THE STUDENTS MASTERY OF GRAMMAR IN IMPROVING WRITING SKILL AT MTS AL-ABROR BERRUH BLUMBUNGAN LARANGAN PAMEKASAN

A. Background Education is an organization, which in consisting of teaching-learning process. Teaching-learning process will run well if there are adequate facilities. The facilities are class, teacher, student and others. In teaching English, structure is very important to create teaching-learning process well. Some teacher believe that it is good to limit their students only in doing something like improving the writing skill of their students. They pay little attention to the grammatical structure of their students writing. This is only one side of the coin. We all know that grammar is not only the core of a language, but also a theoretical tool in regulation language. The writing teaching can not be separated from the others aspect, for instance listening, speaking, and reading. Therefore, in implementing of teaching-learning has to served as integral although it is focused n writing ability. Although the writing teaching can not be separated from the others language, but the teacher less of implementing the writing teaching. Akhadiyah (1997:4) stated, that the writing teaching is the English teachinglearning is the most disliked to study and teach it. If a teacher has not the writing experience, he will not have the experience as writer. The teacher will be difficulty to teach writing to the students, and it is also caused the students

will be experience the difficulty in writing. Therefore, the English teacher must be ability, skill and experience in teaching. The writer chooses the students mastery of grammar in improving writing skill at MTs Al-Abror Berruh Blumbungan Larangan Pamekasan as little. Because so far students writing as learning to support tacking-learning process as if it was not useful to the students in learning especially in learning structure well.

1.1. -

Research Problem How can the students mastery of grammar in improving writing skill at MTs Al-Abror Berruh Blumbungan Larangan Pamekasan. What is the students mastered in improving writing skill at MTs Al-Abror Berruh Blumbungan Larangan Pamekasan.

1.2.

Objective of Study In this study, the writer aims to describe the students skill: 1. Writing and to know how can the grammar students, writer and for MTs Al-Abror Berruh Blumbungan Larangan Pamekasan rule gives effect to improvement of English writing especially for the it self. 2. To help the students to write in such a way to gat the respect of those with whom they are communicate.

1.3.

Significant of Study

After studying and analyzing the problem, the writer would like to make a contribution to field of TEFL, the study is found to be significant because many teachers who has taken misconception in learning-teaching process, especially in writing and grammar. The writer also hopes that they will be able to give information to other teacher of English, so that they would have an assumption not to ignore grammar ability in teaching writing English. The result of the study will be invaluable input for both the teachers and students in learning English especially in writing skill.

B. REVIEW OF RELATED LITERATURE

2.1. Definition of Structure According to Ghani, Mustani.. Structure is presentation of sentence, clause and phrase by determining the earmarks and the pattern of syntax. (Ghani, Mustani.. 1981: 9) The Longman dictionary of contemporary English (2001:`1437)

defines grammar us (the study and practice of) the rules by Which words change their forms and combined into sentences- According to poorly in Olfah (2004). Grammar describes the way of language work. English grammar tells how English work in communicating ideas. Ideas are generally expressed in sentences. Sentences are made by grouping and arranging words. Therefore, grammar is also the study of words in sentenced.

Structure in this study covers the appropriateness of using word correctly in sentence or any or writing. The writer concluded that grammar is the way of language works through words in speaking or writing so a language will be clearly understood. Grammatical structure is the systematic formal device used in language to convey certain meaning relationship. Robert Lado (1957:11).

2.2. Kinds of Structure According to N. francis there are four kinds of English structures, namely structure of modification, structure of predication, structure of complementation and structure coordination. The other English structure just combination from all these structures. The classification of English structure into four structures based on structural meaning from the structure. 1. Structure of Modification Structure of modification is a structure which is the components, are consist of head and modifier. Example: Home Go 2. Town Home

Structure of Predication Structure of predication is structure, which is the subject and

predicate of the sentence is as immediate constituent. Example:

Students Soldiers Snow Did 3. q they

P P P P

study have been killed kept falling come

Structure of Complementation Structure of complementation is structure, which has verbal

element and component element. Example: Speak C Be C truth careful English history

Study C Learn C 4.

Structure of Coordination Structure of coordination is structure, which is consist of two or

more equals unit in one sentence and combine in one structure which has function as unit. Sentence of coordination is signed with some of particles and conjunctions such as, with, and, but, but also, butas well, or, eitheror, neithernor and the other. Example: Ani Budi and or Anis Ali are students beautiful (Latief. 1995: 64-66).

