melewatkanku” -Umar bin Khattab- v DEDICATION This thesis is dedicated to: Myself and my Everything… viii ABSTRACT Rizkia, Fitri. 2018. Analysis of Student’s Ability in Writing Argumentative Essay written by the Sixth Semester Students of Batanghari University Academic Year 2017/2018. English Educational Study Program. Batanghari University. The first advisor Dr. Suyadi, S.Pd, M.A and the second advisor Khidayatul Munawwaroh, M.Pd. Key word: students’ ability, writing argumentative essay. This research aimed to find out about students’ ability in writing argumentative essay written by sixth semester students of English Study Program at Batanghari University Jambi Academic Year 2017-2018. The formulation of the problem is how the ability of sixth semester students of English Study Program at Batanghari University in writing argumentative essay. Researcher used rubric score adapted from Lindquist & Mc Carrel to analyze the essay. Researcher used qualitative research methods. This research conducted at Batanghari University Jambi and the sample was all of the sixth semester students of English Study Program with total sampling 50 students. Data collected were 48 argumentative essays by using writing test. Researcher analyzed the data based on Tesch and Creswell. As the result, researcher found that no student classified into effective skill level, 5 students classified into well-developed skill level, 4 student classified into adequate skill level, 21 students classified in developing skill level, and then, 18 students classified into weak skill level, and the last no students classified in no-skill level. Researcher concluded that developing skills level is the most achieved category with 21 students and followed by weak skill level with 18 students. The problem of this research has been answered. The ability of sixth semester students of English Study Program at Batanghari University in writing argumentative essay is considered still in developing stage. ix TABLE OF CONTENTS APPROVAL .................................................. .................................................. i LETTER OF RATIFICATION ..................... .................................................. ii DECLARATION OF ORIGINALITY ......... .................................................. iii MOTTO ........................................................ .................................................. iv DEDICATION .............................................. .................................................. v ACKNOWLADGEMNETS .......................... .................................................. vi ABSTRACT .................................................. .................................................. viii TABLE OF CONTENTS .............................. .................................................. ix LIST OF TABLES ........................................ .................................................. xi LIST OF APPENDIX ................................... .................................................. xii CHAPTER I: INTRODUCTION 1.1 Background of the Research .................................................... 1 1.2 Focus of the Research ............................................................ 3 1.3 Problem of the Research ......................................................... 3 1.4 Objective of the Research ........................................................ 4 1.5 Significance of the Research .................................................... 4 1.6 Definitions of the Key Terms ................................................... 5 CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 Writing ................................................................................... 6 2.1.1Definition of Writing...................................................... 6 2.1.2Process of Writing .......................................................... 7 2.2 Essay........................................................................................ 9 2.2.1 Definition of Essay ........................................................ 9 2.2.2 Essay Constructions ...................................................... 9 2.3 Argumentative ........................................................................ 10 2.3.1 Definition of Argumentative ........................................ 10 2.3.2 Generic structures.......................................................... 11 2.3.3 Language Features ........................................................ 16 x 2.3.4 Example of Argumentative ........................................... 18 2.4 Student’s Ability in Writing Argumentative Essay ................................................ 20 2.5Previous Study.......................................................................... 21 2.6 Conceptual Framework. .......................................................... 23 CHAPTER III: RESEACRH METHODOLOGY 3.1 Research Method ..................................................................... 26 3.2 Setting of the Research ............................................................ 27 3.3 Subject of the Research .......................................................... 27 3.4 Technique of Data Collection ................................................ 28 3.5 Technique of Data Analysis .................................................... 28 CHAPTER IV: FINDINGS AND DISCUSSION 4.1 Findings ................................................................................... 30 4.1.1 Result of Test ................................................................. 30 4.1.2 Analysis of Test ............................................................. 34 4.2 Discussion ............................................................................... 53 CHAPTER V: CONLUSION AND SUGGESTION 5.1 Conclusion .............................................................................. 56 5.2 Suggestion ............................................................................... 56 REFERENCES ................................................................................................ 