THE USE OF RAFT (Role, Audience, Format, Topic) STRATEGY TO IMPROVE STUDENTS’ WRITING ABILITY OF THE TENTH GRADE STUDENTS OF SMA N 1 GETASAN IN THE ACADEMIC YEAR OF 2017/2018 - Test Repository

  

THE USE OF RAFT (Role, Audience, Format, Topic) STRATEGY TO

  IMPROVE STUDENT S’ WRITING ABILITY OF THE TENTH GRADE

STUDENTS OF SMA N 1 GETASAN IN THE ACADEMIC YEAR OF

2017/2018

  

A GRADUATING PAPER

  Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan (S. Pd.) English Education Department of Teacher Training and Education faculty

  State Institute for Islamic Studies (IAIN) Salatiga By:

  ANA FITRIANA (11313095)

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  

2018

  

MOTTO

“Do whatever has become your rights and obligations, because the happiness of

your life is located there.”

  

Musthafa al Gholayani

“The incredible person is simple in speech, but great in action.”

Confusius

“Achievement is what you can do. Motivation determines what you do. Attitudes

about how well you do it.”

Lois holtz

  

“The key of being a qualified person is he who has the principle, uphold the

moral of religion, have knowledge, integrity, honest and have the influence and

benefits in the environment.”

Ana fitriana

  

DEDICATION

  This graduating paper is dedicated to: 1.

  My lord, Allah SWT and Prophet Muhammad SAW Thank to Allah for gives me guidance and strength in my life, especially to finish this graduating paper.

  2. My beloved parent, my mother (Ma‟rifah) and my father (Masjuki) who always prays guide and motivate me.You are the best parents, your smiles and your spirit give me power to always stand up and fighting to reach success.

  3. My big family that supported for my education and finishing this graduating paper

4. Everyone who help and supported me to finish this graduating paper and could not be mentioned one by one.

  

ACKNOWLEDGEMENTS

  Bismillahirrohmanirrohim, In the name of Allah, the most gracious and merciful, the king of universe and space. Thank you to Allah because the researcher can complete this graduating paper as one of requirement to finish the study in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to: 1.

  Dr. Rahmat Haryadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M. Pd, as a Dean of Teacher Training and Education Faculty 3.

  Noor Malihah, Ph. D. as the Head of English Education Department.

  4. Mashlihatul Umami, M. A. as counselor who has bring up, espoused, and given the researcher advices, suggestion and recommendations for this graduating paper from beginning until the end. Thank you for patience and care.

  5. All the lecturers in the English Language Teaching Department who have given much knowledge, the researcher deeply thank you all.

  6. My beloved family, thanks for your spirit and patient.

  

ABSTRACT

  Fitriana, Ana.2018.The Use of RAFT (Role, Audience, Format, Topic) Strategy to

  Improve Students’ Writing Ability of the Tenth Grade Students of

  .Graduating

  

SMAN 1 Getasan in the Academic Year of 2017/2018

  Paper.Teacher Training and Education Faculty.English Education Department.State Institute for Islamic Studies Salatiga. Consultant: Maslihatul Umami, M.A

  Key Words: RAFT Strategy, Writing,Ability

  The research is mainly aimed to improve students‟ writing skill using RAFT strategyat the second grade students of SMAN 1 getasan in the academic year of 2017//2018.The subject of this research consists of 26 students in X.IPAclass. The objectives of the study are: (1) To find out whether the implementation of RAFT strategy improves students‟ writing ability. (2) To find out how far the RAFT strategy improves writing ability. The methodology of the research is classroom action research by giving two pre-test, treatments, and post-test. Each cycle there are two meetings consists of planning, action, observation, and reflection. The data are collected through observation, test, and documentation. The researcher found that the students are active in teaching learning process. The result of the implementation of RAFT strategy to improve students‟ writing ability is successful. It can be seen from the T-test the first cycle and the second cycle is higher than the T-table. The T-table is 2.06. The first cycle, the mean of the post- test is 58.46, is higher than the mean of the pre- test 45.19. While the T-test is

  4.21. In the second cycle, the mean of the post-test is 72.30, is higher than the mean of the pre- test 60.57. The result of T-test is 5.94. The improvement of the students

  ‟ writing ability using RAFT strategy is significant. It can be seen from the number of students who pass the passing grade in two cycles. The passing grade is 70. The number of the students who pass the passing grade in the pre-test cycle I is 3.84%and in post-test is 11.54%. While in the second cycle, pre-test is 69.23% and post test is 23.07%. The data shows that the result of the T-test in first cycle and second cycle is higher than the T-table. It means that using the RAFT strategy can Improve the Students Writing Ability.

