Students’ Ability in Writing Paragraphs Using Structure of The

Paragraph in Argumentative Essay By The Sixth Semester of

English Study Program of Muhammadiyah University of Bengkulu

Yudi Agus Prananda

English Education Study Program

Department of Language and Arts
Faculty of Teacher Training and Education
Universitas Muhammadiyah Bengkulu

Phone: 0852-6870-8084
E-Mail: thepranandas@gmail.com

ABSTRACT
This research is aimed to know “How is Students’ Ability in Writing
Paragraph Using Structure of The Paragraph in Argumentative Essay by The Sixth
Semester of English Study Program of UMB. The objective of this research was to
identify and describe the students’ ability in writing paragraph using structure of the
paragraph in argumentative essay by the sixth semester of English Study Program of
UMB.
This research used descriptive method. The population of this research was
164 students from all of classes at the sixth semester of English Study Program of
UMB. This research used random sampling. The samples were taken from 50% of the
total number of population, where the samples were 84 students. The instrument of
this research used writing test. The result of this study, the paragraph in
argumentative essay was 54.58. From the data were 2 students had very good score,
18 students were good, 16 students were poor, and 48 students were very poor. And
the students’ mean score of each aspect in writing are: in introduction was 6.47, in
body was 8.13, in conclusion was 5.75, in topic sentences was 8.71, in supporting
sentences was 7.96, in concluding sentences was 7.95, in sentences structure was
4.99, and in grammar and mechanics was 4.15.The result of analysis showed that the
average of the students’ ability in writing paragraph using structure of the paragraph
in argumentative essay was qualified “very poor”. Based on the result above, the
researcher suggest that the lecturer; It is suggested for the lectures to analyzed the
students’ difficulties in composing essay itself and find out the solving problem in
order to make the students more comprehend about compose the essay. The students
need practice to write a good paragraph by using essay organization, paragraph
organization, sentences structure, grammar and mechanics correctly.
INTRODUCTION

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
 Writing skill is very important to human life. There are many benefit of

writing skill which will be got by the students. The students can explore their

experience. Halliday (1985b) in David Nunan (1995:84) suggest that writing has

evolved in societies as a result of cultural changes creating communicative needs

which cannot be readily met by the spoken language. Beside that argument, Raimes

(1983:3) views that first, writing reinforce the grammatical structure, idioms, and

vocabulary that the teachers have been teaching their students. It means that writing

can be used to train ability of students in applying their knowledge about grammatical

structure, idioms, and vocabulary. Furthermore, when the students write, they

necessarily become very involved with the new language the effort to express ideas

and constant use of eye, hand and brain is a unique way to reinforce learning.

Beyond providing another way to communicate, writing can be used to

explore our own thinking, a way to examine what students know about a subject.

Without writing, teachers cannot look into the mind of someone who is reading to

examine their understanding of the text, but teachers can view their comprehension

and appreciation of text through writing. Beside, Hadaway (2002:137) Learning

about written language, and learning about writing though, students firstly learn how

to write the word, phase, and sentence level and eventually apply the multistep

writing process. Besides learning how to write, they were also examining written

language and how writing and speaking differ.

In addition, the students have purposes in their writing. Dietrich (1989:41)

says that when the students write for audience, students generally have one of the

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
following purposes in mind, such as sharing feeling and thoughts, providing

information, and moving others to thought, feeling, and action.

Therefore, the researcher tries to determine the definition about argumentative

essay. It is hoped can help students to understand about argumentative essay. The

function of an argumentative essay is to show that your assertion (opinion, theory,

hypothesis) about some phenomenon or phenomena is correct or more truthful than

others'. According to Macmillan (1988) says that an argument is an ordered

presentation of support for an opinion that you want others to accept. An argument is

made up of your opening statement of opinion, any background information that your

readers may need in order to follow you, the evidence that you will use to support

your opinion, and concluding statement.

Besides, the students at English Study Program of UMB can be critical

student. In this case, critical students mean that the students can give critique concern

something which happened in their environment. They can expose their arguments to

persuade others. One of ways to influence them to be critical student can be done by

asking them to make argumentative essay. Nunan (1995:87) says that text types such

as reports, expositions, and arguments are essential for academic success at school

and beyond. It means that these forms of factual writing encourage the development

of critical thinking skills which in turn encourage individuals to explore and

challenge social realty.