Laudy and Either Anto

Sisca are or Anggi

2.3 The Writing Teaching Learning

2.3.1. The Meaning of Writing The writing is one of communication activity which used of language as it medium. The writing contains of letters series that mean with the whole of completeness, like spelling and reading mark. The writing is a process of delivery the ideas, messages, demeanors, opinions to the reader with the language symbols, which can be seen and agreed together by the writer and the reader (Akhadiyah, 1997: 3). There are four elements in writing activities, namely 1) the writer as the deliveryman of message, 2) message or the containt of writing, 3) distribution of writing, and 4) the reader as the receiver of message. The writer as the deliveryman of message, it means that the writer before writing has thought the purposes that will be delivered to the readers. So, what are ideas that will be delivered? The ideas that written have important useful to the other people, because they are needed. Through the writing, the writers messages or the containts of writing are delivered to the readers. Therefore, the writer before writing must pay attention about something that will be written, the distribution and form of the writing that will be used, and the writing is delivered to whom. According to Ahmadi (1990: 24), making the writing summary as follows: The writing is a process of arrange, note, and communicate the meaning in double level, have interaction and directed to achieve the definite purposes by using of system can be seen and read. Furthermore,

Ahmadi (1982:325) stated that writing is one of important medium for the self-expressing, for expressing the language, and for finding the meaning. Suntari (1985:3) also stated that writing is thinking process continuously, trying out and explaining return. According to Rubin (in Suntari, 1995:128), the writing is a process of the ideas pouring in form of written. Furthermore, syafiie (1988:25) expressed that the one of the essential of writing ability is the intellectual activity well. It mean, that before or after pouring the ideas, thinking and felling as written, it is needed the involved of thinking process for the student. The writing teaching is an activity that used of thinking process. According to tehudy (in Crawley, 1988:200), the thinking is the base for the students in writing. For the definition of writing mentioned above could be concluded that the writing is a thinking process that have many essential, namely remembering, connecting, predicting, organizing, imagining, monitoring, reviewing, evaluating, and implementing. So that with the thinking process mentioned, it will be formed a quality writing. Of course confessed, that the writing teaching is the English language teaching is the most difficult. The writing demands of ability, that is about what will be written and how to write it. The firs ability according to Akhadiyah (1993:1) is covered of language aspects and writing technigue, which closed the relation by thinking process of the students in writing activity. Therefore, the ability of the students can be measured with the writing activity.

2.2.2 The Benefit of Writing The writing is one of important language ability and has a big benefit in the students life. Graves (1978:21) said, that the writing is very important and has benefit, they are 1) writing can be used to contribute of intelligence, 2)writing can be used to develop of initiative and creative power, 3) writing can be used to come up of bravery, and 4) writing can be used to motivate the will and ability in collecting of information. From the benefit of writing above can be explained as follows: 1) Writing can be used to contribute of intelligence The writing is a complex activity. The complexity mentioned is located on the students ability in using the writing in many kinds of aspect. The aspect is begun from the appearing of ideas that will be written, knowledge, and experience about an idea and writing type, it pouring in language order exactly, the design which chosen appropriately with reader, till the presentation appropriately with the writing conversion. To achieve on matters mentioned above, it is needed of a large knowledge and experience, the ability to control, construct, organize, and develop of ideas with logical reasoning in various of thinking level, from recall to evaluation. The complexity will be giving intelligence for the students. 2) Writing can be used to develop of initiative and creative power. Before writing, students must prepare and provide themselves both the matter that will be written, particularly thats relationship with the

contain element or mechanic element, as like structure or grammar, spelling, and reading mark. Beside it, the originality of idea and it develop in writing from must be supported by creativity of the students. The creativity element can not be separated from the critical thinking ability that is the ability to initiate and like to make the new matters. 3) Writing can be news used to come up of bravery When the students are writing, they must be brave to appear of standing alone, which covered thinking, felling, attitude, style, and conveying to the readers. After that, the students must be always opened to receive of evaluation, critism, and responding from the readers. 4) Writing can be news to motivate the will and ability in collecting of information. To product of writing, when a writer will appear of idea, and develop is idea must be supported with the information sets that support it. If the perception and information about the idea that will be written is limited, a writer usually is interested to the dig and collect of information mentioned. The activity is done of the writer to create it, is through reading and the other strategy that can be done. It mean that the writing can not be separated from reading. Tompkins (1994: 35) expressed, that reading and writing are activities that making of the writer are as reader when rereading, and he is as reader when rewriting.

