CHAPTER I

INTRODUCTION

1.1 Background

Language is purely human and non-instincive method of communicating

ideas, emotions, and desires by means of a system of voluntarily produced symbols

Sapir (1921:17). From the definition, it is important to note that language is a means

of communication purely owned by human.

Kirpatrick (2007:3) says “Since Word War II, English has become the lingua

franca, every information and knowledge is written in English.” Time by time the

number of people using English are increasing. English plays an important role in

global world development. Learning English means learning four basic skills of

language : speaking, listening, reading and writing. Lado (1961:248) states “Writing a

foreign language is the ability to use the language and it graphic representation

productively in ordinary writing situations”. More specifically, It means that by

writing a foreign language the ability to use the structures, the lexical items and their

conventional representation, in ordinary matter-of-fact writing.

Language is often seen as one thing and knowledge as another, with the

relationship at best seen as a transparent one. According to (Knapp and Watkins,

2005:89), “What we often see in text books and other curriculum materials, for

instance, is that language is treated as an almost transparent medium in the overall

learning process, and consequently there is a careless use of genres and grammar.”

Communicating in English is one skill that the students have to master. They must

know the rules of English grammar in order to avoid making errors or mistakes. They

have to master the structure of English, so that they will be able to put their ideas,

feeling, or desires into the grammar of English to make them meaningful.

Writing is a way communication between the writer and the readers. Writing

can help us more to consider our thoughts and analyze our feelings because it gives us

time to do so. Because of writing, we are able to achieve more understanding to

communicate our purposes and expressions clearly with our partner, which helps us

avoid the miscommunication which often happens in an oral communication. Harmer

(1998:84) states “Handwriting is a very personal letter. It is supposed to reflect

character. Different nationalities certainly have recognizable handwriting traits. Some

produce written work which is indecipherable, whether beautiful or messy and ugly.

In interpreting and producing a text, we have to concern about the grammar.

In fact grammar plays an important role in describing an explaining the language

phenomenon. Thus, by learning a grammar, it will be an easy way to produce the text

correctly. The texts are combination of the range of words, sentences which have a

meaning. Halliday (1985: xvii) says, “A text is a semantic unit, not grammatical one.

But meanings are realized through wordings; and without a theory of wording-that is,

a grammar-there is no way of making explicit one’s interpretation of the meaning of a

text.” Sentences and words are not so sharply set off one another; there are no

different in kind—both are units in the grammar. Language is kind of linguistics.

How language is put together and how it works are systemized in grammar or rules

for forming words and making sentences. Through grammar of a language someone

understand how text work and the structure of sentences.

Furthermore, Halliday (985: xiv) views a language is interpreted a s a system

of meaning, accompanied by forms through which the meanings can be realized.

Language consist of three levels, they are : Phonology (talking about the sound of

language), Lexicogrammatical (talking about the construction of making sentences)

and Discourse (talking about the unity of clause to imagine the meaning).

Language of text has three functions or it is called as metafunction of

language (Gerot & Wignell, 1994: 12), they are: Ideational Function, Interpersonal

Function, and Textual Function.

From the view of Interpersonal function, a text serves as a media for

individuals. The language is used to interact with people, to build and maintain

relationships with them, to please them, and influence their behavior, get help or

sympathy for them. It is realized by The Mood System.

From textual function vied, it is explained that text is as a system organizes

messages in unified manner so that chunks of messages fit logically with others

around them and with the wider context in which the talking or writing takes place.

That realized by Theme System of Language.

In ideational function, text is used to talk about our experience, to describe,

states and entities involved. Language serves as a coding system which deals with the

relation between man and nature. The ideational function consists of logical and

experiential function. The experiential function is realized by the Transitivity System.

Transitivity is normally understood as the grammatical feature which indicates if a

verb takes a direct object.