Heaton (1988:135) says that writing skills are complex and sometimes

difficult to master, requiring, mastering not only of grammatical and rhetorical device

but also conceptual and judgmental elements. From these explanations it can be
Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic
sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
concluded that the students’ ability in writing needs to be improved by doing some

exercise in the learning process. It is hoped that the students can be able to express

opinions or ideas and feeling that they had after writing some various types of writing

in the learning process.

In English Study Program at Muhammadiyah University of Bengkulu, writing

is one of the skills that the students should master. The students are expected to be

able to compose well organized piece of writing, acceptable on the college level in

particular. It means that the English Study Program at Muhammadiyah University of

Bengkulu try to prepare themselves to be a good writer because writing is a subject

that is important to improve their writing skill.

Morever, the students of the sixth semester in academic 2001/2002 had taken

writing subject I, II, and III. The sixth semester of English Study Program of UMB

will be choosen as the sample of this research. The reason is they had taken Writing I

until Writing III. From the all of the sixth semester of English Study Program of

UMB, the researcher got the total score for each A, B, C, D, and E class the total

score were B score and some of students were C score.

From the discussion above, it means that writing subject was stiil difficult for

the students. Otherwise, when the students made mistakes in making a paragraph,

essay, diary, the kinds of text, ect. Some of students did not try to get the right one.

Althought, the lecturer gives motivation to correct their mistakes by asking the other

students which have more knowledge than them, the students were still lazy to correct

their mistake.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
RESEARCH QUESTION

Based on the background above the question can specifically be formulated as

follows: “How is the students’ ability in writing paragraphs using structure of the
paragraph in Argumentative Essay by the sixth semester of English Study Program of
UMB?”.

LITERATURE REVIEW

In this chapter, the researcher describes the meaning of writing, the purpose of

writing, definition of paragraph, three main parts of a paragraph, criteria of complete

paragraph, definition of argumentative essay, elements of argumentative essay,

example of argumentative essay, the teaching of writing subject at English Study

Program at UMB, and review of relevant studies.

2.1 The Meaning of Writing

According to Cohen, Andrew D (1994:305) writing is a process where in

finished product emerges after a series of draf. The process approach puts emphasis

on in incubation period, in which the written peice takes shape. The writer’s

awareness of writing processes is heightened and ideally. Furthermore, Tarigan

(1982:3) says that writing is an activity, which is productive and expressive. He adds

that writing skill does not come automatically, but it needs a lot of practices. The

students who want to be able to write well, need more practice in order can master the

elements of writing and also the purpose of writing itself. Besides, writing require

expressions and feeling away with the development of thought. It is important to not a

product, because writing is not easy, it takes time to studies and practices to develop

this skill.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
 Raimes (1983) states enumarate reason for writing: first, writing reinforces

grammatical structure, idioms and vocabulary that we have been teaching to our

students. Second, when our students write they also have a chance to adventurous

with language, they go beyond what they have just learned to say, to take risk. Third,

when they write they necessarily become involved with the new language, they effort

to express ideas and constant use of eye, hand and brain is unique way to reinforce

learning.

2.2 The Purpose of Writing

According to Kneffel, Don in his book Writing and Life: A Rhetoric for

Nonfiction with Readings (1986: 6-7) statez that writing is done in the course of daily

life is to fullfill one or more of general purpose, such as:

a. To Inform

The writer communicates information clearly, accurately, simply and directly.

This purpose is often found in report, like magazine, newspaper, and case

study.

b. To Analyze or To Explain

The writer uses languages to analyze or to explain the information that the

writer gets. It means that to discover the deep meaning form the information.

c. To Confince

The writers the opinion to make the reader does an action after reading it. It is

usually found in newspaper, argumentative essay, and critical reviews.

d. To Express

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
 The writers uses the language to express his/her feeling but the writer does not

expect the reader does an action. It can found in narrative writing.

2.3 Definition of Paragraph

Many experts define a paragraph in many ways. One of them, Peter

(1991:145) stated that a paragraph is a short piece of writing on a very limited topic,

and although some paragraph can stand alone, most are parts of a larger piece of

writing, such as an essay. According to William (1985:25) a paragraph is a

conventional form which writers find useful to help their readers follow a sequence of

ideas or thoughts.

