CHAPTER I

INTRODUCTION

A. Background of the study

English is one of the global languages in this world. It is also used
by most of the societies of many fields worldwide. By using English
people can absorb and develop their mastery in science, technology, and
culture.
As a developing country, Indonesia has realized that teaching
English is an essential subject in providing students to face the real world
challenges. That is why it is learnt by and taught to the Elementary school,
Junior high school, Senior high school and even at University.
Based on the 2013 Curriculum, the purpose of teaching English in
senior high school is to develop the students ability to communicate using
the target language both in oral and written forms that involve the four
language skills. They are listening, speaking, reading and writing.
One skill of the learning objectives is writing. The students should
be able to write various text types, such as report, narrative, descriptive,
spoof, analytical exposition, and hortatory exposition. Writing needs some
aspects, such as organization, content, grammar, mechanic and style,
quality of writing. Meanwhile, writing skill is also important for students
because it can help them develop their ideas and logical thinking. So they
have to improve it.

In relation of this, the observation which the writer has done at

SMA N 4 Magelang shows that the result of XI classs writing skill test is
not satisfactory yet. Through the data given by the English teacher, the
average standard learning target (KKM) scores is 75. The result of the
average of the English test of XI graders was only 65. Therefore, the writer
is interested to improve their writing skill.
From the above explanation, the writer summarized that there are
internal and external factors that appear during the teaching and learning
process that influence the students low writing skill. The internal factors
show that the students are less interested in English. Besides, they have
low motivation to learn English for their daily conversation. Even they
have to be able to develop not only English, but also the other languages,
such as Japan, Arabic, and French.
Organizing and expressing ideas are the main problems which are
faced by students. They cannot arrange the sentences into a good
paragraph. The coherent and cohesion between sentence and paragraph are
not synchronic. Another problem that students face is that they lack of
vocabulary. It makes them difficult to choose or use the appropriate words
or vocabulary in writing. On the other hand, they do not know how to
write in real English. It is caused by their low knowledge of grammar.
For that matter of external factors, the writer finds that the
students handbook is limited. They are not using dictionary in English
lesson. The teaching and learning process also influence the achievement
of teaching learning. In fact, the teacher technique which is used in class is

not in various techniques. It seems that the students being not active and
the class is not interesting. The students also feel bored and sleepy.
Choosing the media, technique or strategy is more interesting to
make the students become active and avoids of making students bored.
There are many kinds of media, techniques or strategies which are used in
teaching and learning process. One of them is using Academic
Controversy technique. By using it, the students are expected to be more
active and also interested in English.
Based on the above explanation, the writer tries to apply a
Academic Controversy technique to improve writing skill especially
hortatory exposition text. The writer will take SMA N 4 Magelang as the
setting of the research. The writer will write a paper with a title of Using
Academic Controversy Technique to Improve the Hortatory Exposition
Text Writing Skill of the Eleventh Graders of SMA N 4 Magelang in the
School Year 2014/2015.

B. Identification of the Problems

Based on the background of the study, the writer identifies the
following problems:
1. The students have low motivation to learn English.
2. The students cannot organize and express their idea into good
paragraphs.
3. The students have difficulties in arranging sentences into coherent and
cohesion paragraphs.

4. The students lack of vocabulary.

5. The students do not know how to write in real English.
6. The students have limited knowledge of grammar.
7. The students handbooks are limited.
8. The students are not interested in the teachers technique.
9. The teachers technique is not varied.

C. Limitation of the Problems

The writer realizes that it is impossible to conduct a research
covering all the above identification of the problems. In this paper, the
writer limits on the difficulties of the students to write hortatory exposition
text. Therefore, the writer uses Academic Controversy Technique to
improve the Hortatory Exposition Text Writing Skill of the Eleventh
Graders of SMA N 4 Magelang in the School Year 2014/2015.

D. Formulation of the Problems

Based on the background of the study which has been stated above,
the writer formulates the problems as follows:
1. Can the use of Academic Controversy technique improve the learning
motivation of the hortatory exposition text writing skill of the eleventh
graders of SMA N 4 Magelang in the school year 2014/2015?
2. Can the use of Academic Controversy technique improve the hortatory
exposition text writing skill of the eleventh graders of SMA N 4
Magelang in the school year 2014/2015?

E. The Objectives of the Study

1. To know whether the use of Academic Controversy technique can
improve the learning motivation of the hortatory exposition text
writing skill in of the eleventh graders of SMA N 4 Magelang in the
school year 2014/2015 or not.
2. To know whether the use of Academic Controversy technique can
improve the hortatory exposition text writing skill of the eleventh
graders of SMA N 4 Magelang in the school year 2014/2015 or not.

F. The Significances of the Study

The result of this action classroom research is expected to give a
lot of benefits in teaching learning process to:
1. The teacher
The Academic Controversy Technique helps the teacher to teach
writing hortatory text effectively and more interesting.

2. The students
The Academic Controversy Technique makes the students have more
attention and interest in writing class.

CHAPTER II
REVIEW OF RELATED LITERATURE

A. Theoretical Background
1. Motivation
a. Definition of Motivation
Academic motivation as enjoyment of school learning
characterized by a mastery orientation, curiosity, persistence, taskendogens, and the learning of challenging, difficult and novel tasks
(Gottfried, 1990:525), while Turner (1995:413) argues that
motivation to be synonymous with cognitive engagement, which
he defines as voluntary uses of high-level self-regulated learning
strategies, such as paying attention, connection, planning and
mentoring. Motivation can lead person to do actions.
William and Burden (1997:20) say that motivation is state
of cognitive arousal which provokes a decision to act and give rise
to period of sustained intellectual and physical effort, so that the
person can achieve some previously set goal. On the other hand,
Dornyei (2001:56) defines that motivation explains why people
decide to do something, how long they are willing to sustain the
activity and how hard they are going to pursue it.
Based on the above explanations, the writer concludes that
motivation is a state of cognitive arousal which characterized by

mastery orientation, curiosity, persistence, task-endogen and

learning of challenging that can provokes to do something.
b. Type of Motivation
According to 7
Harmers idea (2001:51), there are two types
of motivation:
1. Extrinsic Motivation
Extrinsic motivation is caused by any number of outside
factors such as the need to pass exam, the hope of financial
reward or the possibility of future travel.
2. Intrinsic Motivation
By contrast, come from within the individual. Thus a person
is motivated by the enjoyment of the learning process itself
of by a desire to make they feel better. Most of the writer
methodologist has come to the view that intrinsic
motivation is especially important for encouraging success.
c. How to Measure Motivation
Based on Guttman scale (1990), the result of the test could be
classified into five categories, they are:
Categories
Very High
High
Fair
Low
Very Low

Score Precentage
86-100%
70-85%
60-69%
50-59%
<50%

Based on Carla (2005) there are some ways to measure

motivation, they are:

1) Project Test
2) Questionnaire
3) Behavioral Observation
2. Writing
a. Definition Writing
Eltis (1994:17) defines that writing is the representation of
language in a textual medium through the use of a sign or
symbols.
Brown (2000:335) defines that a writing product which is
completed after the process of thinking, planning, drafting and
revising and also demands efforts and specialized skills of
generating ideas, organizing them coherently, making use of
discourse markers and the rhetorical conventions, putting all of
them into one, revising the content for a clearer meaning, and
editing for accurate grammar into final product.
For all of the above definitions, the writer summarizes that
writing is ability or skill of English about decoding ideas, interest,
of feeling in written codes to communicate with the readers
without pressure and to explore experience.

b. The Importance of Writing

There are many reasons why writing is important. Raimes
(1993:98) explains some reason about the importance of writing.