In relation to this research, the analysis of the students’ writing procedure

paragraph uses the system of transitivity covering Process, participants and

circumstances. With the different participant types for different process types will be

found in the students’ writing procedure paragraph. In the concept of transitivity

found in Halliday’s Introduction of Functional Grammar, the process consist of

Material Process (Process of doing); Mental Process (Process of sensing); Verbal

Process (Process of saying); Behavioral Process (Process of physiological and

physiological behaviour); Existential Process (represents that something exist and

happen). The participants are directly involved in the process such as who does say,

is, exist, behaves or senses. Participants are also centrally involved in the process by

being affected by it, the one that is done to, sensed, etc. While circumstances are

typical adjuncts. They answer such questions as when, where, why, how, how many

and as what.

Process, participants and circumstances are the three elements of transitivity

which analysing in this research. In this research is analysing the transitivity system

because the elements of transitivity can held a clauses. As we know that transitivity is

analysed at clause level.

Paragraph is range of clauses. Every clause has message for the reader.

Through processes, participants and circumstances of clause someone understand

how the paragraph work and the structure of sentences. Processes, participants and

circumstances try to get the meaning of the procedure text which will be written by

the students grade ten SMAN 1 Laguboti. Every element of transitivity has different

function. Processes have function that tell us about the activity of the participant in

clauses. Processes are center of transitivity. Processes are realized by verbs to show

the activity and to know what the participants doing of the clauses, such as : doing,

sensing, physiological and psycological behaviour, saying, being and having. The

processes also can help us to get the meaning or message in every clause around

about the activities of participants. But not all of the clause have a processes. In minor

clause has not a processes, such as: “Hi! Good afternoon! (Greeting), oh, so high!

(exclamations).

Participants and circumstances are incumbent upon doing, happening, feeling

and beings. Participants follow the processes of the clause. In every processes have

different participants. The function of participants is to know who is doing the

activities in the clause.

In this research, the writer is analysed about transitivity system on students’

writing procedure paragraph at grade ten in SMAN 1 Laguboti.

1.2 Problem of the study

The problem of the study can be stated as follows:

1. What types of processes are found on students’ writing procedure paragraph at

grade ten in SMAN 1 Laguboti ?

2. What participants and circumstances are involved on students’ writing

procedure paragraph at grade ten in SMAN 1 Laguboti?

3. what is the most dominant type of process, participant and circumstance used

on students’ writing procedure paragraph at grade ten in SMAN 1 Laguboti ?

1.3 The objectives of the Study

The objectives of the study are :

2. To analyse the types of processes that found on students’ writing procedure

paragraph at grade ten in SMAN 1 Laguboti.

3. To find out what participants and circumstances are involved on students’

writing procedure paragraph at grade ten in SMAN 1 Laguboti.

4. To describe the most dominant type of process, participant and circumstance

used on students’ writing procedure paragraph at grade ten in SMAN 1

Laguboti.

1.4 Scope of Study

This thesis is only concerned with the ideational function. In the ideational

function there is a function which is called experiential. Experiential is realized by

transitivity process. Transitivity system is a presentation of meaning in a clause. The

analysis is focused on the transitivity process which consists of Processes: Material

process, Mental process, Verbal process, Relational process, Behavioral process, and

Existential process; Participants and Circumstances: Time (tells when and is

probed by when? How often? How long?), Place (tells where and is probed by

where? How far?), Manner (tells how about means, quality, and comparison), Cause

(tells why about reason, purpose, and behalf), Accompaniment (tells with (out) who

or what and is probed by who or what else?), Role (tells what as and is Probed by as

what?) and Matter (tells about what or with reference to what and is probed by what

about?) found on students’ writing procedure paragraph at grade ten in SMAN 1

Laguboti.

1.5 Significance of the study

A study without significant would be disadvantages. A study would give

contribution at cost in two aspect, they are:

1.5.1 Theoretically

1.5.1.1 For the Teacher

The teacher can teach the student more about transitivity system.

1.5.1.2 For the Students

The students can be more interesting in learning about transitivity system.

1.5.1.3 For the Reader

can be used to be source to the next research.