Oshima and Hogue (1983:3) stated that a paragraph is a basic unit of

organization in writing in which a group of related sentences develops one main idea.

A paragraph can be as short as one sentence or as long as ten sentence. The number

of sentences is unimportant: however, the paragraph should be long enough to

develop the main idea clearly. They also tell that a paragraph is made up of three

kinds of sentences that develop the writer’s main idea, opinion or felling about the

subject. These sentences are topic sentence, supporting sentences, and concluding

sentence.

A paragraph contains of topic sentence and sentences that the support it.

Saraka (1988:26) stated that a paragraph can be subdivided into two main types. The

first is psysical paragraph: and the second is conceptual paragraph. A pysical

paragraph is a paragraph which is marked by spacing or indentation during the course

of writing to show that new idea will come. A conceptual paragraph is one in which a

writer constructs limits to one single idea, one topic sentence plus supporting details.
Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic
sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
2.4 Three Main Parts of a Paragraph

In paragraph writing, the clarity and completeness of information contain will

indicate that a paragraph is good paragraph. According to Oshima (1983) a good

paragraph has three main parts, namely: topic sentence, supporting sentence, and

concluding sentence. Below, the description of each of these parts.

2.4.1 Topic Sentence

Topic sentence is used to state the main idea in a pargaraph. As Saraka

(1988:30) tells topic sentence states the main idea of the paragraph. It does not only

name the topic of the paragraph but also limit the topic to one or two areas that can be

discussed completely in the space of a single paragraph. The specific area is called

the controlling idea. According to Bram (1995:16) stated that a topic sentence must

have a subject and an attitude. In other words, it consist of a topic or subject matter

and a restricting statement.

Tyner (1987:52) stated that there are some important things to know about
topic sentence: 1) a topic sentence expresses the main idea of the paragraph,
2) a topic sentence usually states a definite opinion or attitude, 3) a topic
sentence provides the reader with a clear understanding of what a paragraph is
about, 4) a topic sentence gives direction to a paragraph that both the writer
and reader can follow, 5) a topic sentence often begins a paragraph or is found
near the begining of a paragraph, 6) other sentences within a paragraph relate
to the topic sentence, 7) the final “wrap-up” sentence in a paragraph often
reinforces the topic sentence.

Topic sentence is the most general sentence in a paragraph. Reid (1994:36)

suggest th topic sentence is the most general and the most important sentence in the

paragraph that introduces thet reader to the topic. It states the main idea and focuses

the paragraph. Therefore, it is the most general statement in the paragraph. It does not

give any specific details.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic
sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
 There are three ways to state ways to state the topic sentece. They are:

1. Using a statement of opinion.

2. Using a statement of intent.
3. Using statement of opinion and intent.

2.4.2 Supporting Sentences

Supporting sentence is sentences that develop the topic sentence. Saraka

(1988:30) tells that supporting sentences that develop the topic sentence by giving

definitions, reasons, examples, facts, incident, comparison, anology, cause and effect,

statistics and quotations. Development means supporting the main idea or

generalization with specifics.

Dietsch (1998:78) stated that support sentences explain the main idea of the

topic sentence. They supply evidence to convince the reader of the soundness of the

claim, assertion, or opinion. You might regard the topic sentence as an argument

(view) to be proven. The support sentences supply evidence in the form facts,

definitions, reasons, examples, or illustrations to back up the claim in the topic

sentence.

2.4.3 Concluding Sentence

Concluding sentence is the last sentence that concludes the points of the

paragraph. Oshima and Hogue (1983:12) state concluding sentence is a sentence that

summerizes the main points of the paragraph. It signals the end of the paragraph and

leaves the reader with important ideas to think about. It can be written as the same as

topic sentence vut in the different words. According to Dietsch (1998:78) stated that

besides the two basic parts just discussed the topic sentence and support sentences,

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
some paragraphs have a third part: a concluding sentence. This final sentence may be

summary of the points made in the support sentence.

For concluding sentences, Reid (1994:42) tells that there are five techniques

can be used in a paragraph. They are:

1. Summerizes the material in the paragraph.

2. Offers a solution to the problem stated in the pargaraph.

3. Predict a situation that will result or occur from the statement made in the

paragraph.