According to him, writing used to help students in the learning

process. The reason that are as follows:
1. Writing reinforces the grammatical structure, idiom, and
vocabulary that have been thought to the students.
2. When the students write, they necessarily become very
involved with new language, the effort to express.
3. When then students write, they also have a chance to be
adventured with the language, to go beyond what they have
learned and to take risks.

c. The Elements of Writing

Brown (2004:220) pointes out of five components of
writing. They are content, organization, vocabulary, language use
and mechanic.
1. Content
There are at least three things which can be measured in
connection with content, the point are presented and formal
signals given the reader to guide in understanding the topic
fully.
2. Organization
Organization is the internal structure of a piece of
writing, the thread of central meaning, the pattern and
sequence, so long as it fits the central idea. Organizational
structure can be based on comparison-contrast, deductive

10

logic, point-by-point analysis, development of a central theme,

chronological history of an event, or any of a dozen other
identifiable patterns.
3. Vocabulary
The choice of vocabulary could describe the writers
knowledge. The number of words that is mastered by a writer
could indicate that he/she mastered a number of concepts.
Mastery of vocabulary can improve by writing and listening a
lot.
4. Language Use
It is the elements of grammatical forms, systematically
pattern, and sentence structure consists of phonology,
morphology, and syntax. Phonological roles do not have any
roles in the writing activity, while morphological and
syntactical rules play some important roles in the writing
activity, it deals with effective use of the right affixes,
conjunction, prefixes and composition, the structure of the
sentences.

5. Mechanics
Mechanic of writing deals with capitalization, spelling
and punctuation. Capital letters are used to start sentences,
name of person, cities, countries, day, and month. The

11

punctuation has function to make writing clearer for the reader.

The ability to spell correctly can be acquired with a little
persistent practice. The function of the way of writing is to
communicate a massage as clearly and efficiently as possible.

d. The Process of Writing

The most effective way to learn to write is to go it as a
process. Writing is a complex process with a number of operations
going on simultaneously. Deporter and Hernaki (2002:86) argue
that the process of writing contains a number of stages and it can
be grouped into seven major activities. They are:
1. Pre-Writing
It has come to stand for all preparations the writer makes
before the beginning to write or draft. This stage includes, but it
is not limited to perceive a subject, determining a point of view
toward that subject defining the purpose and the audience
gathering information and choosing the best form.

2. Drafting
Drafting helps someones putting the words, sentence and
paragraphs on paper. It is intended to help him make a
preliminary. Survey of the territory the subject of four minds.
They are three principles of drafting:
a) Keep the text fluid as long as possible.

12

b) Keep the concentration focused on what to say and how to

say it.
c) Balance comfort and concentration to enhance a and b.
3. Sharing
That is the most important thing to do but someone always
ignores it. There are some instructions to be shared.
For the writer:
a) Tell the reader about the aim in writing
b) There is no true and false in sharing, so he does not include
his emotion when he gets feedback. Afterwards he can edit
the feedback.
c) Just listen to the readers opinion do not give comment
about the opinion of the reader. If there is no opinion then it
doesnt need opinions.
d) After the reader finishes giving feedback, he can also ask
some questions to make clear about it.
For the reader:
a. Just read the contents and neglect the grammar, in the
spelling and the mechanic marks.
b. Tell the writer about some words, phrases and the main
ideas that are good for the reader.
c. Ask question as many as possible.
d. Tell to the writer that its successful in writing as aim.
e. Tell how the easy can be better and clearer.

13

4. Revising
Revising is the something as drafting. It means improving what
you have already written. When you revise, you examine how
tell you first draft make its point and achieves its purpose for its
audience. We can revise it using the readers feedback. Then we
read what we have written at another setting of writing project
so he can get the best result.
5. Editing
Editing is dealing with surface errors like grammar, spelling
and mechanics. He must eliminate the surface errors in his
writing. Make sure that he uses appropriate verbs and correct
sentences.
6. Re-Writing
It is writing project and incudes the revising and editing the
result of the writing.
7. Evaluation
Evaluation is checking to make sure about the writing that the
writer has reached the best writing.
From the above explanation, the writer summarizes that the
writing process is a complex process with a number of operations
going on simultaneously to get the best result. We have to use
appropriate verb and correct sentences to get the clearly meaning
so the reader fell interest.

14

e. The Type of Writing Performance

Brown

(2004:220)

shows

four

types

of

writing

performance, they are imitative, intensive (controlled), responsive,

and extensive writing.
1. Imitative writing
To produce written language, the learners must attain skills in
fundamental, basic tasks of writing letters, words, punctuation
and very brief sentence. This category includes the ability to
spell

correctly

and

to

perceive

phonemic-grapheme

correspondences in the English spelling system. It is a level at

which learners are trying to master the mechanics of writing.
At this stage, form is the primary if not exclusive focus, while
context and meaning are secondary concern.
2. Intensive writing (controlled writing)
Beyond the fundamental of imitative writing are skill in
producing

appropriate

vocabulary

within

context,

collaborations and idioms, and correct grammatical features up

to the length of a sentence. Meaning and context are some of
importance are more concerned with a focus on form and are
rather strictly controlled by the rest design.
3. Responsive writing
Assessment tasks in responsive writing require learners to
perform at a limited discourse level, connecting sentences into
a paragraph and creating logically connected sequence of two

15

or three paragraphs. Task respond to pedagogical directives

and descriptions, short reports, lab reports, summaries, brief
responses to writing, and interpretations of chart of graphs.
Under specified conditions, the writer begins to exercise some
freedom of choice among some alternatives forms of
expressions of ideas. The writer has developed the
fundamental of sentence level grammar and is more focused
on the discourse conventions which will achieve the objective
of the written text. Form-focused attention is mostly at the
discourse level, with a strong emphasis on context and
meaning.
4. Extensive writing
Extensive writing implies successful management of all
processes and strategies of writing for all purpose, up to the
length of an essay, a term paper, a major research project
report, or even a thesis. Writer focuses on achieving a purpose,
organizing and developing ideas logically, using details to
support or illustrate ideas, demonstrating syntactic and lexical
variety, and in many cases, engaging in the process of multiple
drafts to achieve a final product. Focus on grammatical form is
limited to occasional editing or proof writing of a draft.

f. Characteristic of a Good writing

16

Zimmerman

and

Rodrigues

(1992:9)

show

some

characteristics of a good writing as the following:

General features of good writing:
1) Appropriate for purpose
2) Appropriate for audience
3) Appropriate content
4) Appropriate style
5) Appropriate tone
Specific features of good writing:
1) Effective organization
2) Effective sentence structure
3) Effective word choice
4) Effective visual display or information

3. Text
a. The definition of text
A text is determined by genre (and other semiotic system
are parts of the context of culture) and register (the meanings
associated with the context of situation-field, tenor and mode).
Furthermore, the oral and written text which people create also act
upon an influence of the context (genres and register) which are
part of the environment of all speakers and writers (Literary and
education research Network, 1990)

17

Based on Board of Studies NSW (1994), a text is a product

of a particular context of culture and context of situation. It is
necessary to understand a text in term of context in which it is
produced. The difference in text occurs because of the choices are
which are made from the language system. Meanwhile,
Derewianka (1995:17) states that text is only meaning full stretch
of language-oral or written. However not all texts are the same and
a functional model of language tries to describe the ways in which
they differ.
Related to the above explanation, it can be understood that
a text may be in oral or written form that it has meaning given by
the writer.

b. Genre of text
According to Gerrot and Wignell (1994:7) genre can be
defined as a cultural spesific text-type which result from using
language (written and spoken) to help acomplish something. There are
fourteen common genres according to Garrrot and Wignell (1994:192)
opinion. They are recount, spoof, report, description, hortatory
exposition, explanation, duscussion, reviews and commentary. There
are two types of genre, according to Garrot and Wignell (1994:176),
they are:
1) Story Genres
a) Narrative

18

It is a non factual text which is used in a variety of models to

amuse, entertain, and to deal with actual or vicarious
experience in different ways.
b) News Story
It is a factual recount text which informs the readers of daily
newspaper about events of the day which are regarded as
newsworthy or important.
c) Exemplum
It deals with incidents that are in some respects out of the
usual.
d) Anecdote
It deals with something unexpected or out of the ordinary, and
to share with others an account of a usual or amusing accident.
e) Recount
It is a text which is to retell events for the purpose of informing
and entertaining.
2) Factual Genres
a) Procedure
It is a factual text which is designed to describe how something
is accomplished through a sequence of action or steps.
b) Explanation
It is a factual text which is used to explain the processes
involved the evaluation of natural or sociocultural phenomena.
c) Report
It is a factual text which describes the way things are, with
reference to a whole range of phenomena, natural, synthetic
and social in our environment.
d) Discussion
It presents information and arguments for both sides of an
issue, concluding with a conclusion or recomendation based on
the weight of evidence.
e) Hortatory Exposition
It is a text to persuade the reader that something should or
should not be the case.