1.5.2 Practically

1.5.2.1 For the Teacher

Transitivity is normally understood as the grammatical feature, so the teacher

can make the students more active in learning about Transitivity system.

1.5.2.2 For the Students

Giving important information to the students about Transitivity system in

learning English.

1.5.2.3 For the Reader

To assess and develop background experiences, concepts, and information.

1.6 Theoretical Framework

This research uses some theories to support the writer’s ideas which relevant

to the variable or the case. The theories that the writer uses are based on : Halliday

(1985), Gerot & Wignell (1994), Knapp and Watkins (2005), Harmer (2004), Siahaan

and Sinurat (2005), Knap & Watkins (2005), Siahaan & Shinoda (2007).

1.7 The Key Terms

1. Writing is itself a relatively disciplined activity and while discussion and

working with peers is important, so are the times to individually reflect on

work and independently complete a task (Knapp and Watkins, 2005:82)

2. Paragraph is made up of three kind’s sentences namely topic sentences,

supporting sentences and concluding sentences (Siahaan & Sinurat, 2005:1)

3. Procedure is

4. Transitivity is the grammatical feature which indicates if a verb takes a direct

object.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer will discuss about writing descriptive skill. This

study concerns on the use of jigsaw strategy in descriptive text to the students

especially for the Junior High School.

2.1 Language Learning and Teaching

Language as a means of communication plays an important role in human life.

People use language to express their feelings, ideas, thoughts and convey messages to

others. (Brown, 2000) says “Language is a system of arbitrary conventionalized

vocal, written, or gestural symbols that enable members of given community to

communicate intelligibly with one another. Language is systematic. Language is a set

of arbitrary symbols. The symbols are primarily vocal, but may also be visual. The

symbols have conventionalized meanings to which they refer. Language is used for

communication and operates in a speech community or culture. it is essentially

human, although possibly not limited to human. All people acquire language in much

the same way; both language and language learning have universal characteristics”.

Learning is a process of knowing something and further knowing to do

something. Brown (2000:7) state that learning is acquiring or getting of knowledge of

a subject or a skill by study, experience, or instruction. It is a relatively permanent

change in a behavioral tendency and is the result of reinforced practice.

Learning cannot be separated from teaching. In this case, teaching is an

activity of helping the learning process. Brown (2000:7) states “Teaching is showing

or helping someone to learn how to do something, giving instruction, guiding in the

study of something, providing with knowledge, causing to know or understand.

Teaching is guiding and facilitating learning, enabling the learner to learn, setting the

conditions for learning. Our understanding of how the learner learns will determine

our philosophy of education, teaching style, approach, methods, and classroom

technique”.

Based on the theories above, it can be concluded that language learning and

teaching is an interaction between someone who tries to understand a language and

the other who helps him or her gain more information about the language.

2.2 Trasitivity

Transitivity system belongs to experiental metafunctions. Transitivity is

normally understood as the grammatical feature which indicates if a verb takes a

direct object. When we look at the experiential metafunctions, we are looking at the

grammar of the clause as representation. It is called so because the clause in its

experiential function is a way of representing pettern of experience. Thhrough the

system of transitivity, we can explore the clause in its aspects such is:

Who=does=what=to=whom, when, where, why or how

When people talk about what a word or sentence means, it is kind of meaning

they have in mind. Meaning in this sense is related to content or idea. So, here the

clause that functions as the representation of processes explores by transitivity

system. A fundamental property of language is that it enables human being to build a

mental picture of reality, to make sense of their experience of what goes on around

them and inside them. The clause is the most significant grammatical unit, in this case

because it is the clause that function as the representation of processes. Transitivity

analysis offers a description of one of the structural strands of the clause. Transitivity

specifies the different types of process that are recognized in the language, and the

structures by which they are expressed.

According to Halliday (1985: 101) there are three semantic categories which

explain in general way about how phenomena of the real world are represented as

linguistic structures. They are:

The process it self

Participants in the process

Circumstances associated with the process

These provide the frame of reference for interpreting experience of what goes

on.