4. Makes a recommendation concerning materials presented in the paragraph.

5. States a conclusion to information given in the paragraph.

From the quotation above, the researcher can summarize that a concluding

sentence is an ended sentence that leaves the reader with the important ideas on the

topic of the paragraph. While, some techniques in the concluding sentence are

summerize the information, offers a solution(s), states conclusion, makes

recommendation, or predict a situation.

2.5 Criteria of the Complete Paragraph

A good paragraph must have a sense of completeness. Baker and Oliu Saraka

(1988:73) state that completeness in a paragraph means that the controlling idea

thoroughly develop by the use of particular (specific) information. They also state

paragraph is complete when it leaves no confusion in the reader’s mind about what is

intended, about how the reader is supposed to respond and about why such response

is both necessary and appropriate.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
2.6 Definition of Argumentative Essay

Macmillan (1988) says that an argument is an ordered presentation of support

for an opinion that you want others to accept. An argument is made up of your

opening statement of opinion, any background information that your readers may

need in order to follow you, the evidence that you will use to support your opinion,

and concluding statement.

2.6.1 Elements of Argumentative Essay

According Illinois Normal (1996) views that an argumentativeessay contains

the following:

 In the Introduction

 Backgroundis appropriate. This may consist of a brief history of

related past events, a summary of others’ opinions, or a review of the

basic facts.

 Athesis statement is required. This informs the reader of the writer’s

opinion regarding the matter under discussion and previews his plan of

development.

 In the Body Paragraphs

The writer presents his points of discussion. Each point is typically

given its own paragraph and is supported by evidence. Most often, the writer

begins with his weakest point and concludes with his stronger arguments. If

all the writer’s points are equally strong, he builds a relationship with his

audience by discussing the most familiar, less controversial points first.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
  In the Conclusion

The writer restates, in general terms, the major arguments he has

marshaled in defense of his thesis.

The writer may summarize key points, restate his thesis, reinforce the

weakness of his opposition, underscore the logic of his presentation, re-

emphasize why this debate is important, suggest a course of action, or

challenge the reader to apply the paper’s argument to his own life.

2.7 The Teaching of Writing Subject at English Study Program of UMB

Writing subject is one of the subjects that should be taken by English Study

Program Student of Muhammadiyah University of Bangkulu. It consists of Writing I,

II, and III. They are able to continue the next steps if they have passed the first step.

Writing is a subject that is very important for students; students can increase their

ability through writing subject.

In writing teaching and learning process, student will guided by a lecturer.

Firstly, the lecturer will explain the theory of writing, and then students apply the

material in real activity. They will try to write about one topic and they should write a

composition based on topic which is given by the lecturer. Then the lecturer will give

some exercises for the students to write about some topics and from the result the

lecturer will know whether the students have understood the material or not.

From explanation above, the researcher assumes that writing is not an easy

subject to be followed by the students. So, students should pay attention to writing

subject. The students are hoped to be able write a good product and they also can

increase their knowledge in writing.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic
sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
METHODOLOGY

In this chapter, the researcher describes the research design, population and

sample, the instrument of the research, technique of collecting data, and technique of

data analysis.

3.1 Research Design

The research design in this research was descriptive method. According to

Gay (1990:189) descriptive method is used to determine and reports the way things

are. The descriptive method will be used in this study because it reports the condition

of students’ ability in writing paragraphs using structure of the paragraph in

argumentative essay, especially arrgumentative essay. Therefore, this method is

suitable for this research.

3.2 Population and Sample

3.2.1 Population

Population and sample were significant in a research. The population is the group

of interest to the researcher, the group to which she or he would like the result of the

study to be generalized (Gay, 1990). The populations of this research were the

students of the sixth semester at English Study Program of UMB, which consist of

class A, B, C, D, E. There are 164 students.

Table 1: Table of Population

No Class Population Sample

1 A 27 14

2 B 39 20

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
 3 C 33 17

4 D 33 17

5 E 32 16

Total Number 164 84

Source: English Study Program at UMB 2011

3.2.2 Sample

The small group that is called a sample (Ary: 2010). According to Gay (1990: 114)

“For descriptive research, a sample of 10% of the population is considered minimum.