19

f) Analytical Exposition
It is a text to persuade the reader that something is the case.

4. Hortatory Exposition Text

a. The Definition of Hortatory Exposition
Gerot and Wignell (1994:67) state that hortatory exposition
is a text which represents the attempt of the writer to persuade the
reader or listener that something should or should not be the case.
Anderson (1997:90) says that hortatory exposition is a
piece of text which represents the attempt of the writer to resent
one side of an issue. It also defined as a type of text that is used to
explain and interpret, which presents more than one argument in
favor of a judgment.
Based on the above definitions, the writer summarizes that
the hortatory exposition is a text that is used to give information
and explanation in order to persuade the readers or listeners that
something is should or should not be the case.

b. The Social Function of Hortatory Exposition

Hortatory exposition is a factual text is used to put forward
a point of view, or argument or recommendation to persuade the
reader or listener that something should or should not be the case
(Gerot and Wignell, 1995:10)
The social function of hortatory exposition is to persuade
the reader or listener that something should or should not be the
case (Brown, 2004:17)

20

Related to the above explanations, the writer summarizes

that the social function of hortatory exposition is to explain the
reader or listener that something should or should not be the case
and give suggestion or recommendation.

c. The Schematic Structure of Hortatory Exposition

Schematic structure is the distinctive beginning, middle-end
structure of a genre (i.e. the stages accomplishing a genres social
purpose, the stages may be either obligatory (always present) or
optional (present only under certain condition) (Macken, 1990:44).
Based on Browns (2004:21) argument, Hortatory
Exposition text has three schematic structures; those are thesis,
arguments, recommendation.
1) Thesis
Thesis is a statement or theory supported by arguments long
piece of writing or a subject.
Position: it introduces topic and indicates writers position.
Preview: outlines the main arguments to be presented.
2) Argument
Argument is a connected series of series of statements or
prepositions, some of which are intended to provide support,
justification or evidence for the truth of another statement or
preposition. Arguments consist of one or more promises are
those statements that are taken to provide the support or
evidence, the conclusion is that which the promises allegedly
support.
3) Recommendation

21

Recommendation is a praising or commend about some

phenomena. Recommendation states what ought or not ought
to happen.
Based on the above explanations, the writer concludes
that hortatory exposition text has three schematic structures;
those

are

thesis,

arguments,

recommendation.

Every

argument consists of points and elaborations.

d. The Linguistic Features of Hortatory Exposition
Language feature is the kind of language which distinguishes the
genre from other. A genre is characterized by the use of certain
language features (Macken, 1990:23)
According to Gerrot and Wignell (1994:18) the language
features of hortatory exposition text are:
1) Focus on generic human and nonhuman participants.
Generic human participant means a human participant
constructed by grammar as having a general identifiable
referent in the context.
Generic non-human participant

means

non-human

participant constructed by grammar as having a general

identifiable referent in the context.
2) Uses of mental processes, material processes, relational
processes
a) Mental process
Mental processes are ones of sensing: feeling, thinking,
perceiving. Mental process clauses normally have at least
one participant representing the one who thinks, sees,

22

likes, wants and so on. It explains what the writers

opinion about the issues. E.g. think, believe, and so on.
b) Material process
Material processes are processes of material doing which
express the notion that some entity physically does
something or physical action. Material processes also
defined as processes of doing and happening and the
actor is the key participants. E.g. construct, can go, and
attend, and so on.
c) Relational process
Relational processes involve states of being including
having. Relational processes are concerned with being,
processing or becoming. It also explains what it should
be. E.g. can keep, dont, will be, and so on.
3) Use simple present tense
Present tense is used to express habitual or everyday activity.
It indicates a situation that exists right now, at the moment
speaking. It shows that the things are true in general, or
happen sometimes or all the time.
4) Use of modality
Modality is commonly used in argument writings to show
certainty of conclusion. E.g. might, can, will.
Based on the explanations above, the researher point out that
the language features of hortatory exposition text are focus on generic
human and nonhuman participants, uses of mental processes, material
processes, and relational processes, use simple present tense, and use
of modality.

23

5. Teaching Technique
In line with Zhangs (2005: 27) ideas, teaching technique is a
way to learn the information. It is given to the students through a
teacher or via written material.
On the other hand, Larson (2011: 7) defines that the
technique in the volumes title as the methods or actions teacher
carries out in the classrooms, and the principles as the thoughts
(beliefs, attitudes, values, and awareness) of teachers that guide
those actions. The teacher may pose issues to the class and the
students respond to brainstorm.
Based on the above explanation, the writer summarizes that
teaching technique is a way to give information to the students and
make job done in the classroom to lead the students achieve the
target languages. It stimulate the students to brainstorm in class via
written material.

6. Academic Controversy Technique

a. The History of Academic Controversy Technique
The Academic Controversy technique was originally
developed by Yasuo Matsumura, Director of the Clover
Management Research (Japan). This technique is based upon the
use of analytical capacities and helps to generate a great number of
ideas that will possibly provide the best solution to the problem to
be addressed by the management group. The Academic

24

Controversy technique as brainstorming technique. The point is

that by organizing his thinking around loosely-connected themes,
Darwin

expanded

his

thinking

by

inventing

alternative

possibilities and explanations that, otherwise, may have been

ignored. The technique helps you to diagrammatically mimic
Darwins thinking strategy by organizing your thinking around
significant themes. You start with a central subject and expand into
themes and sub-themes, each with separate entry points. In
Academic Controversy, the petals around the core of the blossom
are figuratively peeled back one at a time, revealing a key
component or theme. This approach is pursued in ever-widening
circles until the subject or opportunity is comprehensively
explored. The cluster of themes and surrounding ideas and
applications, which are developed in one way or another, provide
several different alternative possibilities.

b. Definition of Academic Controversy Technique

Michalko (1994) explains that the Academic Controversy is
created by Yasuo Matsumura of Clover Management Research in
Chiba City, Japan. This technique calls for you to start with a
central subject and expand that subject into themes and subthemes, each with separate entry points. Academic Controversy is a
technique that organizes creative thinking around core themes. This

25

technique is based upon the use of analytical capacities and helps

to generate a great number of ideas that will possibly provide the
best solution to the problem to be addressed by the management
group.
Academic Controversy technique can also be used in
scenario planning and is very useful for forecasting strategic
scenarios. It is designed for groups and is used to provide a more
in-depth look at various solutions to problems. It begins with a
central core idea surrounded by eight empty boxes or circles.
Using brainstorming, eight additional ideas (solutions or issues)
are written in these boxes. In the next step, each of these eight
ideas becomes the core of another set of eight surrounding empty
boxes, which are filled in by new ideas using brainstorming. The
process continues until a satisfactory solution or a sufficient
number of ideas have emerged (Higgins, 1996).
According to Sains opinion (2011), Academic Controversy
technique is a powerful technique for brainstorming and
organizing your ideas that revolve around a core topic. The
principle is very elegant. You start with an idea and expand it into
various topics by placing them surrounding the original idea. This
organization will give you a balanced view of your ideas and their
relationships. Each of the sub-topics can be expanded further by
considering it as a new topic, and the process continuous.