2.2.1 Circumstances

Circumstances answer such question as when, where, ehy, how, how many

and as what. Halliday (2004: 262) his classified into :

1. Time (temporal): tells when and is probed by when? How often? How long?

Example: Faisal goes to her girl friend house every Saturday night.

2. Place (spatial): tells where and is probed by where? How far?

Example: Indra goes to his girlfriend house every Saturday night.

3. Manner: tells how. Circumstance of manner hass divided to 3 kinds, they are:

Means: tells by what means and is probed by what with.

Example: John goes by bicycle.

Quality: tells how and is probed by how?

Example: Ryan loved her madly, deeply, truly!

Comparison: tells like what and is probed by what like?

Example: Pesta was jumping around like a monkey on a roof.

4. Cause: tells why. Cause has three kind, they are:

Reason: tells what cause the process and is probed by why? Or how?

Example: the sheep died of thirst.

Purpose: tells the purpose and is probed by what for?

Example: stephanie went to market for new pencil.

Behalf: tells for whose sake and is probed for whom?

Example: Sastri went to the market for his mother.

5. Accompaniment: tells with(out) who or what and is probed by who or what

else?

Example: Rani left work without his briefcase.

6. Matter: Tells about what or with reference to what and probed by what about?

Example: This book is talking about functional grammar.

7. Role: Tells what as and is probed by as what?

Example: Silvi lived a quite life as a beekeeper.

8. Contingency: Circumstances of contingency specify an element on which the

actualization of the process depends. Contingency has three kinds, they are:

Conditional have to obtain in order for process to be actualized; they have

the sense of ‘it’. They are expressed by propositional phrases with complex

preposition in case of, in the event of, on condition of.

Example: Andi get back to the bedroom and change clothes in case of

bloodstains.

Concession circumstantial construe frustrated cause, with the sense of

‘although’; they are expressed by prepositional phrase with the prepositions

despite, in spite of, or regardless.

Example: In spite of its beacon, many ships have been wrecked on this

rocky coast.

Default circumstantial have the sense of negative condition- ‘if not,

unless’; they are expressed by prepositional phrase with the complex

prepositions in the absence of, in default.

Example: In the absence of any prior agreement between the parties ass to

the rate of salvage payable, the amount is assessed, as a rule, by the

admiralty court.

9. Angle is related either to (i) the sayer of a ‘verbal’ clause, with the sense of

‘as...says’ or (ii) to the senser of a ‘mental’ clause, with the sense of

‘as...thinks’. we can all type (i) ‘source’ since it is used to represent the source

information.

Example: according to the phlogistic theory, the part remaining after a

substance was burned was simply the original substance deprived of

phlogiston.

We can call type (ii) ‘viewpoint’ since it is used to represent the information

given by the clause from the somebody’s viewpoint, such as: to, in the

view/opinion of, from the stand point of.

Example: To Marry it seemed unlikely, they’re guilty in the eyes of the law.

2.2.2 Processes

Gerot and wignel (1994: 54) processes are central of Transitivity. Participants

and circumstances are incumbent upon the doings, happenings, feeling and beings.

We use term process and participant in analyzing what is represent through the use of

language. They center on the part of the clause which are realized by the verbal

group. They are also regerded as what “goings-on” and suggest many different kinds

of goings-on which necessarily involve different kinds of participant in varying

circumstances. While participants and circumstances are incumbent upon the doings,

happenings, feeling and beings.

Process can be subdivided into different types. There are six different process

types indentified by halliday in Gerot and Wignel (1994: 54), they are:

1. Material doing bodily, physically, materially

2. Mental sensing emotionally, intellectually, sensorilly

3. Relational being equal to, or some attribute of

4. Verbal saying lingually, signaling

5. Behavioral behaving physiologically and psychologically

6. Existential existing there exist

Processes are realized by verbs. Traditional verbs have been defined ass

‘doing words’. But as the above lists indicates, some verbs are not doing words at all,

but rather express states of being or having. There are different orders of doings and

beings. For example, to write a funny story, to tell a funny story, and to hear a funny

story are three different orders of meaning.