58 APPENDIX 1 CHAPTER I INTRODUCTION 1.1 Background of the Research Writing is one of the four basic skills. According to Kellog and Raulerson (2007:2-3) advanced writing skills are an important aspect of academic performance as well as subsequent work-related performance and also writing well is a major cognitive challenge, because it is at once a test of memory, language, and thinking ability. According to Troia (2014:7) writing is critical to student success in education. In grade school, teachers ask students to compose texts to demonstrate, support, and deepen their knowledge and understanding of themselves, their relationships, and their worlds. Students’ competence with such writing tasks aids their performance on high-stakes achievement tests in writing and other learning domains. Students need to learn to write for multiple purposes that mentioned by Graham & Perin (2007) in Graham (2008) namely communicating with others, informing others, persuading other, learning content materials, entertaining others, reflecting about self, responding to literature, and demonstrating knowledge. Students should use writing for those purposes at all grade levels. As stated by Steve Graham (2008. Pg. 1) students who do not learn to write well are at a considerable disadvantage. Based on explanation above researcher assume that writing is the activity of conveying the states of mind into the written form in order to 2 provide information and knowledge and also its critical to student success in education because we know that in university we used to write paper in almost every subject and to get a bachelor’s degree we are required to write as well. Writing also included one important point of student’s education and society. If students don’t learn the ability to write, they will get considerable disadvantages. Write about something whether in essay form or paragraph form can enhance student’s writing ability. There are some genres of writing, namely descriptive, narrative, persuasive, and argumentative. In this research, researcher will discuss about argumentative essay. In general term, argumentative essay is kind of text that utilizes logic and reason to show that one idea is more legitimate than another idea. Text contains a reasonable argument about something whether we agree or disagree about it. As Sanczyk (2010:29) stated that the writers of such essay are required to explicitly state a main proposition, present supporting evidence and reason, use formal language and academic terminology, be objective and include opposing views with a due care. According to Graff & Birkenstein (2010) this argumentative allows students to stretch what they believe by putting it up against beliefs that differ from their own. Further more, they stated that in an increasingly diverse global society, this ability to engage with the ideas of others is especially crucial to democratic citizenship. Well, we can see it on television, argumentative is the most widely used for events or debate competition. 3 Based on explanations above, it means that argumentative essay contains reasonable argument that present supporting evidence and reason about something whether we agree or disagree about it and this ability to engage with the ideas of others is especially crucial to democratic citizenship. Based on researcher experience in the previous semesters, researcher found some obstacles in writing essay such as lack of vocabulary, hard to generate the idea, and incorrect placement of essay structures in every paragraph. In consequence, researcher wants to analyze the ability sixth semester of English Education Studies in writing argumentative essay. Based on explanation above, researcher takes “Analysis of Students' Ability in Writing Argumentative Essay written by the Sixth Semester Students of Batanghari University” as the title of the proposal to determine students writing ability. 1.2 Focus of the Research This research is focuses on generic structure of argumentative essay consist of introduction, body, and conclusion and its language features. 1.3 Problem of the Research Based on explanation above researcher conclude the problem as follow: How is the ability of sixth semester students at English 6 CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Writing 2.1.1 The Definition of Writing Writing is one of the four basic skills. It is how we express our feelings, thoughts, and ideas to other people in written form. As Brown, (2001: 336) stated that writing is a thinking process. Furthermore, he states that writing can be planned and given with an unlimited number of revisions before its release. Moreover, Harmer (2004) states that writing encourages students to focus on accurate language use. It is because students consider the language use when the students engage in their writing process. This activity will provoke language development because the students resolve problems what writing puts in students’ minds. As Geiser & Studly (2001) in Javed, Juan & Nazli (2013) said that the ability to write something in a productive way is an indicator of success during the learning process. The productive writing skill is considered a cognitive challenge, because it helps to assess language competency, recalling capability and thinking ability. Also Elander et.al (2006) in Jave, Juan, and Nazli stated that writing success is used multifarious purposes at school level. Providing assistance to the students inside and outside the classroom, awarding a grade, selection of students or appropriate courses, evaluation of programs 7 are considered important aspects of assessment in writing skill. The process of assessment of written literacy should be well organized and well managed to make it transparent and meaningful. Based on explanation above researcher assume that we write something based on our thought that we can express trough written form and through some processes it can develop students’ ability in writing and also by writing we can give information and persuade people around. 2.1.2 Process of Writing Murcia and Olshtain (2000) in Aperocho stated that writing skill requires a high level of language control, problem solving form, generating ideas, planning, goal setting, monitoring, and assessing what has been produced. It means that writing is a process and always possible to review and revise. According to Oshima and Hogue (1999. P. 3) opinion, there are three main stages in the writing process that is Pre-writing, planning, writing and revising draft explanation as follow: 1. Pre-Writing In this stage you will learn how to choosing and narrowing your topic. Narrow each of the following general topics to one specific aspect that could be written about in one paragraph. 