26

Academic Controversy technique is intended to make you

to look for a multiplicity of ways to approach a problem (Dubrova,
2012).
Based on the above definitions, the writer concludes that
Academic Controversy technique is a kind of Brainstorming that
will help you to organize your ideas that start with a central
subject and expand that subject into themes and sub-themes, each
with separate entry points.

c. The Importance Aspect of Academic Controversy Technique

The importance aspect of this technique is that it shifts you
from reacting to a static snapshot of the problem and will
encourage you to examine the significant themes of the problem
and the relationships and connections between them. Sometimes
when you complete a diagram with ideas and applications for each
theme, a property or feature not previously seen will emerge.
Generally, higher level properties are regarded as emergent. When
you diagram your problem thematically with ideas and
applications, it enhances your opportunity to see patterns and
make connections. The connections you make between the themes
and ideas and applications will sometimes create an emergent new
property or feature not previously considered

d. How to add value to your organization

27

Suppose, for example, you want to create more value for

your organization by increasing productivity or decreasing costs.
You would write add value in the center box. Next, write
the eight most significant areas in your organization where you
can increase productivity or decrease costs in the circles labeled A
to H that surround your central box. In the writers example, the
writer selected the themes suppliers, travel expenses,
partnerships, delivery methods, personnel, technology,
facilities, and evaluation. For instance, in the sample diagram
the word technology in the circle labeled A, serves as the theme
for the lower middle group of boxes. Each area now represents
a theme that ties together the surrounding boxes. For each theme,
try to think of eight ways to add value. Phrase each theme as a
question to yourself. For example, ask, What is technology?, In
what ways might we use technology to increase productivity? and
In what ways might we use technology to decrease expenses?
Write the ideas and applications in the boxes numbered 1 through
8 surrounding the technology theme. Think of eight ideas or ways
to make personnel more productive or ways to decrease personnel
expenses, eight ideas or ways to create more value for your
delivery methods, your facilities and so on. If you complete the
entire diagram, youll have 8 new ideas or ways to increase
productivity or decrease expenses. When you write your ideas in
the diagram, youll discover that ideas continually evolve into

28

other ideas and applications, as ideas seem to flow outward with a

conceptual momentum all their own.
e. Steps for Making Academic Controversy Diagram
Michalko (1994) stated that Academic Controversy diagram
can be broken down into four major steps:

Figure 3-10: Academic Controversy

1. Draw up a Academic Controversy diagram (Figure 3-10) made up of

a square in the center of the diagram (the pistil) and eight circles
(petals) surrounding the square;
2. Write the central idea or problem in the center of the diagram
(yellow square);
3. Look for ideas or solutions for the central theme. Then write them in
the flower petals (pink circles).
4. The main ideas were written in the circles all-round the main square.
f. The Example of Teaching Writing Using Academic
Controversy Technique
The example of teaching writing, especially hortatory
exposition text using Academic Controversy Technique as follow:
1. Select interesting topics that students can easily understanding
and familiar.
2. Divide the class in to pairs.
3. Ask to the students to prepare stationary and dictionary.
4. Teacher explains the hortatory exposition text first. It consists
of: 1) Social function
2) Generic structure
3) Linguistic features

29

5. Teacher asks the students to make Academic Controversy

diagram.
6. Teacher asks the students to choose a topic for a pair then
discuss the topic.
7. Write the main idea or the topic in the center of the diagram.
8. The A and Bs circles are for thesis, the C, D, E, F, Gs are for
arguments, and Hs circles is for recommendation.
9. After that the students make a hortatory exposition text
according the main idea in the Academic Controversy diagram
to be a good paragraph individually.
g. The Example of Making Hortatory Exposition Text Using
Academic Controversy Technique
1. Draw up a Academic Controversy diagram made up of a
square in the center of the diagram (the pistil) and eight circles
(petals) surrounding the square. (figure g.1.)

Figure g. 1.
2. Write the central idea, smoking, for example, in the center of
the diagram (Yellow Square). (figure g.2.)

smokin

Figure
g.2.
g
3. Look for thesis, arguments, and recommendation for the main
idea.
4. Write the main idea for thesis in the 1st and 2nd circles, the
arguments in the 3rd, 4th, 5th, 6th, 7th and 8th circles and
recommendation in the last circle. (figure g.3.)

30
Try to
smoke

Never try
smoking

Be a
smoker

the factof
tobbaco

nasty

smoki
diseases
ng
stop
symptoms
nicotine
Figure
g.3.
5. Write a hortatory exposition text smoking
according to the ideas in the
Academic Controversy diagram.
NEVER TRY SMOKING
A lot of people, especially teenagers, who do not
smoke, always want to try smoking. They know it is bad for
them and all, but it is just something they want to try. So they
ask one of their smoker friends for a cigarette. Admittedly,
they firstly cannot light it on their own so they ask his friend to
do it. Then they inhale that cigarette and smoke occasionally.
Apparently that makes them the born smokers. Now
they do smoke fairly regularly. They cannot avoid smoking
and they enjoy too. They have smoker friends. Every day they
bring a pack in their pocket. For them, a pack of cigarette is as
important as a wallet for their money.
Suddenly, for certain reason, they realize the fact that
tobacco is the cause of a long list of nasty diseases. It is not
only heart disease, stroke, and chronic lung disease but also
bladder, lung, and pancreatic cancer. Even it was reported that
around 400,000 Americans died each year. It was one every 80
seconds from tobacco-related illnesses.
Then they decide it is stupid to harm selves. They want
to quit smoking. Unfortunately, they find that quitting smoking
is so difficult. Why can't I stop smoking? I really want to stop
it. It is hard to quit because nicotine is powerfully addictive.

31

Cigarette is one of the most efficient drug-delivery devices

ever devised. As result, when people try to quit smoking, they
often experience classic nicotine withdrawal symptoms such as
anxiety, irritability, headache, depression, and restlessness.
Well, still want to try smoke? Think the facts before
trying! If you are not smoker, you should never and never try
to smoke.
h. When to use Academic Controversy Technique
1. Use it when you want to develop creative ideas.
2. Use it when you are having problems creating more ideas.
3. Use it when you are trapped by a single mode of thinking.
4. Use it to create seeds of ideas that can trigger further good
ideas.
i. The Advantages of Academic Controversy Technique
1. The Academic Controversy technique is enjoyable because it
draws some table so the students will not bored.
2. It focused brainstorming.
3. Ideas are explored in two levels - thus a deeper analysis can be
done quickly.
4. It generates & captures more ideas.
5. It can build on each others ideas.
6. Inherently democratic process.
j. The Disadvantages of Academic Controversy Technique
1. Academic Controversy technique requires much time, moving
towards.
2. Only the popular ideas are captured and these are further
explored.
3. Students may have difficulties to choose a new idea in every
Academic Controversy diagram.

B. Conceptual Framework

32

Writing is one of four skills that have difficulties to develop

because it is needed organization, content, grammar, mechanic and style,
quality of writing. Meanwhile, writing skill is also important for students
because it can help them to develop their ideas, opinions and logical
thinking in written symbol. The students are provided to be able to
understand and create various texts. One kind of texts that they learn in the
class is descriptive text.
In fact, some problems appear which influence the students
writing skill. They are less interested in English. They also have low
motivation in writing text. The other problems is organizing and
expressing the idea into a good paragraph. Moreover, they are lack of
vocabulary so it makes them face difficulty to choose the appropriate
words.
In relation to this problem, the writer makes attempt to apply a
technique in teaching writing that is Academic Controversy Technique. By
using Academic Controversy Technique in teaching writing, especially
hortatory exposition text, can expect to be able to motivate students in
learning process hortatory exposition text. Academic Controversy
technique can force the students to get ideas in writing hortatory text. The
students will be more active and improve their writing ability, knowing,
exploring, building and understanding more new ideas in every Academic
Controversy diagram. Hopefully, there will be an improvement of
students writing skill, motivation and teachers problem in teaching
writing will be solved.
C. Action Hypothesis

33

Based on the above presented theories and framework, the

hypothesis proposed is:
1. The use of Academic Controversy technique can improve the learning
motivation of the hortatory exposition text writing skill of the eleventh
graders of SMA N 4 Magelang in the school year 2014/2015.

2. The use of Academic Controversy technique can improve the hortatory

exposition text writing skill of the eleventh graders of SMA N 4
Magelang in the school year 2014/2015.

