assignment. Students discover the process of writing, including the different steps
to be taken in accomplishing the writing process to come up with the final published pieces Fawn, 2002.
In helping students writing imaginative story, a teacher can present a prompt to behave students in a certain way. This is by eliciting a question like this
way: When you drink three bottles of Classic Wines taken from hidden treasures under the sea, green algae begins growing on your face. The doctors say they can
do nothing. How do you cope? Lesson Planet, 2009
. The teacher may use teaching aids such as sound and pictures. In this way
too, students demonstrate the process of collaborative writing. They listen to a recording of ocean sounds; list what they heard, illustrate original drawings as a
basis for the story writings. In small groups, students each write three sentences, adding on to the story when it is their turn, then peer-editing the story and
presenting it to the class. Then they write the edited page for an Under the Sea class story in class board. Finally they copy the story in their own hand. The
whole class activities are accompanied by music such as instrumental music related to the topic given to help them imagining
Teacher, 2009.
B. Researches Related to a Four-Phase Technique on Language Skills
The first relevant research was done by Jeff Knisley from East Tennesee State University in 1996. The research was conducted in secondary public schools
on Johnson city in Tennesee state, U.S. The research was carried out to analyze whether there is an improvement in teaching writing new concepts using a four-
stage model. The result of the research shows an improvement of students‘
achievement in learning new concept using a four-stage model. In this piece, students discover the process of understanding a new concept by allegorizing first,
integrating next, analyzing third, and synthesizing last. It implies that the teacher should play many different roles
in the classroom to meet the students‘ needs in the different learning stages- for example, adopting the role of story teller during
allegory stage and acting as a coach at the synthesis stage. The second research was conducted by Sophia Russell on February 2010
at K-12 of Scotland secondary schools. The purpose is to develop their writing skills by applying a four-stage teaching method such as: 1 identifying key
components of rhetoric in written practices stage one; 2 having the students to practice pre-writing strategies by giving them a scenario to write about; 3 Having
the students to write about pre-writing for their first official full writing assignment; and 4 slowly incorporating other aspects of writing process into
more writing assignments. The research proves that by using a four-stage method, the students were easy to write and their writing skills are improved significantly.
The third article based on a research done by Dave Wills in 2008 concerning with the four stage cycle in teaching reading. The result suggests that
the teacher needs to set out a four stage cycle for teaching reading: i.e. priming, reading, form focusing, and recycling. Throughout this article, Dave has stressed
that it is important for learners to remember texts and to study the language of those texts in detail and try to recall it. Much of the grammar work suggested in
course materials is based on isolated sentences. But language in use is not a series of isolated sentences; it is composed of texts. Sentences are shaped by the way
they occur in text, so grammar should focus on sentences in texts or should enable learners to relate sentences to their original texts.
The fourth relevant research is from Ann Franklin
that discovers the effect of reading habits towards the ability to imaginative writing done for junior high
school students in 1997. The research emphasizes the importance of a strong ending for a narrative essay and teaches students specific items to include in their
endings. In this study, there is a positive significance about the relationship of reading with the task of writing. After reading The Very Hungry Caterpillar
students take the title of The Very Hungry Teacher
by Eric Carle. Then they use the writing process to write their own version of a Very Hungry story. They will
use a flow map for pre-writing. Students will write a rough draft that will be revised and edited with a partner and a teacher Franklin, 2001.
The fifth research was proposed by Emylin Storrs on October 2004 at Dubai for grade 12 who uses jigsaw puzzles in a creative lesson plan that teaches
the writing process. High school students learn that writing essays and putting together puzzles follow the same steps. In this study, she offers a hands-on
classroom activity for teaching writing skills to high school students of English. It is by thoroughly analyzing the steps in putting together a jigsaw puzzle; students
have learned the steps needed to write a successful essay. In stage one, the puzzle box or the thesis is the ultimate goal. Open the
baggie, dump out the pieces and flip them over are the same analogy as brainstorming activity which the purpose is amassing the elements the project will
use.
In stage two, puzzle pieces are the ideas. Both must be organized and connected to communicate to others. Connecting corner and edge pieces first are
like outlining activity, which is choosing key ideas or pieces or matching similar ideas that are the easiest way to connect together paragraphs.
In stage three, doing trial and error is like revising paragraphs. It takes the most time. Each idea or piece should fit seamlessly into the next pounding them
together doesnt work. Lastly in stage four, the missing pieces part is just like the missing ideas. It
means researching available sources helps fill in the holes. If there are extra pieces, so if they do not fit, the students must edit the extra ideas. By helping
others is the same with peer editing. An extra pair of eyes can find what the author
puzzler didn‘t see or know. Another local study of the relevancy of instrumental music towards
writing skills has already done by Said Hannibal 2008. He was done a research about the significance of instrumental music towards the readers in the Gramedia
bookshop in Yogyakarta. The result is that the instrumental music give positive significance to the book readers when it is played. They become more comfortable
and relax. It influences them to stay longer and read more.
C. Rationale