2. Planning In the planning stage, you organize the ideas you generated into an outline. You can make such a list and cross out any items that are not 8 useable. When you have grouped all of the points into their appropriate sub-list, you have created a preliminary outline for a paragraph. 3. Writing and Revising Draft A draft is the first whole version of all your ideas put together such as rehearsal. The first step in this stage is to write a rough draft from your outline. While you are writing, you may not be able to think of a word or phrase, its common just leave a line. Also, while you are writing about one major point, you might come up with an idea for another major point, just write it down near where it belong. After you write a rough draft, the next step is to revise it. When you revise you change what you have written in order to improve it. You check it over for content and organization include unity, coherence, and logic. You can change, rearrange, add or delete. Is all for communicating your thought more clearly, effectively, and more interesting way. Based on explanation above researcher assume that writing is a process and always possible to review and revise also it requires generating ideas, planning, goal setting, monitoring, and assessing. The processes start from re-writing, planning, writing and revising draft, and writing the final copy as explained above. 11 to Ruiying & Allison, structure in the analytical discussion of the argumentative essay should consist of a piecemeal approach and specific information so that a solid argument can be built. A writer may support their claims by providing examples, facts, or personal anecdotes. Based on expert explanations above, researcher assumes that argumentative essay is a piece of writing to persuade reader which is contains reasons and information for people to agree or disagree about something. 2.3.2 Generic Structure According to Swales (1990) in Kongpolphrom, the structures of argumentative essay are discusses as follow: 1. The Introduction Introduction is usually in the first paragraph of an essay and contains topic recognition to readers. Example: Education systems all over the world are based on the idea that students get and remember information from teachers and books. These systems test this knowledge with standardized tests which compare students to each-other. They only test the kind of information which is possible to measure in tests. The goal is gaining information, not developing skills by which to use and make information. Unlike the old style of education where people remembered things in order to pass tests 12 and get higher scores than other students, the modern world calls for a new kind of education in which the focus is deep understanding, creativity, and information management skills. Johnson (2010) The introduction consists of a hook, generalization, and thesis statement. A hook is similar to general statement which is to state the main idea in the essay and to provide readers with background knowledge and usually in first sentence of introduction. Generalization is used to explicitly define paragraph as well as to reveal the genre of the essay and usually in the second sentence of introduction. Thesis statement is about specific topic and usually in the last sentence of introductory paragraph. 2. The Body The body of the argumentative essay contains of arguments to support a writer’s standpoint. Each argument is related to other arguments that are added to support that standpoint. Example: Most education systems in the world are designed to make students remember things. One reason is that schools feel the need to compare students. They do this by giving tests. They want to be able to give grades and decide which students are smart and which are not. They function as a sorting mechanism for society. From the earliest grades, students are put on tracks that will decide their futures. Another reason schools like to make students remember things is that by doing so they will be able to test 13 their knowledge and determine if they remember or not. They believe that if students remember things it is the same as understanding those things. Schools also like to impart knowledge because in this way, although students can have different individual skills, they can all have the same knowledge. Johnson (2010) The body consists of topic sentence, supporting, and concluding. Topic sentence states the most important issue and serves as a point of departure for discussion of the subject and usually in the first sentence of body paragraph. Supporting sentence states logically compare and contrast methodology with other methodologies, breaking down opposing arguments and usually in the second sentence of body paragraph. Concluding sentence in the body paragraph can be the paraphrased restatement of their topic sentence. Alternatively, students can include their insight in the last sentence. Usually in last sentence of body paragraph. 3. The Conclusion To reinforce the writer’s argument, the restatement of the proposition is recommended. The imprint can be created through recommendation, prediction, or suggestion and it should be critical enough to convince readers of the writer’s argument. Example: Most people in the world believe that education is about remembering things to take tests which measure one’s performance 16 Based on explanation by two experts above generic structure of argumentative essay is commonly similar with other essay structure such as narrative or descriptive, the difference is argumentative contains a reasonable argument about something whether we agree or disagree about it. Then, the researcher chooses the theory of swales (1990) to conduct the research because the theory is more familiar for researcher. 2.3.3 Language Features Language feature is useful in order to make language used in an essay more easily understood. Language features in argumentative essay according to Tan (2003) is discusses as follow: 1. Tenses • Mostly using present tense to state the facts or ideas, but sometime used past & future tenses according to the statement that writer use. 2. Clarity • Effective choice of words. • Effective placement of words in sentences. • Word choices convey ideas clearly, logically, and purposefully. 3. Tone • Sufficiently formal as appropriate an academic essay. 