For smaller population, 20% may be required”. In this reserach, the researcher takes

50% from 164 students. There are 84 students. The researcher will use random

sampling technique to choose the sample. Random sampling is the process of

selecting a sample in such a way that all individuals in defined population have an

equal and independent chance of being selected for the sample (Gay, 1990). The

researcher was put the names of all students who have been selected as the population

of 164 students into a glass, and then she/he was shake the glass and take as much as

50% of the population, there are 84 students, the names that came out used as sample.

3.3 Instrument

In collecting data that the researcher was used a written test form as a main

instrument. The students was asked to make a paragraph that consists of least three

paragraphs and they wrote one of the three topics provided: The Advantages of

studying at university, Abortion, The happiest day in my life. These topics are taken

from Oshima and Hogue (1983).

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
3.4 Technique Collecting Data

The research procedures were as follow:

1. The researcher was prepared the condition of the class where the students are

ready to follow the test.

2. The researcher was gave paper to the students.

3. The researcher was gave instructions to the students to wrote a paragraph

using structure of paragraph in argumentative essay.

4. The students wrote a paragraph using structure of paragraph in argumentative

essay with an allocation time 45 minutes.

5. The researher was analyzed the data, in the analyzed the data researcher was

helped by co-researcher. His name Mr. Wahyudi Badri, S.Pd. He is a writing

lecturer in Muhammadiyah University of Bengkulu.

3.5 Data Analysis Technique

1. The data in this research was analyzed by following the steps below:

The researcher and co-researcher were scored students’ paragraphs used

Checklist rubric by Oshima and Hogue (1983):

Score Distribution of Paragraph Writing

Peer Editor’s Score
Comments and Each Item
Criteria Suggestions Scoring System

ESSAY ORGANIZATION

Introduction:

Does the introductory The introductory 10 7-10 : good

paragraph have both general paragraph has both
sentences and a clear thesis general sentences and a 4-6 : enough
statement? clear thesis statement.
1-3 : bad

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
Body:

Is the method of The method of 15 11-15 : good

organization (chronological organization is
order, comparison/ contrast, appropriate for the 6-10 : enough
etc.) appropriate for the topic.
topic? 1-5 : bad

Conclusion:
There is a concluding
Is there a concluding sentence that is either a 10 7-10 : good
sentence that is either a paraphrase of the thesis
paraphrase of the thesis or a or a summary of the 4-6 : enough
summary of the main points? main points and there
1-3 : bad
Is there a final comment (if is a final comment.
one is appropriate).

PARAGRAPH
ORGANIZATION
Each paragraph has a 11-15 : good
Topic sentences: topic sentence and
Does each paragraph have a each topic sentence for 15 6-10 : enough
topic sentence? Does each a controlling idea
topic sentence for a 1-5 : bad
controlling idea.

The supporting
Supporting sentence is flowing
Sentences: smoothly. There are
Do the supporting sentences sufficient concrete
flow smoothly? Are there details to support each 11-15 : good
sufficient concrete details to point. Transition
support each point? Are signals are used 15 6-10 : enough
transition signals used effectively both within
effectively both within and and between 1-5 : bad
between paragraphs? Does paragraphs and each
each paragraph have unity? paragraph has unity.

11-15 : good

Concluding sentences: .The concluding 15 6-10 : enough

Are concluding sentences sentences are used.
used (if they are necessary)? 1-5 : bad

SENTENCES
STRUCTURE
The sentences are 7-10 : good
Are there any unclear clear.
sentences? Can you suggest 10 4-6 : enough

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
 a way to improve them? 1-3 : bad

GRAMMAR AND 7-10 : good

MECHANICS
There are no errors in 10 4-6 : enough
Are there any errors in grammar and
grammar and mechanics? mechanic. 1-3 : bad

TOTAL 100

2. Score from co-researcher and researcher were added, and then were

divided into two.

3. The researcher was tabulated the data.

4. The researcher was check the students’ mean by using the formula of

Brown (1990: 66) as below:

M=

Where : M = Averages total

X = Averages of students’ total score

N = Sample of total (Brown, 1990: 66).