According to statement above, the examples:

1. Material Sammy went up the hill.

2. Mental Sammy realises the difficulties.

3. Behavioral Sammy snores loudly.

4. Verbal Sammy says ‘don’t eat a lot!’

5. Relational Sammy is my favorite singer.

6. Existential There’s a rabbit in the garden.

The tripartite interpretation of processes is what lies behind the grammatical

distinction of word classes into verbs, nouns, and the rest, a pattern that in some

form or other is probably universal among human languages. We can express this as

Halliday (1985: 1020:

Type of element Typically realized by:

(i). Process Verbal group

(ii). Participant

(iii). Circumstance

Nominal group

Adverbial group or prepositional phrase

The concept of process, participant and circumstance are semantic categories

which explain in the most general way how phenomena of the real world are

represented as linguistic structures.

In the following sections we shall explore the different types of process that

are built in to semantics of English, and the particular kinds of participant role that

are systematically associated with each.

1. Material Processes

Material processes are processes of material doing. Halliday (1985: 103)

material processes are processes of ‘doing’. They express the nation that some entity

‘does’ something-which may be done ‘to’ some other entity. So clauses with a

material process obligatorily have a doing (Process) and a doer (Participant).

The lion RunParticipant Process

Pesta wrote a letterParticipant Process Participant

The entity who or which does something is called “the actor”. Halliday (1985:

102) says, “the actor is the ‘logical subject’ of older terminology, and means the one

that does the deed.

Example: The mouse ran up the clock. In the sentence, ‘the mouse’ is a subject or

participant who does something.

A logical element is a function in transitivity structure. The traditional view of

transitivity in western linguistics is as follows.

i. Every process has an Actor.

ii. Some processes, but not all, also have second participant, which we shall call

GOAL.

the goal is the entity which may be done to.

Example:

The lion run

ParticipantProcess

An actor

Pesta wrote a letter

ParticipantProcess

Participant

An actor The Goal

According to Halliday (1985: 104) there are two varieties of Material

Processes, they are:

Creative type

In the creative type, the Goal is brought about by the process.

Examples:

The leader Dissolved The commiteeActor Process: Material Goal

Pesta wrote a letterActor Process: Material Goal

Dispositive type

In the dispositive type, we have doings and happenings.

Examples:

Hiss boss Dismissed andiActor Process: Material Goal

My father ResignedActor Process: Material

Material process ‘take’ both the active and the passive voice. The active voice

is a happening rather a doing: the probe is not what did actor do? But what happen to

actor? The passive form is used, we can probe for an explicit actor-we can ask who

by?

Example: Active voice

Petter sent the letterActor Process: Material Goal

Passive voice

The letter was sent by petterGoal Process: Material Actor

2. Mental processes

Mental processes is process of sensing. Gerot and Wignel (1994: 58) Mental

processes are ones of sensing such as: feeling, thinking, perceiving. Halliday

(1985:111) Mental processes, on the other hand, are processes of feeling, thinking

and seeing. Mental processes have three types, they are:

a. Affective or reactive (feeling)

b. Cognitive (thinking)

c. Perceptive (perceiving through the five senses.)

Gerot and wignel (1994: 58) says, “Mental processes are mental, convert

kinds of goings-on.” Mental processes is different from material processes ones in

much as much the letter are physical, moving and overt doing. The participant in

Mental is not much acting or acting upon in a doing sense, as sensing – having

feelings, perceiving or thinking.

The participant roles in mental processes are:

Senser

The senser is by definition a conscious being, for only those who are consious

can feel, think and see.

Phenomenon

The phenomenon is which is sensed: felt, though or seen.

Example:

The clause with senser and phenomenon.