  TABLE OF CONTENTS

  TITLE ..................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR‟S NOTE ............................................................... iii CERTIFICATION PAGE .................................................................................... iv MOTTO ................................................................................................................ v DEDICATION ..................................................................................................... vi ACKNOWLEDMENT ........................................................................................ vii ABSTRACT ......................................................................................................... ix TABLE OF CONTENTS ...................................................................................... x LIST OF FIGURES ........................................................................................... xiii LIST OF THE TABLES .................................................................................... xiv

  CHAPTER I: INTRODUCTION A. Background of the Research ............................................................. 1 B. Problem of the Research ................................................................... 4 C. Objective of the Research ................................................................ 5 D. Significance of the Research ............................................................ 5 E. Paper Organization ........................................................................... 6 CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Research ............................................................................ 8 B. Literature Review ........................................................................... 12 1. Definition of Writing ................................................................. 12

  2. Teaching Writing Skill .............................................................. 13 3.

  The Elements of Writing ........................................................... 15 4. Definition of Ability .................................................................. 15 C. The Concept of RAFT Strategy ...................................................... 16 1.

  Definition of RAFT Strategy ..................................................... 16 2. Procedure of RAFT Strategy ..................................................... 18 3. The Sample of RAFT Format .................................................... 21 4. The Sample of RAFT Writing ................................................... 22 5. The RAFT Classroom Prompts ................................................. 23 D. General Concept of Narrative Text ................................................ 23 E. Generic Structure of Narrative Text ............................................... 24 F. Scoring Rubric to Measure the Students‟ Writing Ability ............. 26

  CHAPTER III: METHODOLOGY OF RESEARCH A. Setting of the Research ................................................................... 29 B. Research Method ............................................................................ 30 1. Type of Research ...................................................................... 30 2. Subject of the Research ............................................................ 31 3. Procedure of the Research ........................................................ 33 4. The Schedule of the Research .................................................. 38 C. Technique of Data Collection ......................................................... 39 1. Test .......................................................................................... 39 2. Observation Sheet .................................................................... 40 D. Technique of Data Analysis ........................................................... 40

  CHAPTER IV: RESEARCH IMPLEMENTATION AND DISCUSSIONS A. Research Implementation ......................................................... 44 B. Analysis and Discussion .......................................................... 73 1. Analysis .............................................................................. 73 2. Discussions ........................................................................ 74 CHAPTER V: CLOSURE A. Conclusions .............................................................................. 75 B. Suggestions .............................................................................. 76 1. For the Teacher ................................................................. 76 2. For the Students ................................................................ 76 3. For the Other Researcher .................................................. 76 REFFERENCES APPENDIXES CURRICULUM VITAE

  LIST OF FIGURES

Figure 2.2 The Classroom Action Research Concept by Kemmis and McTeggart

  (1988) ..................................................................................................................... 33

  

LIST OF TABLES

Table 2.1 The Example of RAFT Format ....................................................... 22Table 2.2 Scoring Rubric ................................................................................. 27

  Table 3.1The List of X IPA Students ............................................................... 32

Table 3.2 The Steps of the Cycle I ................................................................... 35Table 3.3 The Steps of the Cycle II ................................................................. 36Table 3.4 The Schedule of Research ................................................................ 38

  Table 4.1Observation Sheet for Students in Cycle I ........................................ 48

Table 4.2 Observation Sheet for Students in Cycle II ...................................... 53Table 4.3 The Result of the Pre-test Cycle I .................................................... 55Table 4.4 The Result of the Post-test Cycle I ................................................... 57Table 4.5 Difference Score of Pre-test and Post-test in Cycle I ....................... 59Table 4.6 The Result of the Pre-test Cycle II ................................................... 64Table 4.7 The Result of the Post-test Cycle II ................................................. 66Table 4.8 Difference Score of Pre-test and Post-test in Cycle II ..................... 68Table 4.9 Table of Data Analysis ..................................................................... 73

CHAPTER I INTRODUCTION In this chapter, the researcher try to present the introduction of the

  research. It consists of the background of the research, problems of the research, limitation of the research, objectives of the research, significant of the research, clarification of key terms and paper organization.