17 According to Nordquist (2017) technical aspect or mechanics of writing essay are included punctuation, capitalization, and spelling discuss as follow: 1. Punctuation Punctuation is the set of marks used to regulate texts and clarify their meanings, principally by separating or linking. The marks such as: • Period (.) • Semicolon (;) • Colon (:) • Comma (,) • Exclamation mark (!) • Question mark (?) Example: Incorrect : If you want to success you need to work hard Correct : If you want to success, you need to work hard. 2. Capitalization Capitalization is the use of capital letters in writing. Items need to capitalize such as: • Proper nouns. • The first letter of the first word in sentences after period. • The first letter of the first word in sentences after colon. • The first letter of the first word in a tittle. • The letters of many abbreviations and acronyms. • Name of the city. 18 Example: Incorrect : last summer I visited london. Correct : Last summer I visited London. 3. Spelling Spelling is the choice and arrangement of letters that form words. Example Incorrect : Hanna is taller then Romi. Correct : Hanna is taller than Romi. Based on explanation above researcher assume that the composition of language feature in argumentative essay are tense, clarity, tone, and mechanics which is consist of punctuation, capitalization, and spelling. 2.3.4 Example of Argumentative Adapted from Donald Johnson (2010). Skills vs. Knowledge in Education Education systems all over the world are based on the idea that students get and remember information from teachers and books. These systems test this knowledge with standardized tests which compare students to each-other. They only test the kind of information which is possible to measure in tests. The goal is gaining information, not developing skills by which to use and make information. Unlike the old style of education where people remembered things in order to pass tests 21 ability to display critical thinking and development of an argument within the context of the curriculum by students. According to Hillocks (2010. Vol.6) student’s ability in writing argumentative essay is particularly important to student’s readiness for college and careers. The goal is to convince the audiences of the rightness of the claims being made using logical reasoning and relevant evidence. In some cases, students will make an argument to gain access to college or to a job, laying out their qualifications or experience. Based on explanation above researcher assume that students ability in writing argumentative essay is ability to display critical thinking and development of an argument and particularly important to student’s readiness for college and careers. 2.5 Previous Study Here are some previous studies which are similar to this research: 1. Previous Study entitled “An analysis of Students’ Ability in writing Descriptive text at the Tenth Grade Social Science in SMA N 4 Kota Jambi Academic Year 2015/2016” was done by Risa Rosita Melani at Batanghari University in Indonesia. The writer applied descriptive research with qualitative method. The difference between these two is writer use argumentative text instead of descriptive text. Writer hopes this research can be useful to college students after the writer. 22 2. Previous study entitled “Move Analysis on Argumentative Essay of English for Tourism” was done by Nuttaporn Kongpolphrom (2011) at Mahidol University in Thailand. This study aims to identify the essential components needed in argumentative essays written by collegiate Thailand student writers in an English program. The findings reveal that most students could effectively write their General Statements in the essay introduction (82 percent), followed by a Generalization (79 percent), and a Hook (60 percent). In the essay body, students produced a Topic Sentence (94 percent), followed by Supports (90 percent), and Concluding Statements (62 percent). In the essay conclusion, the majority of students produced their Restatement (91 percent), Clinchers and Final Closing (69 percent, 39 percent respectively). 3. Previous study entitled “An Analysis: The Usage of Metadiscourse in Argumentative Writing by Malaysian Tertiary Level of Students” was done by Nor Hafizah Anwardeen (2013) at Putra Malaysia University in Malaysia. The aims of the study is to examine the frequency and distribution of metadiscourse used by the particular students in argumentative writing as well as to analyze the errors that made by the particular students in using metadiscourse. The finding shows that Malaysian college students are more inclined to using textual metadiscourse instead of 23 interpersonal metadiscourse. Besides, the selected students are using less code glosses and stance indicator in their argumentative writing. 4. The difference between the first previous study and this research is in term of text. Researcher use argumentative text instead of descriptive text. The similarity is researcher also analyzes student’s ability in writing. The difference between second previous study and this research is in the term of field. The researcher conducts the research in educational field, whereas the second previous study in the tourism field. The similarity is researcher also analyze the move or structure in argumentative essay. The difference between the third previous study and this research is in the data analysis. The researcher analyze the structure of argumentative essay whereas the third previous study is analyze the usage of Metadiscourse in argumentative. 2.6 Conceptual Framework This research focuses on discussion “Analysis of Students' Ability in Writing Argumentative Essay Written by the Sixth Semester Students of Batanghari University”. Further more the researcher has described a conceptual framework as follow: 26 CHAPTER III RESEARCH METHODOLOGY 3.1 Research Method In this research, researcher use qualitative research method because according to Hancock (2000:2) qualitative method is concerned with developing explanation of social phenomena. Further more stated by Brikci and Green (2007:3) qualitative method is characterized by its aims, which related to understanding some aspect of social life and its methods which in general words rather than numbers as data for analysis. According to Masson (2002:1) through qualitative research we can explore a wide array of dimensions of the social world, including the texture and weave of everyday life, the understanding, experiences and imaginings of our research participants, the ways that social processes, institutions, discourse or relationship work, and significance of the meanings that they generate. Qualitative research is directly into the analysis and explanation. Based on the experts above researcher can conclude that the qualitative research method is developing explanation about something around us in general word as data analysis. Through this method, the writer can find out point of view of the object about this research more deeply. 