DISCUSSION

In this section, the researcher explained students’ ability in writing paragraphs

using structure of the paragraph in argumentative essay by the sixth semester of

English Study Program of Muhammadiyah University of Bengkulu. There were eight

criteria that were related to the component of students’ test, such as Essay

Organization (Introduction, Body, Conclusion), Paragraph Organization (Topic

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
Sentences, Supporting Sentences, Concluding Sentences), Sentences Structure,

Grammar and Mechanics. From the result above, the features of Essay Organization

(Introduction, Body, Conclusion), Paragraph Organization (Topic Sentences,

Supporting Sentences, Concluding Sentences), Sentences Structure, Grammar and

Mechanics belong to “Enough”.

In brief, the result of this research showed that the students’ ability in writing

pargraphs using structurez of the paragraph in argumentative essay were still

categorized low. In addition, students’ ability in writing paragraph is “Enough” in

Introduction, Body, Concluding, Topic Sentences, Supporting Sentences, Concluding

Sentences, Sentences Structure,Grammar and Mechanics.

CONCLUSION

The table below shows the students’ ability in writing paragraphs using

structure of the pargraph in argumentative essay in criteria conclusion. It can be seen

more detail in appendix 4.

Table 4.5 The Students’ Score and Frequency in Criteria of Conclusion

No Criteria Score Frequency

1 Good 7-10 35
2 Enough 4-6 32
3 Bad 1-3 17
Total 84

The mean score of students’ in criteria of aspect “Conclusion” was (5.75).

From the table 4.5, it could be seen that 35 students were good, 32 students were

enough, and 17 students were bad. Based on the students’ mean score in criteria

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
conclusion, it can be concluded that the score of the sixth semester students in aspect

conclusion was categorized as “Enough”.

REFERENCES

Ary, Donald. (2002). Introduction to Research in Education. American: Wordsworth

Group.

Bram, Barli. (1995). Write Well : Improving Writting Skills. Yogyakarta: Kanisius.

Brown, J.D. (1990). Understanding Research in Second Language Learning. USA:

Cambridge University Press.
Carino, Peter. (1991). Basic Writing. USA: HarperCollins Publisher Inc.
Cohen, Andrew D. (1994). Assessing Language Ability in the Classroom. American:
Heinle and Heinle Publishers.
Crimmon, Mc. (1984). Paragraph Essay
Well.http://library.binus.ac,id/eColls/eThesis/Bab2/2009002264IG%20Bab%
202.pdf. Accesed on July 19, 2012

Dietrich, Julia and Marjori M. Kaiser. (1989). Writing Self-Expression and

Communication. USA:Harcol Brace Jovanocih.

Dietsch, Betty Mattix. (1998). Reasoning and Writing Well. New York: Mc Graw-
Hill Companies, Inc.

Gay, L. R. (1990). Educational Research Competencies for Analysis and Application.

New York: Merill.

Heaton, J. B. (1998). Writing English Language Test. New York: Longman.

Macmillan. (1988). English Thinking and Writing Process. New York: Macmillan
Publishing Company.

Normal, Illinois.(1996). Elements of Argumentative Essay.

http://ucollege.illinoisstate.edu/downloads/elements_argumentativ essaypdf.

Nunan, David. (1995). Language Teaching Methodology. Sydney: POENIX ELT.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.
Oshima, Alice and Hogue, Ann. (1983). Writing Academic English: A Writing and
Sentence Structure Workbook For International Students. USA: Addition
Wesley. Raimes, Ann. (1983). Techniques in Teaching Writing. England:
Prentice Hall.

Reid, Joy M. (1994). The Process of Paragraph Writing. USA: Prentice-Hall Inc.

Saraka. (1988). From Paragraph to Essay: Consepts and Practice. Jakarta:

Departemen Pendidikan dan kebudayaan.

Tarigan. (1982). Menulis Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa

Bandung.

Tynerr, Thomas E. (1987). College Writing Basic: A Progress Report. USA:

Wadsworth Inc.

Tanner, William E. (1985). A writer’s Plan. USA: Harcourt Brace Jovanovich, Inc.

Key Term: Writing, Ability, Students’ ability, Structure, Paragraph, Topic

sentences, Supporting Sentences, Concluding Sentences, Argumentative Essay.