A. Background of the Research

  Language is one important part of life. Sapir (1921,p.8) said that language is purely human and non instinctive methode of communicating ideas, emotion, and desires by means of a system of voluntarily produced symbols. The interaction must be accompanied by mastering of four skills that is listening, speaking, reading and writing. In this study only focus on one skill that is writing skill.

  Writing is one of four skills in English teaching and very important to be mastered. According to Gelb (1976,p.11) that writing began at the time when man learn how to communicate his thoughts and feelings by means of visible signs, understandable not only to himself but also to all other persons more or less initiated into the particular system. Therefore, it can be said that writing is very important to be mastered by the learner beside other skills. All of the skills, writing is a skill that needs deep- mindedness to arrange every sentences. In addition, it takes time and planning to create an efficient writing result. Another reason writing is very difficult is that there are many kinds of paragraph in English, such as recount, narrative, descriptive, comparative, procedure and so on.

  Each text is different characteristics and generic structures. For this study, the researcher only focused on the narrative text.

  In fact, learning to write in English text is very difficult for tenth grade of SMA N 1 Getasan in class X.IPA, especially in writing paragraph of narrative text was still low. For the students, they think that it is hard to write short narrative text because it is difficult to organize their idea.

  Actually, they already had ideas in their mind but they can not to express it in written form. It also the reason why writing narrative text is difficult for students, it also cause the teacher. Teacher only gives the explanation and one example of narrative text without guiding them how to write. As Knap and Watkins (2005,p.16) state that when teaching students to write in English, it is important for the teacher and the student to have a basic understanding of how English operates and functions as writing and the ways in which writing is substantially different from speech. However, writing is skill that can be learned and practiced. It means that the key of writing mastery should learn and practice the skill.

  Based on the observation of two classes in two groups for each class, the researcher knew that the most of the students had difficulties in writing. The students had problems in process and the product of the writing. They had writing problems in organization, structure, spelling, punctuation, diction, monitoring their writing, finding and organizing their ideas developing as well as organizing the ideas, especially in forming in narrative text. They also got problems of how to begin their narrative text, how to write sentences (topic sentence and some supporting sentences) and then set them in chronological order based on the generic structure of narrative text, and the last they did not know how to use Simple Past Tense in narrative text. The students not only had all the problems above (vocabulary, mechanic, grammar, coherence, and organization) but they also got some factors which cause their achievement in writing are low, especially in writing narrative text. They had low motivation, low quality input, and uninteresting technique in teaching writing.

  Based on the problems above, the researcher as a teacher would help the students to solve the problems in writing activity. The strategy of teaching writing that will be able to solve the problems faced by the students is called RAFT. RAFT is chosen as a strategy to increase the students to write creatively and effectively, to think a topic from various point of view, to a specific audience in a variety format of narrative text.

  RAFT is an acronym which stands for Rule, Audience, Format and Topic. This strategy guides the students to think and consider about the topic for their writing is, who they are as a writer, who will read their writing, in what forms their writing will be before they write. In this research, Sejnost and Theise (2010, p.85) mentioned thatboth their ability in thinking critically and reflecting while they synthesize what they have learned.

  Moreover, RAFT strategy also advocates the students ‟ senseof what it means to be a writer to making them aware of the impact that the topic and the format can have on their audience. Therefore, Sejnost and Theise (2007, p.78) stated specific and focus of the writing of the strategy can make the students enjoy writing.