27 3.2 Setting of the Research Researcher will conduct the research at Batanghari University Jl. Slamet Riyadi RT.09 No. 01 Kel. Sungai Putri Kec. Danau Sipin Provinsi Jambi. Researcher chooses the campus as a place to conduct the research because, collage students are considered more appropriate to be a sample of the research. Indicators in this research are more suitable for campus students. 3.3 Subject of the Research The subject of this research is sixth semester students at English Educational Study Program of Batanghari University 2017/2018. Sixth semester students divided by two classes, A1 class 27 students and A2 class 23 students. In this research, researcher uses total sampling because the total number of English students is less than 100. Table 1: Subject of the Research NO CLASS STUDENTS 1 A1 27 2 A2 23 Total Sample 50 Source: FKIP office at Batanghari University 28 3.4 Technique of Data Collection A writing test will be use in this study for collecting data. The selected subject as explained before is required to make an argumentative essay with predetermined topic complete from introduction, body, and conclusion. At the beginning of collecting data, researcher gives a brief explanation to the students about the research in order to help the writing process from start to finish. Table 2: Specification of Writing Test Adapted from Swales (1990) NO Generic Structures Criteria 1 Introduction hook, generalization, and thesis statement 2 Body topic sentence, supporting, and concluding 3 Conclusion Restatement 4 Language Feature Tense, clarity, tone, punctuation, capitalization, and spelling 3.5 Technique of Data Analysis According to Kawulich (2004) data analysis is the process of reducing large amounts of collected data to make sense of them. According to Tesch and Creswell (2007) in Creswell discuss as follow: 1. Read text data carefully. 2. Divide the text into segments. 3. Correct every part of the segments. 31 Table 4: Result of Test in Argumentative Essay No Sample Code Introduction Body Conclusion Language Features Total Score 1 S1 2 3 0 3 8 2 S2 3 2 2 2 9 3 S3 3 2 3 3 11 4 S4 3 2 2 2 9 5 S5 3 2 1 3 9 6 S6 5 6 4 5 20 7 S7 4 3 2 2 11 8 S8 5 3 2 2 12 9 S9 5 6 4 4 19 10 S10 2 2 4 3 11 11 S11 2 1 1 1 5 12 S12 3 3 3 3 12 13 S13 4 4 2 2 12 14 S14 4 4 3 2 13 15 S15 2 1 1 1 5 16 S16 4 3 2 2 11 17 S17 3 3 1 3 10 18 S18 2 3 3 2 10 19 S19 2 4 3 2 11 20 S20 2 3 1 3 9 21 S21 3 2 1 2 8 22 S22 2 3 1 2 8 23 S23 3 2 1 2 8 24 S24 2 2 1 1 6 25 S25 2 2 1 3 8 26 S26 2 2 3 1 8 27 S27 2 1 3 2 8 28 S28 2 1 1 2 6 29 S29 5 4 4 4 17 32 No Sample Code Introduction Body Conclusion Language Features Total Score 30 S30 2 3 3 3 11 31 S31 4 3 3 3 13 32 S32 3 1 1 3 8 33 S33 1 1 1 2 5 34 S34 3 3 3 4 13 35 S35 2 1 1 2 6 36 S36 3 3 3 3 12 37 S37 3 4 3 3 13 38 S38 2 2 2 2 8 39 S39 2 2 2 3 9 40 S40 3 3 3 3 12 41 S41 2 3 2 3 10 42 S42 3 2 2 3 10 43 S43 2 1 1 2 6 44 S44 2 2 1 2 8 45 S45 2 1 1 1 5 46 S46 3 3 2 2 10 47 S47 4 5 4 4 17 48 S48 4 5 4 4 17 Table 5: Result Classification of Test Argumentative Essay No Students Number Category 1 0 Students Effective Skill 2 S6, S9, S29, S47, S48 Well-develop Skill 3 S14, S31, 34, 37 Adequate Skill 4 S2, S3, S4, S5, S7, S8, S10, 12, S13, S16, S17, S18, S19, S20, S30, S36, S39, S40, S41, S42, S46 Developing Skill 5 S1, S11, S15 , S21, S22, S23, Weak Skill 33 S24, S25, S26, S7, S28, S32, S33, S35, S38, S43, S44, S45 6 0 Students No Skill Table above shows the result of analysis of Students’ ability in writing argumentative essay. The highest score is 20 and in contrast the lowest score is 5. Frequency results of the students’ ability in writing argumentative essay shown in the table below: Table 6: Frequency Results Test of Students’ Ability in Writing Argumentative Essay No Scale Range Frequency Level of Ability 1 21-24 0 Effective Skill 2 17-20 5 Well-developed Skill 3 13-16 4 Adequate Skill 4 9-12 21 Developing Skill 5 5-8 18 Weak Skill 6 1-4 0 No Skill The table above shows the highest and the lowest ability level of sixth semester students in writing argumentative essay. There is no student classified into Effective Skill Level, there are 5 students classified into Well-developed Skill Level, and then there are 4 students classified into Adequate Skill Level, and there are 21 students classified into Developing Skill Level, this is the most achieved skill level by students, following by 18 students classified into Weak Skill Level. 36 Researcher chooses this essay as representative of this category based on the results of the analysis. This essay classified into well- developing skill level because the student fulfilled the criteria as follow: a. Introduction The introduction consists of a hook (topic sentence), generalization, and thesis statement. First, a hook in the first sentence as seen: “Phones have become popular and important to everyone.” A hook is such as connection or link to the topic. Hook written by student related to the topic. Second, a generalization after the hook as seen: “… Almost everyday, including students. They carried phones or smartphones in their pockets or bags, and bring it to school. And the big probability is they would use their phones in the classroom while teaching learning process occur…” Generalization is such as explicit of the essay. In here student reveal about the topic wider. Third, thesis statement in last sentence as seen: “…The question is should phones be banned in the classroom? There are pros and cons of using phones in classroom.” Thesis statement is more specific about the topic. This thesis statement stated such as a list for next paragraph. According to rubric score adapted from Lindquist (2017) criteria in well-develop skill level is student generated the argument in introduction is able to establish a thoughtful context and productively with multiple perspectives for analysis of the 37 topic as seen: “Phones have become popular and important to everyone. Almost everyday, including students. They carried phones or smartphones in their pockets or bags, and bring it to school. And the big probability is they would use their phones in the classroom while teaching learning process occur. The question is should phones be banned in the classroom? There are pros and cons