Indra Doesn’t like doll

ParticipantProcess: Mental

Participant

Senser Phenomenon

Silvi Likes BananaSenser Mental: affect phenomenon

Senser only:

Novi UnderstoodSenser Mental:cognitive

The active and passive form in Mental Process:

Active form:

Nella Likes BananaSenser Mental: affect phenomenon

Passive form:

Banana Is liked By nerlyPhenomenon Mental: affect senser

3. Behavioral processes

According to halliday (1985: 128) Behavioural processes are processes of

physiological and psychological behavioral, like breathing, dreaming, smiling,

laughing, etc.

There is one obligatory participant: the behaver. The Behaver is a conscious

being but the process is one of doing, not sensing, but sometimes involve a

‘behavior’.

Examples:

Indra weep For me

Participant Process circumstance

Behever Behavioural Cause

The lion Roar loudly

Participant Process circumstance

Behever Behavioural Manner

4. Verbal Processes

Verbal processes are processes of saying, or more accurately, of symbolically

signaling. Halliday (1985: 129) verbal processes are processes of saying. A things

which need not to be a conscious being (signal source) is called the sayer. Gerot and

wignel (1994: 62) there are three participants in verbal processes, they are:

Reciever: The one to whom the verbalization is addressed.

Target: one acted upon verbally (insulted, complimented, etc)

Range/Verbiage: a name for the verbalization itself.

Examples:

Silvi Told Anna A rude jokeSayer verbal Target Verbiage

I Am always praising himSayer Verbal Target

5. Relational Processes

Relational processes are those of being. They can be classified according to

whether they are baing used to identify something or to assign a quality to something.

In relational processes has two kinds, they are:

Identifying processes

Processes which establish an identity are called Identifying processes. In

Identifying processes the participant roles are Token and Value. Token which stands

for what is being defined, value which defined.

Attributive processes

Processes which assign a quality are called Attributive Processes. In

attributive the participant roles are Carrier and Atrribute. Attribute is a quality

or epithet ascribed to the carrier (X carriers the attribute) and carrier (X is a

member of the class “a”)

Example:

Attributive processes

David Is A good games playerCarrier Attributive AttributeIdentifying processess

Palepo May be The best games playerToken Identifying Value

There are three developments of the two sub types of relational process

(Halliday, 1985: 112)

Intensive (x is a)

Possesive (x has a)

Circumstantial (x is at a)

Gerot and wignel (1994: 68) show the option of relational process as the

following:

Attributive: Carrier, attribute

Identifying: Token, Value

Relational Process

Intensive

Possessive

Circumstantial

Examples:

Cytoplasm Is Sort of a jelly-like materialCarrier Attributive: intensive AttributeFish have fish finCarrier Attributive: possessive Attribute

My home Is Inside of the cityCarrier Attributive: circumstantial Attribute

Atom Is The nucleus of the cellToken Identifying: intensive value

All cells Contain cytoplasmToken Identifying: possessive value

Albumen Surrounds The yolkToken Identifying: circumstantial value

6. Existential Processes

Existential processes are processes of existence. Halliday (1985: 130) says, “Existential processes are represent that something exist or happens.” ‘There’ has no representational function; it is required because of the needs for a subject in English. Existential processes are expressed by verbs of existing: be, exist, arise and the extent can be a phenomenon of any kind. If in an existential clause containing a circumstantial element. The circumstantial element is Thematic, the word ‘there’ may be omitted.

Examples:

There’s A baby dog In the yardExistential Existent Circumstance: place

On the matinee jacket Was A blood-stainCircumstance: place Existential Existent

2.3 Writing

In general, writing is considered as a one-way transmission from writers’

mind to the working out of a graphic display. According to Knapp and Watkins

(2005:82), “Writing is itself a relatively disciplined activity and while discussion and

working with peers is important, so are the times to individually reflect on work and

independently complete a task”.