34

CHAPTER III
RESEARCH METODOLOGY

A. Type of the Research

The type of this research is quantitative research. It is included
Classroom Action Research (CAR). CAR is a kind of research having
function to improve the existing classroom condition of writing skill. The
principle of carrying out this research is to collect and interpret data that
involve a clear, repeated cycles. It means that classroom action research is
carried out to improve and make up the learning condition and situation in
order to make something better than before.
1. A Brief View of Classroom Action Research
a. Definition of Classroom of Classroom Research
Based on Burns (2009) action research is part of a board
movement that has been going on in education generally for some
time. It is related to the ideas of reflective practice and the
teacher as researcher. Action research involves taking a selfreflective, critical and systematic approach to explore teaching

35

contexts. It do not mean being negative and derogatory about the

way people teach, but taking a questioning and problematizing
stance

towards

their

teaching.

For

example,

the

term,

problematizing, does not imply looking at people teaching as if it is

ineffective and full of problems. Rather, it means taking an area
people feel could be done better, subjecting it to questioning, and
then developing new ideas and alternatives. So, in action research,
a teacher becomes an investigator or explorer of his or her
personal teaching context, while at the same time being one of the
participants in it.
The central idea of the action part of action research is to
intervene in a deliberate way in the problematic situation in order
36

to bring about changes and, even better, improvements in practice.

Importantly, the improvements that happen in action research are
ones based on information (or to use the research term, data) that
an action researcher collects systematically. So, the changes made
in the teaching situation arise from solid information rather than
from hunches or assumptions about the way we think things are.
B. The Subject of the Research
The subject of this research is the eleventh graders of SMA N 4
Magelang in school year 2014/2015. In The writer took XI-A1. There are
27 students which consist of 19 females and 8 males. Based on the writers
observation, those class had low score is English term, especially in
hortatory exposition text writing skill. Their achievement could be seen on

36

daily tests and English final test. Some students got good mark, but some
got bad. The average score of the writing test of this class was 62, less than
the standard score of the learning target (KKM) which is 70.
C. Setting of the Research
The writer carried out the research in XI-IA 1 class of SMA N 4
Magelang. It is located at Jendral Sudirman Street No 173, Temanggung
regency, Central Java, Indonesia. The English teacher of SMA N 4
Magelang is Dewi Susanti, S. Pd. This school has 76 teachers and 5
teachers of English. It has 11 classes in X grade, 12 classes in XI and 10
classes in XII, so there are 33 classes. In every grade, there will be science,
social, language, and religion, except X grade. The writer did the research
on April 2014.

D. The Procedure of the Research

The action research was conducted through Pre Cycle and two
cycles. Each cycle consisted of four stages, theye are planning, acting,
observing and reflecting. Before the writer gave the treatment, the writer
gave writing test in Pre-Cycle test to know how high the hortatory
exposition text writing skill of the eleventh graders of SMA N 4
Magelang. The four stages on each cycle will be clearly explained as
follows;
1) Pre-Cycle
The Pre-Cycle was conducted at the beginning of the research
before the three cycles. There were two activities in this cycle,
observation and test. The first activity was observation. The teacher as
collaborator would teach the students as usual. Then, the writer started

37

to observe the teaching-learning process in class to know students

motivation in learning activity.
The second activity was test. The purpose was to check the
students weakness and strength in writing skill whether they were
understood or not with hortatory exposition text.
2) Cycle I
Based on the result of Pre-cycle test, the writer gave the
action in Cycle I by using Academic Controversy Technique. In cycle
I the writer did some activities as follows:
a. Planning
The aim of this stage was to plan teaching learning process
in order that there was improvement activity and writing skill.
Based on the result of analyzing the problem in the pre-cycle, the

b.

writer did some preparation, they were:

Making a lesson plan, observation and questionnaire sheets.
Preparing the materials.
Making a cycle I test of hortatory exposition writing test.
Doing documentation.
Acting
In this stage the students were taught using Academic
Controversy Technique. This action was done to know the
improvement of students writing skill in two cycles. The procedure
of teaching-learning process in Cycle I was explained as follows:
1. Pre - Activity
a. The writer greeted the students.
b. The writer asked about the previous meeting.
c. The writer checked the students attendance.
d. The writer motivated students by telling the purpose of
writing comprehension on hortatory exposition text.
2. Main Activity
a) Exploration

38

a. The writer gave the students a model of Academic

Controversy technique before asked them to practice it
themselves.
b. The writer defined hortatory exposition text in details.
b) Elaboration
a. The writer gave an example of hortatory exposition text
using Academic Controversy technique.
b. The writer asked the students to make Academic
Controversy Technique diagram.
c. The writer asked the students to choose a topic for a
pair then discuss the topic.
d. Drew up a Academic Controversy diagram made up of
a square in the center of the diagram (the pistil) and
eight circles (petals) surrounding the square.
e. Wrote the central idea or problem in the center of the
diagram (yellow square).
f. Looked for ideas or solutions for the central theme.
Then wrote them in the flower petals (pink circles).
g. After that the students made a hortatory exposition text
according the main idea in the Academic Controversy
technique diagram.
h. The writer gave the students Cycle I test.
c) Confirmation
a. The writer asked the students whether they had
difficulties or not.
b. The writer gave feedback to the students based on the
material that they had learned.
3. Post Activity
a. The writer gave questionnaire to the students.
b. The writer closed the meeting.
c. Observing
The collaborative teacher observed the students in learning
activity using an observation sheet. Then the she also took

39

photograph during the teaching learning process. The result of this

photograph was used as the image of immortalized students during
learning process.
d. Reflecting
Reflection was the activity of evaluating critically about the
progress or change of the students, class and also writer. The writer
made reflection in the cycle I based on some formal questionnaire
with the students and observation sheet, to decide and repair of
learning in Cycle II.
3) Cycle II
Based on the reflection in Cycle I, the writer decided to
continue the treatment in Cycle II in order to improve the students
writing skill by using Academic Controversy Technique. The process
similar to the Cycle I but in Cycle II the theme was different.
a. Planning
Cycle II was done based on the analysis of the first cycle.
The writer tried to revise the lesson plan and teaching activity with
different theme. There was a test and observation sheet for
evaluation.
b. Acting
In this stage, the writer recalled the material and continued
the steps about Academic Controversy Technique.
1. Pre - Activity
a. The writer greeted the students.
b. The writer asked checked the students attendance.
c. The writer motivated students by telling the purpose of
writing comprehension on hortatory exposition text.
2. Main Activity
a) Exploration

40

a. The writer gave question to the students related to

the material of the hortatory exposition text.
b. The writer explained to the students what a
hortatory exposition text was more detail.
c. The writer explained how to use Academic
Controversy technique more detail.
b) Elaboration
a. The writer gave an example of hortatory
exposition text using Academic Controversy
technique.
b. The writer asked the students to make Academic
Controversy Technique diagram.
c. The writer asked the students to choose a topic
for a pair then discuss the topic.
d. Drew up a Academic Controversy diagram
made up of a square in the center of the diagram
(the pistil) and eight circles (petals) surrounding
the square.
e. Wrote the central idea or problem in the center
of the diagram (yellow square).
f. Looked for ideas or solutions for the central
theme. Then wrote them in the flower petals
(pink circles).
g. After that the students made a hortatory
exposition text according the main idea in the
Academic Controversy technique diagram.
h. The writer gave the students Cycle II test.
c) Confirmation
a. The writer asked the students whether they had
difficulties or not.