Akhadiyah (1993: 36) stated, that the writing has many benefit for a writer as follows: 1) The writer can recognize much more about his ability. 2) The writer can develop of ideas and ability of reasoning in relating and comparing the fact that never is done unless writing. 3) The writer can absorb, seek, and dominate of information that relationship with the topic that written. 4) The writer can organize of idea systematically and express of idea as written, so that the writer can clarify of idea that the vague at first. 5) The writer can observe and evaluate of idea more concretely. 6) The writer will be easier to solve the problem, that is by analyzing as written in context that more concrete. 7) Motivate the writer to study actively. 8) It can accustom the writer to think and to be language orderly, Although the writing activity is very important for the students, but the students did not like on writing. According to Graves (1978: 46), there are many factors as it caused, namely 1) the students did know that would be written, 2) the students feel have not talent to write, and 3) the students did not know how to write. From this excerpt can be explained as follows: 1) The students did know that would be written. The writing need of time, energy, thinking, and feeling. So, many matters that needed in writing activity. For the students, which did

not understand about the writing purpose and the benefit the sacrifice is too expensive. This is weakening of the students motivation in writing. Actually, it is many ways that can be obtained from the writing. By writing can wake the feeling of someone, like happy or sad. On this period, many people successful in their life by writing, for instance journalist, columnist, etc. 2) The students feel have not talent to write. Actually, every student has potentiality to write. However, because of writing is skill, so the writing activity need the training systematically and continuously. A students that has talent in writing will not be able to write without training. So, the problem is not located on his talent or not, but it is caused by the laziness of the students to write. 3) The students did know how to write Every student ever gets of writing teaching from a teacher. So, it is not reasoning for the students did not know how to write. The students, of course, knowing how to make the writing by watching the spelling, words, choosing the topic, making of composition framework, arranging of sentence, paragraph, etc. it matter is how the writing teaching continuing at school. Did the students are taught the writing theory or the writing skill? If the students ever making the writing, did the students involve in writing activity? Is the students writing result checked and commented by the teacher,

so that the students getting of value input about the ability, weakness, and efforts which done, or the checking result just watching the writing elements and forgetting the content of writing, and giving of score which not inform anything for the students? Of course, the teacher cannot give all the way so that the students to be a writer. However, the teacher should give important impression and benefit of writing, and the teacher build of the students talent and make the students interested to write. According to Smith (1981: 73), the experiences of writing studying of the students are not undone by the condition of the teacher at school. Therefore, the English teacher must be able to train the students in writing teaching, so that the students have a good ability in writing.

2.2.3. The Writing Process Rubin (1995: 128) stated, that the writing activity is a process of pouring the idea in form of written. Furthermore Murry (1985: 35) stated, that the writing is as thinking processes that continuously, trying, and review. It means, that before and after pouring the idea and feeling as written, it is needed the involving of thinking process. The thinking process needs a lot of time to think something that will be written. The thinking process has a large of elements, covered the remembering,

relating, predicting, organizing, describing, implementing. In thinking process mentioned will be formed of quality writing. As thinking process, which covered the activities series is contained the mean that the writing is done in the some activities that continuously. The activities series of the writing according to Tompkins (1994: 10) are covered prewriting, drafting, revising, editing, and publicating. Meanwhile, according to Britton (1990: 57), the activities series are covered conception, incubation, and production. Based on these activities series are not absolute and constant, but the activities series in writing is looked as the flexibility activities. Furthermore Graves (1994: 63) stated, that the activities series couldnt be implemented as linear, but simultaneous. It means, when one step of activity has done and the next step will be done, the writer can be return on the activity step before. The next, each steps are used in writing, it is very depend on the writer. The writing as thinking process is covered of activities series that relationship with reading activity can be explained follows. The first, before writing is needed the beginning knowledge and information or experience that will be written. For getting about them, the writer must read, because of reading is a medium correctly. The second, reading is an activity that is not separated from the writing activity. On revision and editing phase, the writer will read repeatedly or reread about his writing. The reading and writing support each other. Rubin (1995: 67) stated, that the writing can be making the students to be analyzer that rely on when reading. The writer as reading will see as the whole of idea that written

and try to determine what his written in order to have meaning, and expressed accurately like he wants to convey to the readers. Furthermore, Suntari (1994: 25) stated, that the writing is an activity serial actively, constructively, and pouring of meaning. When writing, the students thinking to pour the idea based on the beginning their knowledge and experience in form of writing. In this process is needed the intensity of processing, considering, and organizing repeatedly about the ideas, so that the writing mentioned is understood by the writers. Based on the theories about the writing is as process can be concluded that in writing process (from pre-writing, drafting, revising, editing, and publicating) is very important, and the students must be involved actively. The class must be of studying environment that enable of the students interacting one each others.