Writing is a thinking process in which getting ideas and arranging ideas in an

ordinary fashion are closely connected. Writing is not a sample of imagined because

it is a process of linking words into sentences paragraph. In writing, the organization

of ideas is very important. When we talk about writing, we often think about elements

like word choice, grammar and content of evidence. But it is very important part of

effective writing and effective thinking too is clear, logical organization. So it means

that writing should communicative something clearly, precisely and unambiguously,

so that the readers can comprehend the writer of what is being written about.

2.3.1 Process of Writing

Harmer (2004 : 4) suggests four main elements of writing process to produce

a readable meaningful text:

Planning is the first process of writing. Before starting to write, writers

considered to try and decide what it is they are going to say. Some of them may

involve making detailed notes or just a few jotted words and the others may do their

planning in their heads. When planning, writers have to think about three main issues.

In the first place they have to consider the purpose of their writing. Secondly, they

have to think of the audience they are writing for. The last, the writers have to

consider the content structure.

Drafting is the next step. Writers can refer to the first version of a piece of

writing as a draft. As the writing process proceed into editing, a number of drafts may

be produced on the way to the final version. Each draft will show the changing or/

and the developing of the written text.

Editing (Reflecting and Revising) is the third step of writing. After making a

draft, usually the writers read what they have written in draft to see whether it works

or not. They may move paragraphs around, write a new introduction or use a different

form of words for a particular sentence. Reflecting and revising are often helped by

the other readers (or editors) so that the writers can make appropriate revisions.

Final Version (Publishing) is the last process of writing. After editing the

draft, the writers produce their intended audience.

2.3.2 Assessment of Writing

Heaton (1988 : 138) says that skills of writing include five general

components or main areas such as:

1. Content is the ability to think creatively and to develop thought including all

of the relevant to assigned topics.

2. Organization is the ability to write in appropriate manner for a particular

purpose with a particular audience in mind, together with ability to select, to

organize and other relevant information.

3. Vocabulary is the ability to write the word effectively and to appreciate

register.

4. Language use is the ability to write correct and appropriate sentences and.

5. Mechanical skills is the ability to use those conventions peculiar correctly to

written language, e.g. punctuation, spelling.

2.4 Paragraph

A good paragraph is normally imported of writing. So the writers should

know element which well written paragraph must unified, coherence and complete.

Paragraph develops a unit of an outline. Siahaan and Sinurat (2005:1) states “ a

paragraph is made up of three kind’s sentences namely topic sentences, supporting

sentences and concluding sentences”.

2.4.1 Topic Sentences

Topic sentences (TS) are the most important part of paragraph. It introduces

the main idea of the paragraph and controlling idea of the paragraph. A good topic

sentence is the sentence which can be developed by some supports and it must be

interesting to attract the reader’s attention. The topic sentence is usually at the

beginning of a paragraph which most of topic sentences is the general statement. The

topic sentence can be factual.

Example 1 :

Studies on Human Brain

The study on the dead brain is called Autopsy study. The technique of the study is by conducting an observation to a patient who is displaying a neurological disorder. Soon after his death, the brain is examined to determine the areas that are damaged. The purpose is to develop theories about the role of the damaged brain parts in normal functioning. A famous example of this study refers to the analysis of Paul Broca, a nineteenth-century French neurologist. He conducted an observation on a patient who was completely unable to speak, but understand everything that was said to him and towards his dead (age 57) he developed a paralysis of his right arm and leg. Immediate after his dead, Boca examine tha brain and found a severe damage (lesion) in the lower rear area of the left frontal lobe. The conclusion is that the part of the frontal lobe is responsible for speech production. Many studies, which were conducted later supported Broca’s conclusion.

Based on the previous paragraph, the writer conludes that, the study on the

dead brain is called Autopsy study, as the topic sentence. This topic sentence can be

developed to be a paragraph, because the example of the topic sentence above

includes to factual data. This topic sentence is supported by following relevant

sentences, so it can be well formed into a good paragraph.

