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
The eleventh grade students of Language Program at SMU 2 Sukoharjo have problems related to writing skills and class learning situation. The problem
indicators of writing skills are related to difficulties in: 1 expressing ideas dealing with the elements of the story; 2 using correct grammar; 3 using
accurate spelling and punctuation; 4 organizing the elements together in the story; and 5 using sentences styles and choosing appropriate words to describe
ideas of the story. Whereas the problem indicators of class learning situations are as follows:
1 the class is not inspiring; 2 the students are not motivated to do class activities; 3 they do not pay attention to the tasks of writing; 4 they are not
enthusiastic in doing strategies of writing; and 5 they get bored with the monotonous technique of teaching.
Those problems mentioned above are caused by: 1 the absence of interactive media such as pictures and instrumental music; 2 the limited use of
sequenced activities from first, revised, and final drafts to eliminate their grammatical errors; 3 the lack
of the teacher‘s efforts in creating tasks to correct mistakes on spelling and punctuation; 4 the absence of good strategies to
organize from sentences, paragraphs into a coherent piece of discourse and to communicate ideas correctly based on its purpose; 5 the absence of a better
technique of teaching to create good sentence and expression styles and choice of words applied in the short story to be developed by students on their own.
To overcome those problems, the researcher uses a teaching technique which starts from getting students‘ attention, guiding to their actual needs of
learning, showing models to be exposed by them, and taking action of writing. These phases follow the effective ways of persuading people to do learning by
doing. If the messages of learning are meant for persuading learners, so a teacher needs to touch motives that drive them. He suggests his students to accept and do
his ideas. In this way, the learners are quickly motivated to learning as they are approached by emotional appeals or affective sides. Then to reinforce that, he can
use logical reasons or cognitive sides to strengthen his appeals. According to Emil Dovifat 1968: 121, many people do their action because of emotional reason
than logical reason. “die masse….habe eine kleinenverstand, aber ein grosess
herz ” Human has small volume of brain, but big ones in his heart. Based on this
statement, the emotional reason is workable that influence behaviors of someone to do something. In the case of teaching-learning, the approach is more affective
rather than cognitive. Thus, if the teacher wants to persuade students to do imaginative writing,
take their attention first. Second, arouse their needs to write and show them how to fulfill their needs of writing. This is by visualizing models of writing both from
the teacher or students. Finally, encourage them to take action by writing based on their own stories. A Four-Phase Technique then is required to solve the students
‘ problems above.
The writer recommends using A Four-Phase Technique as it can give solutions to problems of students in writing. Firstly, it is by requiring attention
through Oral Composition to help them get ideas quickly. Therefore the practice of imaginative writing should be accompanied by media such as cartoon pictures
and instrumental music to give the effects of relaxation, inspiring ideas, and arousing imagination. Secondly, it is by checking their grammar, spelling, and
punctuation in the Sentence Writing activity. Every groups write their works on the board and let other groups revise the grammar errors and mistakes in spelling
and punctuation. The teacher write possible ideas to help them revising their short stories. The story is chosen as the model of imaginative writing because
everybody loves story. Thirdly, it is by requiring every students to add or combine their
imaginative stories in Co-operative writing. To build the characters, settings, plots, and theme, the recorded composition story then are described with vivid
details within a group of eight students Then they work by themselves to finish the short story based on ther own imagination.
Fourthly, it is by requiring a direct writing guidance using sentence styles in English. The students can develop that story by Written Composition activity to
renew the setting, plot, or characters based on their own imagination. They just revise the setting or add more conflicts to be looked new. It is designed to help
students organize their ideas of writing clearly and coherently into elements of stories after getting feedback from teachers and peers. In this activity instrumental
music is played to maintain the activity goes smoothly and keep the students working. Thus, all of those activities can be figured out as in Figure 2.2.
Teaching-Learning using A Four-Phase Technique that:
1. uses media of pictures and instrumental music
2. applies activities of: a. Oral Composition
b. Sentence Writing c. Cooperative Writing
d. Written Composition. 3. provides eight tasks
a. Preview the story b. Understanding elements
of the story c. Chain Story writing
d. Vocabulary building e. Sentence building
f. Sentence writing g. Story construction
h. Story writing Writing difficulties
1. Expressing ideas 2. Using grammar
3. Using spelling
punctuation 4. Organizing elements
of short stories 5. Using sentence and
word styles Class situation
1. It is not inspiring 2. Students are passive
with class activities 3. No attention to tasks
4. No enthusiastic in doing writing strategy
5. Students get bored Writing improvements
1. Easy to express ideas 2. Use good grammar
3. Accurate in spelling
punctuation 4. Easy to organize
elements of stories 5. Able to use sentence
and word styles Class situation
1. It is inspiring 2. Students are active
with class activities 3. They pay attention to
tasks 4. They are enthusiastic
in writing strategy
Prior situation Action Research using A
Four-Phase Technique to improve prior situation
Improved Situation
Is 62.78
Figure 2.2. Cycle Activities of Classroom Action Research
CHAPTER III
Writing Score Students’ average
score is 62.78 which is below the passing
grade i.e. 64 Writing Score
Students’ average score is at least above
the passing grade i.e. 64
RESEARCH METHODOLOGY
This chapter concerns with the methodology of conducting the research. To elaborate more clearly, this chapter will be elucidated in five parts, namely: a
context of the research, b method of the research, c research procedures, d technique of collecting data, e technique of analyzing data, and f schedules of
the research. The elaboration on each part will be presented as follows.
A. Context of the Research