of using phones in classroom.” b. Body The body consists of topic sentence, supporting and concluding sentence. First, topic sentence in the first sentence as seen below: “Phones can be distraction for students.” Topic sentence written by student as the most important issue to discussed in body paragraph. And it is related to the topic. Second, supporting sentence in second sentence as seen: “…Teachers often see the misuse of phones in class. Students more interesting in texting, chatting, check their social media, playing games than pay attention to study. Phones also can makes students more easier to do some cheating stuff. In other perspective, phones or smartphones also give positive effort for students. Students can access information rapidly and help them to improve their ability and help them to increase information and expand the subject that they learn in school…” Supporting sentence made by student stated 38 the arguments and the reasons related to the topic. They elaborated the argument widely. The last, concluding sentence is in the last sentence as seen: “…Parents also can monitor their children to make sure they arrive at school, to pick them up, and to know that perhaps their children have extra classes after school…” The student made concluding paragraph as their insight of the topic. According to rubric score adapted from Lindquist (2017) criteria in well-develop skill level is student generated the argument in body is able to develop the ideas and supports deepen with reasoning and illustration capably conveys the argument as seen: “Phones can be distraction for students. Teachers often see the misuse of phones in class. Students more interesting in texting, chatting, check their social media, playing games than pay attention to study. Phones also can makes students more easier to do some cheating stuff. In other perspective, phones or smartphones also give positive effort for students. Students can access information rapidly and help them to improve their ability and help them to increase information and expand the subject that they learn in school. Phones also the simple way to open dictionary and to checking vocabularies. Parents also can monitor their children to make sure they arrive at school, to pick them up, and to know that perhaps their children have extra classes after school.” 41 to home. Even though, students should know what they come to school to learning their future. In conclusion, I think it is must be banned in the classroom. It is not effective and wasted time. From all impact in this discussion is not needed for students. Students should bring their phone and can turn off when their studying in classroom. Students must be wisely for their phone. This essay is the only one classified into this category based on the results of the analysis. This essay classified into adequate skill level because the student fulfilled the criteria as follow: a. Introduction The introduction consists of a hook (topic sentence), generalization, and thesis statement. First, a hook in the first sentence as seen: “Phone is device which always all people use.” A hook is such as connection or link to the topic. Hook written by student related to the topic. Second, a generalization after the hook as seen: “…In this era, what we want know we can search for smartphone. Handphone also have many features as we know social media or website. The users the handphones is not to adults but younger and student. As we know, students in this era is more easy what they want to know. Students also bring their device in the classroom. Because of that, sometimes students can not focus what teacher 42 teach and always play handphone.” Generalization is such as explicit of the topic. In here student reveal about the topic wider. Third, thesis statement in last sentence as seen: “…Is more pathetic, more ever, this education now more give priority from students think.” Thesis statement is more specific about the topic. But, this one can be said that the student made thesis statement was less specific to be elaborate in the next paragraph. According to rubric score adapted from Lindquist (2017) criteria in adequate skill level is student generated the argument in introduction is able to employs a thoughtful context for analysis and engage the perspectives on the given topic as seen: “Phone is device which always all people use. In this era, what we want know we can search for smartphone. Handphone also have many features as we know social media or website. The users the handphones is not to adults but younger and student. As we know, students in this era is more easy what they want to know. Students also bring their device in the classroom. Because of that, sometimes students can not focus what teacher teach and always play handphone. Is more pathetic, more ever, this education now more give priority from students think.” 43 b. Body The body consists of topic sentence, supporting and concluding sentence. First, topic sentence in the first sentence as seen: “They are much impact from use smartphone” Topic sentence written by student is the most important issue to be discussed in body paragraph. And it is related to the topic. Second, supporting sentence in second sentence as seen: “…One of impact is how we can use wisely for students. As we know, if we use this device, it is not effective to create think. Students only want instant think. So they see much website. Be honesty, creativity students in real is more good to improve they knowledge. Then, other impact, they did not know what the purposes their go to school. They just come and sit as they go to home.” Supporting sentence made by student stated the arguments and the reasons related to the topic, however the sentences quite unclear. The last, concluding sentence is in the last sentence as seen: “…Even though, students should know what they come to school to learning their future.” The student made concluding paragraph as their insight of the topic and the conclusion of the argument. According to rubric score adapted from Lindquist (2017) criteria in adequate skill level is student generated the argument in body paragraph is able to develop the ideas to clarify the arguments and has clear reasoning and illustration as seen: “They are much 46 Phone is double edged knife that can bring benefits as a learning medium. there are have many good examples of the use of devices as learning media, it can also bring negative impacts. I think teacher and principals