C. RESEARCH DESIGN This research is designed by using qualitative approach. According to Bodgan and Tailor (in Affandi, 1993: 30), qualitative approach is research procedures, which producing of qualitative data contained of expressing and noting of people or behaviors can be observed. Qualitative approach is used by consideration: 1) this research is done on natural background, 2) this research using of human being, in this way the writer as the main instrument, and 3) data is collected in formed of statements and actions, 4) this research more noticing process than result.

The qualitative approach is taken in this research, because the writer means to describe the implementation of contextual teaching learning of grammar in improving writing skill form the planning, implementing, and evaluating aspect. There are three types of qualitative research according to Bodgan and Biklen (1993: 42), there are: 1) evaluation, 2) pedagogy, and 3) action.

Qualitative evaluation research is effort to describe and evaluate a program change by purpose to repair or lose the program. Qualitative pedagogy research has purpose in order to teacher teaches effectively and better. Whereas qualitative action research has purpose to come up of social change suitable with credibility of suggestor. Before making and deciding of research design, writer doing introduction Blumbungan study by asking to the students of MTs Al Abror Berruh Larangan Pamekasan about arrangement of program,

implementation of program, and evaluation of grammar in improving writing skill program. According to Nasution (1988: 31), the writer must do introduction study before arranging research design in order to obtain description clearly about problems researched. The main activities can be done in this research are: 1) arrange of research design, 2) choose of research field, 3) manage of research license, 4) evaluate of field condition, 5) choose of research subject, and 6) prepare of research equipments. The kind of this research is class research, namely action result is done by the English teacher in the class. According to Carr and Kemmis (in

Wibawa, 2004: 5), the class action is a formed of the self-reflection done by the teacher, students, and headmaster in social situation included education to repair the rationality the truth of social practice or education.

3.1. Research Subject The research of this subjects are English teacher and some students of MTs Al-Abror Berruh Blumbungan Larangan Pamekasan. The subjects of the study mentioned as informant that giving information.

3.2. Instrument

3.2.1. Observation Observation is process of observation and noting about the indications are observed systematically (Hadi, 1986: 136).

3.2.2. Interview Interview is dialogue carried out of interviewer for getting the information from interviewee (Arikunto, 2002: 132).

3.2.3. Documentation Documentation is looking for the data about variable in forming notes, transcript, books, newspaper, magazines, ancient inscriptions, notes of meeting, ledger, agenda, etc (Arikunto, 2002: 206).

3.3. Technique of collecting data

3.3.1. Observation The observation is used to see about the students mastery of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the planning aspect, the students mastery of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the implementing aspect, and the students mastery of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the evaluating aspect.

3.3.2 Interview For getting the research data, the writer carries out interview with English teacher and some students. The kind of interview is used in this research is opened and structure. The data will be collected is about the students mastery of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the planning aspect, the students mastery of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the implementing aspect, and the students mastery of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the evaluating aspect.

3.3.3 Documentation

The documentation is used to collect data about preparation of teaching, the names of MTs Al-Abror students, and the names of teachers. 3.4 technique of data analysis Data analysis is a process of regulating and organizing of data into a category pattern, and organizing unit of data. The data is analyzed in this research is interview and observation data related with the students mastery of grammar in improving writing skill in teaching learning from the planning aspect, implement aspect, and evaluating aspect. Data analysis technique is used in this research is descriptive, that is giving predicate to the variables are researched appropriate the reality condition (Arikunto, 1990: 353). The steps of data analysis are: 1) studying of all data, which has collected, 2) selecting of data, and 3) taking of conclusion. Studying all of data is done from the beginning of collecting of data until the all of data is collected. Selecting of data is done by choosing and giving category and classify of data. Taking of conclusion is done after classifying, studying, meaning, and explaining of data. from the planning aspect, the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the implementing aspect, and the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the evaluating aspect. from the planning aspect, the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students

from the implementing aspect, and the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the evaluating aspect. from the planning aspect, the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the implementing aspect, and the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the evaluating aspect. from the planning aspect, the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the implementing aspect, and the students mastering of grammar in improving writing skill in English teaching learning of the MTs Al-Abror students from the evaluating aspect.