41

b. The writer gave feedback to the students based on

the material that they have done before.
c. The writer gave the students Cycle II test.
3. Post Activity
a. The writer gave questionnaire to the students.
b. The writer closed the meeting by giving some
conclutions.
c. Observing
The collaborative teacher observed the activity of students
learning process by using an observation sheet. The wreiter gave
writing test in second cycle. The test was different from the
previous test to know good or bad of students understanding in
learning process in writing skill using Academic Controversy
technique.
d. Reflecting
In the end of the cycle, reflection was done to know the
improvement of students writing ability using Academic
Controversy technique. The writer also analyzed the result of
observation sheet, questionnaire and students worksheet. The
above data was used to know whether Academic Controversy
technique was successful in improving students writing hortatory
exposition text and did not continue the research in the Cycle III.
E. Technique of Collecting Data
To collect the data, the writer used two techniques, they are nontest and test.
1. Technique of Non-Test
a. Observation
Observation checklists were used to know the students
behavior and the writers performance in teaching learning process.

42

The used of observation checklist helped the writer to observe the class
situation. The writer used the result of the observations in Pre Cycle,
Cycle I and Cycle II to know whether there was students writing
ability change or not using Academic Controversy technique.
The data of observation is concentrated to support the result of
the students test.
Table I: The observation sheet
No

Behavioral Types

1.

1
The motivation of
the students to hear
the writers
explanation

2.

Observation Focus

The motivation of
the students during
hortatory exposition
text writing learning
process

2
3
4
5
1
2
3

3.

The motivation of
the students do the
assignment
was
given by writer

1
2

Number of
students

Total
students

The students pay attention to

writers explanation
The students ask the
material
The students comment on
the material
The students make notes
Students answer the writers
question
The
students
have
motivation in hortatory
exposition text writing class
The students involved in
hortatory exposition text
writing class
The students discuss the
hortatory exposition text
writing in class
The
students
do
the
assignment
of
writing
hortatory exposition text
The students can finish the
test within a given time

Percentage
(%)

27
27
27
27
27
27
27
27
27
27

b. Questionnaire
Questionnaire was a list of questions which has to be answered
by the students to get information. The questionnaire would collect the
data on information based on the needs, interest, like and dislike about
the teaching-learning process.
THE QUESTIONNAIRE SHEET GUIDANCE
No
1.
2.
3.
4.

Questions
Do you like studying English?
Do you think that writing is important?
Do you think that writing English text is difficult?
Does your writer explain the material clearly?

Yes

No

43

5.
6.
7.
8.
9.
10.

Are you able to understand the writers explanation well?

Are you bored with the writers explanation?
Are you able to understand the material after the writer
uses Academic Controversy Technique?
Do you like Academic Controversy Technique?
In this research, do you feel that this technique can
improve your writing skill?
Do you have high motivation after the writer uses the
Academic Controversy Technique?

c. Documentation
Documentation was used to get data such as the name of the
students and its scores. The writer also took photographs during
teaching-learning process using Academic Controversy Technique.
2. Test
The writer used essay or composition test in the end of every
cycle. The purpose of the test would measure the students progress
and the result of teaching-learning. The test focused on how the
students should write a hortatory text using Academic Controversy
Technique.
The writing assessment of the research as follows:
Writing elements

Content

Organization

Vocabulary

Language

Score
20-18
17-15
14-12
11-6
5-1
20-18
17-15
14-12
11-6
5-1
20-18
17-15
14-12
11-6
5-1
20-18
17-15

Criteria
Use clearly appropriate details to support or illustrate
ideas.
Use details to support or illustrate an idea.
Use some details to support or illustrate an idea.
Inappropriate or insufficient details to support or
illustrate generalization.
Little or no detail or irrelevant specifics.
Well organized and well developed.
Generally well organized and developed.
Adequately organized and developed.
Inadequate organized and development.
Serious disorganization and development.
Demonstrate variety and appropriate word choice.
Demonstrate some variety and range vocabulary.
May contain some errors that occasionally obscure
meaning.
Noticeably in appropriate choices of word form.
Serious problem with focus.
Display consistency facility in the use of language.
Display facility the use of language.

44

14-12
11-6
5-1
20-18
17-15
Mechanics

14-12
11-6
5-1

Demonstrate adequate but possibly inconsistent facility

with usage.
An accumulation of error in sentences structure and/or
usage.
Serious and frequent error in sentences structure or
usage.
Effectively addresses the writing tasks.
Addresses some parts of the task more effectively than
others.
Address the writing topic adequately but many slight
part of the task.
Error in sentence punctuation
Severe spelling problems

According to Browns concepts (2004:129), the result of the test

could be classified into five categories as follows:
Analytic rating score
No.
1.

Category
Very good

Span of Score
85-100

2.

Good

70-84

3.

Fair

60-79

4.

Poor

50-59

5.

Very poor

<50

(Sources: Brown, 2004:135)

F. Technique of Analyzing Data
Techniques of analyzing data that the writer used:
1. Fowlers Formula
To analyze the quantitative data and to calculate the mean
of scores, the writer used Fowlers formula as follows:
M=

SS
R

Explanation:
M
SS
R

: Mean
: Students score
: Respondent
The data analysis was compared with the score of pre-cycle

test, posttest Cycle I and Cycle II. The result of this research gave

45

description about improving students hortatory exposition text

writing skill in each cycle.

2. Descriptive Analysis
To analyze the qualitative data, the writer used descriptive
analysis. It was also used to know the improvement of students
hortatory exposition text writing skill using Academic Controversy
Technique.

G. The Performance Indicator

The performance indicators of this research were:
1. At least 75% of the students were motivated in learning hortatory
exposition text writing skill process.
2. At least 75% of the students got 70 score or higher in writing test.

46

CHAPTER IV
RESULT AND DISCUSSION

A. The Result of the Research

The results of the research were divided into test and non test. The
result of test were divided into Pre-Cycle, Cycle I and Cycle II test. The
results of non-test data are obtained from observation, questionnaire and
documentation.
1. The Result of Pre-Cycle
a) Test
The result of Pre-Cycle test had the function of knowing the
students hortatory exposition text writing skill before the writer
applied the action. The result of Pre-Cycle test could be seen on
table 4.1 below.
Table 4.1: The Result of Pre-Cycle Test
No

Category

1.
2.
3.
4.
5.

Very Good
Good
Fair
Poor
Very Poor

Span of
Frequency
Score
85-100
0
70-84
2
60-69
14
50-59
6
<50
5

SUM

27

0
147
864
335
236

Percentage
(%)
0
7.41
51.85
22.22
18.52

1582

100.00

Sum of score

Average
Score
1582
27 x1
00
58.59
(Poor
Category)

Based on above table, no students got very good category.

There were 2 students (7.41%) who belonged to good category.
There were 14 students (51.85%) who belonged to fair category, 6

47

students (22.22%) who belonged poor category and 5 students

(18.52%) who belonged to very poor category. The average score
of the students in Pre-Cycle test was 58.59. It belonged to poor
category. This result was lower than standard minimum
requirement that was 70. The test result can be seen on the diagram
50
50
0

below:

Diagram 4.1: The Result of Pre-Cycle Test

The Result of Pre-Cycle Test

60
50
40
30
20
10
0
Very Good

Good

Fair

Poor

b) The Result of Observation

The result of observation could be seen in the following table:

Very Poor

48

Table 4.2: Result of the Observation in Pre-Cycle

No

Behavioral Types

Observation Focus
1

1.

The motivation 2
of the students to
hear the writers 3
explanation
4
5

2.

1
The motivation
of the students
during hortatory
exposition text 2
writing learning
process
3

3.
The motivation 1
of the students to
do the duty was
given by writer
2

The
students
pay
attention to writers
explanation
The students ask the
material
The students comment
on the material
The students make
notes
Students answer the
writers question
The students
have
motivation in hortatory
exposition text writing
class
The students involved
in hortatory exposition
text writing class
The students discuss in
hortatory exposition text
writing class
The students do the test
of writing hortatory
exposition text
The students can finish
the test within a given
time
Average score
Category

Number
of
students

Total
students

Perce
ntage
(%)

14

27

59.26

27

11.11

27

22.22

11

27

40.74

13

27

48.15

16

27

59.26

17

27

62.96

18

27

66.67

21

27

77.78

18

27

66.67
51.48
Low

Based on the table 4.2., the motivation of the students to

hear writers explanation as follows: (1) the students who pay
attention to writers explanation reach 14 person or 58.26%. (2)
The students who ask the material reach 3 person or 11.11%. (3)

49

The students who comment on the material reach 6 person or

22.22%. (4) The students who make notes reach 11 persons or
40.74%. (5) The students answer the writers question reach 13
person or 48.15%.
In the motivation of the students during hortatory
exposition text writing learning process as follows: (1) the
students have motivation in hortatory exposition text writing
class reach 16 person or 59.26%. (2) The students involved in
hortatory exposition text writing class reach 17 or 62.96%. (3)
The students discuss in hortatory exposition text writing class
reach 18 person or 66.67%.
In the motivation of the students do the test was given by
writer as follows :( 1) the students do the duty of writing
hortatory exposition text reach 21 person or 77.78%. (2) The
students can finish the duty within a given time reach 18 person
or 66.67%. The average score is 51.48%, it belonged to low
category. The result of observation in Pre Cycle, can be seen at
diagram 4.2.