are the conductor of learning in the classroom and school. they can be do more wise in make a rules in using phone for students in the classroom. Because they need Technology benefits as a learning media like e;book, articles, and References. Researcher chooses this essay as representative of this category based on the results of the analysis. This essay classified into developing skill level because the student fulfilled the criteria as follow: a. Introduction The introduction consists of a hook (topic sentence), generalization, and thesis statement. First, a hook in the first sentence as seen: “Phone is device which always all people use.” A hook is such as connection or link to the topic. Hook written by student related to the topic. Second, a generalization after the hook as seen: “…In this era, what we want know we can search for smartphone. Handphone also have many features as we know social media or website. The users the handphones is not to adults but younger and student. As we know, students in this era is more easy what they want to know. Students also bring their device in the classroom. 47 Because of that, sometimes students can not focus what teacher teach and always play handphone.” Generalization is such as explicit of the topic. In here student reveal about the topic wider. Third, thesis statement in last sentence as seen: “…Is more pathetic, more ever, this education now more give priority from students think.” Thesis statement is more specific about the topic. But, this one can be less specific to elaborate the topic in the next paragraph. According to rubric score adapted from Lindquist (2017) criteria in developing skill level is student generated the argument in introduction paragraph is able to develop the ideas that responds to the given topic and has a limited context for analysis the topic as seen: “The use of technology, especially phone in the classroom can shrink the gap in segments of societies. right now so many school let their students to bring a phone and free to using it, but using a phone in the classroom good or Bad? In this era, we as modern human it is no wonder anymore.” b. Body The body consists of topic sentence, supporting and concluding sentence. First, topic sentence in the first sentence as seen: “Phone is double edged knife that can bring benefits as a learning medium.” Topic sentence written by student is the most 48 important issue to be discussed in body paragraph. And it is related to the topic. Second, supporting sentence in second sentence as seen: “…there are have many good examples of the use of devices as learning media, it can also bring negative impacts.” Supporting sentence made by student was uncompleted. there is no explanation of the argument. The last, concluding sentence is in the last sentence. The student did not make the concluding sentence as seen in the essay above. According to rubric score adapted from Lindquist (2017) criteria in developing skill level is student generated the argument in body paragraph is able to develop the ideas and support mostly relevant but too general and simplistic and the argument somewhat imprecise as seen: “Phone is double edged knife that can bring benefits as a learning medium. there are have many good examples of the use of devices as learning media, it can also bring negative impacts.” c. Conclusion The conclusion is the last paragraph of an essay contain of restatement of arguments as seen: “…Because they need Technology benefits as a learning media like e;book, articles, and References.” The conclusion made too simple for the argument. 51 b. Body The body consists of topic sentence, supporting and concluding sentence. First, topic sentence in the first sentence as seen: “But there is a task that requires the help of the internet.” Topic sentence is the most important issue to be discussed in body paragraph. But, this one was so weak and disjointed with the topic. Second, supporting sentence in second sentence as seen: “…the school should provide facilities such as laptop or computer and wifi for the internet network.” Supporting sentence made by student was very disjointed with the topic. There is no explanation of the argument. The last, concluding sentence is in the last sentence. The student did not make the concluding sentence as seen in the essay above. According to rubric score adapted from Lindquist (2017) criteria in weak skill level is student generated the argument in body paragraph is weak. Development of ideas and arguments are weak and disjointed with the topic. Fail to fully clarify the argument as seen: “But there is a task that requires the help of the internet. the school should provide facilities such as laptop or computer and wifi for the internet network.” 52 c. Conclusion The conclusion is the last paragraph of an essay contain of restatement of arguments, but there was no restatement in this conclusion as seen: “and in that way the phone can not be used and the task completed properly and correctly.” The conclusion made too simple and there was no convincing statement for the argument. According to rubric score adapted from Lindquist (2017) criteria in weak skills level is student generated the argument in conclusion is weak response to the topic and often unclear as seen: “and in that way the phone can not be used and the task completed properly and correctly.” As seen from essay above, this student did a lot of mistake in writing such as inappropriate word choice, sentences often unclear and imprecise, and errors in mechanics as seen: “agree not to activate the handphone while learning.”, “…interfere with consentration and also make the kit is not focused in learning…”, “. the school should provide…” 6. No Skill This is the lowest level of ability in this research. Researcher found from 48 samples in this research, there was no student classified into this level of ability. It means that the students basically are able to 53 make an argumentative essay, however they have different levels of ability. Based on explanation above, from 48 students, there was no student (0) classified into effective skills. It shows that no students have mastered the writing of argumentative essay. Then, there were 5 students classified into well-developed skills. It is the highest score since no students classified into effective skills. And then, there was 4 student classified into adequate skills. There were 21 students classified into developing skills, it is so contrast to number of students classified in well-developed skills. There were 18 students classified into weak skills, it shows that few students were very weak in making argumentative essay. And there was no students (0) classified into no skills. 