Topic sentence also can be an opinion. An opinion is a type of the subjective

data. It is based on a person’s emotion, or belief, or feeling, or love, or ideology. The

following is an illustration.

Example 2 :

The President of the country

The president of the country is a corrupted leader of the nation. He enjoys long holidays overseas. He has lots of understanding with conglomerates. He deposits money in the foreign countries. He likes giving projects to his relatives. He gives more power to some departments. He also lengthens overseas time contracts. The president of the country commits corruption from his legal works.

Based on the previous paragraph, the president of the country is a corrupted

leader of the nation. This topic sentence comes from the witer’s opinion. This topic

sentence cannot be verified by using a physical instrument of measurement. A

person’s opinion towards an object id different from the other’s opinion. An opinion

statement is not considered as an empirical fact. It cannot be verified by using a

physical instrument of measurement.

2.4.2 Supporting Sentences

The supporting sentences (SS) elaborate the topic sentence by proving

elaboration or expansion of the topic sentence.

Example 3:

The Meaning of The Language Use

The meaning of the language use that is added to the semantic meaning derives from the linguistic context as the linguistic performance of the language. The meaning of the word “green” is from its performance in its linguistic context. The context of the word “green” is the additional meaning to its semantic meaning. The word “ green” means “color” in “The lady is wearing a green

hat”. It means “inexperience or not qualified” in “John is still green”. It means “raw or unripe” in “We do not want to eat the green fruit”. It means “reforestation” in “Green revolution began in Europe”. This kind of context refers to internal factors of a sentence that give the semantic meaning of a word in the sentence.

TS : The meaning of the language use that is added to the semantic meaningderives from the linguistic context as the linguistic performance of the language.

SS1 : The meaning of the word “green” is from its performance in its linguistic context.

SS2 : The context of the word “green” is the additional meaning to its semantic meaning.

SS3 : The word “ green” means “color” in “The lady is wearing a green hat”.SS 4 : It means “inexperience or not qualified” in “John is still green”.SS 5 : It means “raw or unripe” in “We do not want to eat the green fruit”.SS6 : It means “reforestation” in “Green revolution began in Europe.”CS : This kind of context refers to internal factors of a sentence that give the

semantic meaning of a word in the sentence.

Based on the previous data, it obviously shows several supporting sentences

which explain the topic sentence. Every supporting sentence is related to the topic

sentence written in the paragraph which is about language use, it means that the

supporting sentences give a strong contribution to the topic sentence to explain

widely the topic sentence so that it becomes a good paragraph.

2.4.3 Concluding Sentence

Concluding sentence (CS) is a last part of paragraph which is usually placed

in the ends of the paragraph. Concluding paragraph is closed to the development of

the paragraph.

Example 4 :

The Important Function of English Language

The world globalization gives the English language a very important function for the human’s life. It is accepted as an international language of technology and commerce. As a consequence, more and more people learn it specifically because they want to do their business effectively. The facts indicate that business people sell their products to the international society in English. Beside that, automotive and electronic instructions are widely given in English. In addition to that, doctors and researchers read the developments of their field in English. The most important fact is that the majority of textbooks and journals are written in English. This means that people are placed to the fact that they cannot neglect to learn the English language.

TS : The world globalization gives the English language a very importantfunction for the human’s life.

SS 1 : It is accepted as an international language of technology and commerce.SS 2 : As a consequence, more and more people learn it specifically because

theywant to do their business effectively.SS 3 : The facts indicate that business people sell their products to the

internationalsociety in English.SS 4 : Beside that, automotive and electronic instructions are widely given in

English.SS 5 : In addition to that, doctors and researchers read the developments of

theirfield in English.SS 6 : The most important fact is that the majority of textbooks and journals

arewritten in English.CS : This means that people are placed to the fact that they cannot neglect to

learn the English language.

Based on the previous example, it shows that concluding sentence is placed in

the last part of paragraph. It is a single sentence. It concludes the topic sentence and

supporting sentences which explain about the importance of English language. It

closes the development of the paragraph.