50

The Result of Observation Score in

The Pre-Cycle
80
60
40
20
0
1

10

Diagram 4.2: The Result of Observation Score in the Pre-Cycle

c) Questionnaire
The result of the questionnaire could be seen on the table 4.3.
below:
Table 4.3: The Result of Questionnaire in Pre-Cycle
No

Questions

Yes

No

1.

Do you like studying English?

15

12

2.

Do you think that writing is important?

17

10

3.

Do you think that writing English text is difficult?

24

4.

Does your writer explain the material clearly?

18

51

5.

Are you able to understand the writers explanation well?

16

11

6.

Are you bored with the writers explanation?

14

13

7.

Do you understand present tenses?

11

16

8.

Do you understand Hortatory Exposition Text?

20

22

11

16

168

101

9.
10.

Do you find any difficulty in writing Hortatory Exposition

Text?
Do you know how to plan writing Hortatory Exposition
Text?
SUM

Related to the above table, the writer summarized that the PreCycle condition has not reached the ideal condition yet. It can be seen
through the number of the students in answering the questionnaire. It
motivated the writer to do this research enthusiastically to improve the
students hortatory exposition text writing skill using Academic
Controversy technique.

c) Documentation
The documentation result in this cycle is attached in the
appendices.
2. The Result of Cycle I
The result of Cycle I was as follows:
a) Test
The result of the Cycle I test could be seen on the table 4 below:
Table 4.4: The Result of Cycle I Test

52

No

Category

1.
2.
3.
4.
5.

Very Good
Good
Fair
Poor
Very Poor

Span of
Score
85-100
70-84
60-69
50-59
<50

Frequency

Sum of score

0
3
19
5
0

0
223
1221
281
0

27

1725

SUM

Percentage Average
(%)
Score
1725
0
11.11
27
70.37
x100
18.52
0 =63.89
(Fair
100.00 Category)

Table 4.4 shows that the students have reached average

score in Cycle I test were 63.89 and it included in fair category.
The students who got good category reached 11.11%, 19 students
who got fair category reached 70.37%, and 5 students got poor
category reached 18.52%. The improvement of number does not
meant increase the category into very good category. The result of
test in Cycle I can also be seen in diagram 4.3 to make it clear.

The Result of Cycle I Test

80
60
40
20
0
Very Good

Good

Diagram 4.3: The Result of Cycle I Test

Fair

Poor

Very Poor

53

b) The Result of Observation

54

The result of the observation can be seen on the table 4.5 below:
Table 4.5: The Result of Observation in Cycle I
No

Behavioral Types

1.

The
students
pay
1 attention to writers
explanation
The students ask the
The motivation 2 material
of the students to
The students comment
hear the writers 3 on the material
explanation
The students make
4
notes
Students answer the
5 writers question

2.

Observation Focus

1
The motivation
of the students
during hortatory
exposition text 2
writing learning
process
3

3.
The motivation 1
of the students to
do the duty was
given by writer
2

The students
have
motivation in hortatory
exposition text writing
class
The students involved
in hortatory exposition
text writing class
The students discuss in
hortatory exposition text
writing class
The students do the test
of writing hortatory
exposition text
The students can finish
the test within a given
time
Average
Category

Number
of
students

Total
students

Perce
ntage
(%)

20

27

74.07

15

27

55.56

14

27

51.85

17

27

62.96

18

27

66.67

18

27

66.67

19

27

70.37

20

27

74.07

23

27

85.18

22

27

81.48
68.79
Fair

Based on the table 5, the motivation of the students to

hear writers explanation as follows: (1) the students who pay
attention to writers explanation reach 20 person or 74.07%. (2)
The students who ask the material reach 15 person or 55.55%.
(3) The students who comment on the material reach 14 person

55

or 51.85%. (4) The students who make notes reach 17 persons or

62.96%. (5) The students answer the writers questions reached
18 person or 66.67%.
In the motivation of the students during hortatory
exposition text writing learning process as follows: (1) the
students have motivation in hortatory exposition text writing
class reach 18 person or 66.67%. (2) The students involved in
hortatory exposition text writing class reach 19 or 70.37%. (3)
The students discuss in hortatory exposition text writing class
reach 20 person or 74.07%.
In the motivation of the students do the duty was given
by writer as follows :( 1) the students do the duty of writing
hortatory exposition text reach 23 person or 85.18%. (2) The
students can finish the duty within a given time reach 22 person
or 81.48%. The average score is 68.79 and it belonged to fair
category.

56

The Rresult of Observation Score in

The Cycle I
100
80
60
40
20
0
1

Diagram 4.4: The Result of Observation Score in The Cycle I

c) Questionnaire
The writer used questionnaire to collect the data about the
students opinion and responses to the teaching learning process
using Academic Controversy technique. The result of the
questionnaire in Cycle 1 could be seen on the table 4.6 below.
Table 4.6: The Result of Questionnaire in Cycle I
No
1.
2.
3.
4.
5.

Questions
Do you like studying English?
Do you think that writing is important?
Do you think that writing English text is difficult?
Does your writer explain the material clearly?
Are you able to understand the writer explanation

Yes
20
21
18
22
19

No
7
6
9
5
8

10

57

6.
7.
8.
9.
10.

well?
Are you bored with the writers explanation?
Are you able to understand the material after the
writer uses Academic Controversy Technique?
Do you like Academic Controversy Technique?
In this research, do you feel that this technique can
improve your writing skill?
Do you have high motivation after the writer uses
the Academic Controversy Technique?
SUM

10

17

18
20

9
7

18

20
186

7
84

d) Documentation
The documentation is shown in the appendices.
3. The Result of Cycle II
The writer got the data of test and non-test as follows:

a) Test
The result of hortatory exposition text writing skill after
using Academic Controversy technique in Cycle II could be
viewed in table 4.7.
Table 4.7: The Result of Cycle II Test
No

Category

1.
2.
3.
4.
5.

Very Good
Good
Fair
Poor
Very Poor
SUM

Span of
Score
85-100
70-84
60-69
50-59
<50

Frequency

Sum of score

2
23
2
0
0

171
1671
129
0
0

27

1971

Percentage Average
(%)
Score
1971
7.41
85.18
27
7.41
x100
0
=73
0
(good
100.00
category)

Based on the above table, it could be pointed that the average

scores in Cycle II is 73 and it belonged into good category. They increased

58

their classroom average score from 63.89 became 73. The students who
got very good category reached 7.41%, 23 students who got good category
reached 85.18%, and 2 students got fair category reached 7.41%. It can be
pointed that in Cycle II students skill writing hortatory exposition text had
improved. To make a more obvious view, diagram 4.5 presents the result
of Cycle II test:

The Result of Cycle II Test

100
80
60
40
20
0
Very Good

Good

Fair

Poor

Very Poor

Diagram 4.5:
The Result of Cycle II Test

b) Observation
The result of observation in Cycle II could be seen at table 4.8.
Table 4.8: The Result of Observation in Cycle II
No

Behavioral Types

Observation Focus

1.

The motivation 1 The

students
pay
of the students to
attention to writers

Number
of
students
23

Total
students
27

Perce
ntage
(%)
85.18

59

2
hear the writers 3
explanation
4
5

2.