4.2 Discussions In this research, researcher used total sampling to collecting data. Researcher conducted the research with total samples 50 students. Before researcher asked them to write a test, researcher gave brief explanations about the research. Researcher explained about what is argumentative essay, what the components are consist in it, and also explained about the topic they will choose to make an argumentative essay. When the researcher conducted the research, researcher collected 48 argumentative essay from 50 samples participated in this research. Then, the researcher analyzed the data which is there are four components 56 CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion Based on the data analysis, researcher found that no student classified into effective skill level, 5 students classified into well-developed skill level, 4 student classified into adequate skill level, 21 students classified in developing skill level, and then, 18 students classified into weak skill level, and the last no students classified in no-skill level. Researcher concluded that developing skills level is the most achieved category with 21 students and followed by weak skill level with 18 students. The problem of this research has been answered. The ability of sixth semester students of English Study Program at Batanghari University in writing argumentative essay is considered still in developing stage. 5.2 Suggestion Based on the data and the discussion in order to improve the ability in writing argumentative essay, here are the following suggestions: For students : a. The students are recommended to have many exercise in writing argumentative essay b. The students should be able to write an argumentative essay in accordance with the instruction. 57 For Lectures : a. The lecture should explain clearly about mechanics, especially for the use of punctuation and capitalization. b. The lecture should guide the students step by step in structuring argumentative essay. 58 REFERENCES Anker, S. (2010). Real Writing, With Reading. United Stated of America. Bedford publisher. Anso. S. (2000). The Longman Handbook for Writers and Readers. 2nded. New York: Longman. Aperocho, M, D, B. (2015). Lexical and Syntactic Features of the Male and Female Students Argumentative Essays. Philippines. Mindanao University. Anwardeen, H, N. 2013. An Analysis: The Usage of Metadiscourse in Argumentative Essay writing by Malayasian Tertiary Level of Students. Malaysia. Brikci, N, Judith. (2007) A Guide to Using Qualitative Research Methodology. UK: London School of Hygiene and Tropical Medicine Press. Brown, D. (2001) Connections: A Rhetoric/ Short Prose Reader. Houghton Mifflin Company publisher. Creswell, J, W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. USA. Pearson Education Inc. Crossman, A. 2017. Purposive Sampling. Retrieved from https://www.thoughtco.com/pirposive-sampling-3026727. Accessed on March 2nd 2018. Donaldson, J. (2010). Academic writing. Fowler. A, (2007). The little Brown Handbook 10th Edition. United States of America. Pearson Education press. 61 Sanczyk, A. (2010). Investigating Argumentative Essay of English Undergraduates Studying in Poland as Regards Their Use of Cohesive devices. Oslo University. Siregar, S. (2010). Statistika Deskriptif untuk Penelitian. Jakarta. Rajawali Press. Tan, P, A.S.S. (2003). Contracting the Argumentative Essay: Successful Learning. Singapore. Centre for Development. Retrieved from http://www.cdtl.nus.edu.sg/success/sl29.htm. Accessed on January 17th 2018 Troia, G. (2014). Evidence-Based Practices for Writing Instruction. United Stated. US Departement of Education press. Zarefsky, D. (2005). Argumentation: The Study of Effective Reasoning, 2nd Edition. United States of America. The Great Course Publisher. Wingate, U. (2012). Argument! Helping Students understand what essay writing is about. United Kingdom. 62 Appendix 1. Writing Test Instruction! Here are the topics for writing test. Choose one of them based on your interest. Make at least 3 paragraphs of argumentative essay include the main parts introduction, body, and conclusion. 1. Phone should be banned in the classroom. 2. Heart or head? 63 Appendix 2. Writing Test Instruction! Here are the topics for writing test. Choose one of them based on your interest. Make at least 3 paragraphs of argumentative essay include the main parts introduction, body, and conclusion. 1. Do Students Need to Cheat? 2. Is it Necessary to Speak English in Class? 66 5 4 3 2 1 • The used of language works in service of the argument. • Word choice is precise. • Minor errors in grammar and mechanics may be present, but do not impede understanding. • The use of language conveys the argument with clarity. • Word choice is adequate and sometimes precise. • Errors in grammar and mechanics, but rarely impede the understanding. • The use of language is basic and only somewhat clear. • Word choice is general and occasionally imprecise. • Distracting errors in grammar and mechanics, but rarely impede the understanding. • The use of language is inconsistent and often unclear. • Word choice frequently imprecise • Distracting errors in grammar and mechanics sometime impede understanding. • The use of language fails to demonstrate argument • Word choice is imprecise and often difficult to comprehend. • Errors in grammar and mechanics are pervasive and often impede understanding. 67 Appendix 5. Rubric Score of Argumentative Essay Adapted from Lindquist & Mc Carrel. No Scale Range (1-24) Category 1 21-24 Effective Skill 2 17-20 Well-developed Skill 3 13-16 Adequate Skill 4 9-12 Developing Skill 5 5-8 Weak Skill 6 1-4 No Skill 68 Appendix 6 Result of Test in Argumentative Essay No Sample Code Introduction Body Conclusion Language Features Total Score 1 S1 2 3 0 3 8 2 S2 3 2 2 2 9 3 S3 3 2 3 3 11 4 S4 3 2 2 2 9 5 S5 3 2 1 3 9 6 S6 5 6 4 5 20 7 S7 4 3 2 2 11 8 S8 5 3 2 2 12 9 S9 5 6 4 4 19 10 S10 2 2 4 3 11 11 S11 2 1 1 1 5 12 S12 3 3 3 3 12 13 S13 4 4 2 2 12 14 S14 4 4 3 2 13 15 S15 2 1 1 1 5 16 S16 4 3 2 2 11 17 S17 3 3 1 3 10 18 S18 2 3 3 2 10 19 S19 2 4 3 2 11 20 S20 2 3 1 3 9 21 S21 3 2 1 2 8 22 S22 2 3 1 2 8 23 S23 3 2 1 2 8 24 S24 2 2 1 1 6 25 S25 2 2 1 3 8 26 S26 2 2 3 1 8 27 S27 2 1 3 2 8 28 S28 2 1 1 2 6 29 S29 5 4 4 4 17 71 72