1
The motivation
of the students
during hortatory
exposition text 2
writing learning
process
3

3.
The motivation 1
of the students do
the duty was
given by writer
2

explanation
The students ask the
material
The students comment
on the material
The students make
notes
Students answer the
writers question
The students
have
motivation in hortatory
exposition text writing
class
The students involved
in hortatory exposition
text writing class
The students discuss in
hortatory exposition text
writing class
The students do the test
of writing hortatory
exposition text
The students can finish
the test within a given
time
Average
Category

18

27

66.67

19

27

70.37

17

27

62.96

21

27

77.78

22

27

81.48

23

27

85.18

24

27

88.89

25

27

92.59

24

27

88.89
79.99
Good

Based on the table 4.8, the motivation of the students to hear

writers explanation as follows: (1) the students who pay attention to
writers explanation reach 20 person or 74.07%. (2) The students who
ask the material reach 15 person or 55.55%. (3) The students who
comment on the material reach 14 person or 51.85%. (4) The students
who make notes reach 17 persons or 62.96%. (5) The students answer
the writers questions reached 18 person or 66.67%.
In the motivation of the students during hortatory exposition
text writing learning process as follows: (1) the students have

60

motivation in hortatory exposition text writing class reach 18 person or

66.67%. (2) The students involved in hortatory exposition text writing
class reach 19 or 70.37%. (3) The students discuss in hortatory
exposition text writing class reach 20 person or 74.07%.
In the motivation of the students do the duty was given by
writer as follows :( 1) the students do the duty of writing hortatory
exposition text reach 23 person or 85.18%. (2) The students can finish
the duty within a given time reach 22 person or 81.48%. The average
score is 79.99 and it belonged into good category.

Diagram 4.6: The Result of Observation Score in The Cycle II

The Result of Observation Score in

The Cycle II
100
80
60
40
20
0
1

10

61

c) Questionnaire
The writer also used questionnaires to gain the students
opinion and responses to the use of Academic Controversy
technique in teaching learning process. There were 10 questions.
The number of the class is 27 students. The result of the
questionnaires in Cycle II in table 4.9:
Table 4.9: The Result of Questionnaire in Cycle II
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Questions
Do you like studying English?
Do you think that writing is important?
Do you think that writing English text is difficult?
Does your writer explain the material clearly?
Are you able to understand the writer explanation
well?
Are you bored with the writers explanation?
Are you able to understand the material after the
writer uses Academic Controversy Technique?
Do you like Academic Controversy Technique?
In this research, do you feel that this technique can
improve your writing skill?
Do you have high motivation after the writer uses
the Academic Controversy Technique?
SUM

Yes
25
24
21
23

No
2
3
8
4

22
6

6
21

23
24

4
3

20

22
210

5
63

Based on the result of questionnaire in Cycle II showed that

most students had very good opinion and response to the teaching
learning process and the technique used in this research.
d) Documentation
The documentation is shown in the appendices.
B. Discussions
1. The Improvement of Students Learning Motivation
Based on the result of non-test, which consisted of observation,
questionnaire and documentation in Cycle I, it could be concluded that

62

the students did not really understand about writing hortatory

exposition text and Academic Controversy technique was considered
new technique for them. Some of them had low motivation to write
hortatory exposition text.
To overcome the problem in Cycle I, the writer made
improvement such as explaining about hortatory exposition text and
Academic Controversy technique in Cycle II. In Cycle II, the writer
also explained and corrected about common mistakes in hortatory
exposition texts written by the students. There was changing the
students behavior in Cycle II. They were prepared and had more spirit
in the teaching learning process. They were more activity in giving,
asking and answering writers questions. They also could write
hortatory exposition text better and finish it on time which has been
determined. It happened because they had more comprehension about
writing hortatory exposition text. The result of the test was satisfactory.
It can be concluded that the students learning motivation in using
Academic Controversy technique showed changing to be good
behavior.
The improvement of students learning motivation could be
seen in Table 4.10
Table 4.10
The Improvement of Students Learning Motivation
No.
1.

Aspect
Motivation
Average Score

Mean of Score

PC
51.48%

CI
68.79%

Improvement

CII
79.99
%

PC-CI
17.31

CI-CII
11.2

PC-CII
28.51

63

Category

Low

Fair

High

Table 4.10 shows that the average score of Pre-Cycle observation

sheet is 51.48%, it belongs low category. The average score of Cycle I

observation sheet is 68.79%, it belonged to fair category. There is
improvement of the average of students motivation from Pre-Cycle to
Cycle I is 17.31%. While the average of students motivation of Cycle II
reached 79.99%, it belongs to good category.
The improvement of students motivation could be seen in Diagram
4.7
Diagram 4.7

The Improvement of Students' Motivation

30
25
20
15
10
5
0
PC-CI

CI-CII

PC-CII

The Improvement of Students Motivation in Pre-Cycle, Cycle I and Cycle II

2. The Improvement of Hortatory Exposition Text Writing Skill

64

The writer compared the result of Pre-Cycle, Cycle I and Cycle

II test to know the improvements of hortatory exposition text writing
skill to the eleventh grade students of SMA N 4 Magelang. The
improvement of hortatory exposition text writing skill could be seen in
table 4.11.
Table 4.11
The Result of Writing Skill of Pre-Cycle, Cycle I and Cycle II.
Assessmen
No.

Mean of Score

Improvement

t Aspect
1.

PC
CI
CII
PC-CI CI-CII PC-CII
58.59 63.89
73
5.3
9.11
14.41
Category
Poor
Fair
Good
Table 4.11 shows that the average score of Pre-Cycle test is 58.59,
Writing

it belongs poor category. The average score of Cycle I test is 63.89, it

belonged to fair category. It means that the score of test of Pre-Cycle and
Cycle I did not fulfilled score goals. But there is improvement of the
average of hortatory exposition text writing skill from Pre-Cycle to cycle I
is 5.3 points. While the average of writing test of Cycle II reached 73.00, it
belongs to good category. It means that the score test of Cycle II have
fulfilled determined score goals, because it reached more than 70.00 as
mastery of learning English lesson in SMA N 4 Magelang. So the writer
did not continue to Cycle III.
The improvement of writing test from Cycle I to Cycle II is 9.11
points and whole improvement of writing test is 14.41 points. The writer
summarized that Academic Controversy technique can improve hortatory

65

text writing skill to the eleventh grade students of SMA N 4 Magelang.

The improvement of every writing skill could be seen in diagram 4.8.
Diagram 4.8
The Result of Writing Test in Pre-Cycle, Cycle I and Cycle II

The Result of Pre-Cycle, Cycle I and

Cycle II
16
14
12
10
8
6
4
2
0
PC-C I

C I-C II

PC-C II

66

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the analysis of the data in Pre-Cycle, Cycle I and
Cycle II test, the writer concluded as that;
1. Using Academic Controversy technique can improve the
learning motivation of the hortatory exposition text writing
skill of the eleventh graders of SMA N 4 Magelang in the
school year 2014/2015. The improvement of students
motivation can be said that high motivation, low to high.
2. Using Academic Controversy technique can improve the
hortatory exposition text writing skill of the eleventh graders of
SMA N 4 Magelang in the school year 2014/2015. It has
reached the minimum of achievement criterion of 70 and more
than 75% of the students get the score 70 in writing hortatory
exposition texts. The improvement of students writing skill can
be said to be good, poor to good category.
B. Suggestions
Based on the result of this research, the writer suggests to:
1. The Teacher
It is better for the English teacher to use Academic
Controversy Technique in teaching writing especially in writing
hortatory exposition text, as an alternative teaching technique
to motivate the students learning English. The teacher should

67

also stimulate the students to be active and interactive in

English class.
2. The Students
It is better for the students to improve their writing skill
when they applied
68 Academic Controversy technique in
hortatory text that they learned. The students should be active,
creative and also have a good participation during the learning
process. They also can be happy in learning English by
Literature Blossom technique.

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