  Based on the problems and facts above the researcher is very motivated and interested in conducting a study to develop students‟ writing ability through RAFT strategy. The researcher try to carry out the topic of the reseach : THE USE OF RAFT (Role, Audience, Format,

  Topic) STRATEGY TO IMP ROVE STUDENTS’ WRITING ABILITYOF THE TENTH GRADE STUDENTS OF SMA N 1 GETASAN IN THE ACADEMIC YEAR OF 2017/2018.

B. Problems of the Research

  Based on the study the researcher would like to arrange the problem as follows :

  1. Can the use of RAFT strategy improve the students‟ writing ability for tenth grade students of SMA N 1 Getasan in the academic year of 2017/2018?

  2. How far is the use of RAFT strategy to improvethe students‟ writing abilityfor tenth grade students of SMA N 1 Getasan in the academic year of 2017/2018? C.

   Objectives of the Research 1.

  To find out whether RAFT strategy can improve the students‟ writing ability for tenth grade students of SMA N 1 Getasan in the academic year of 2017/2018.

  2. To find out how far the improvement in students‟ writing ability by using RAFT strategy to the students‟ writing abilityfor tenth grade students of SMA N 1 Getasan in the academic year of 2017/2018.

D. Significance of the Research

  Through this research, the researcher hope that it can give advantages. This research is expected to give theoretically and practically:

  1. Theoretically

  The research has common purpose to know whether or not the students‟ writing ability for tenth grade students of SMA N 1 Getasan in the academic year of 2017/2018 can be improved through RAFT strategy.

  2. Practically a.

  For the researchers The finding of the research can be used as a starting point for the researcher to get experiences that will be useful in the future as an English teacher and the result of the research can be a reference in writing skill in using RAFT stra tegy to improve students‟writing skill, especially in writing narrative text.

  b.

  For Other Researchers The result of this research can be useful references for the future research in improving writing research, particularly in using

  RAFT strategy.

  c.

  For English Students The result of research can enrich student‟s knowledge about the students‟ writing skill through RATF strategy.

E. Paper Organization

  The paperorganizations of the research are as follow: ChapterIisintroduction. It consists of the background of the research, problems of the research, objective of the research, significant of the researchand paper organization.

  Chapter II is about the review of related literature. It consists of preious research, literature review, the concept of RAFT strategy, general concept of narrative text, generic structure of narrative text, analitical scoring rubric.

  Chapter III is about the methodology of the research. It consists of the setting of the research, research methode,technique of data collection, technique of data analysis.

  Chapter IV is research implementation and discussions. The research implementation and discussionscontains findings and discussions of the use of RAFT strategy to improve students‟ writing ability of the tenth grade students of SMA N 1 Getasan in the academic year of 2017/2018.

  Chater V is about Closure which consists of conclution and Suggestion.

  It‟s about the writer‟s summarizing about these problems, and information for the readers.

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher try to present about review of related

  literature of the research. It consists of previous research,writing skill, the concept of RAFT strategy, general concept of narrative text, generic structure of narrative text, analitical scoring rubric.

A. Previous Research

  The empirical review of previous researchers those are relevant with this study. In this part, researcher reviews some previous studies which had conducted by other researchers as following:

  The first stadies was conducted by Alisa and Rosa (2013)“RAFT as a Strategy for Teaching Writing Functional Text and conducted in Junior High Sc hool”. The researchers inspected two aspect about the problem s of students‟ writing and used of teacher strategy in teaching writing. The result is that it can be concluded that the teacher should pay more attention to the strategy used in teaching writing. The teacher is expected to be a good teacher in facilitating the learning process. RAFT strategy can be chosen for the alternative strategy to teach writing skill.

  This strategy encourages students to write creatively, to think a topic from various point of view, to a specific audience in a variety formats of functional text.

  The other study conducted by Idayani (2014) “The efficiency of

  RAFT improving writing skill of the Eighth Grade Students of SMPN 1

  Mengwi in Academic Year 2013/1014”, to investigated and faced problems in constructing the paragraph in a good formats and organizing ideas especially in forming recount paragraph of the students in junior high school used RAFT strategy. The result of the research is RAFT strategy could improve students‟ writing skill of recount paragraph by given some treatments. Therefore, to achieve the objective, the researcher conducted a classroom action research. In the research was done in two cycles and each cycle consisted of two sessions. It could be convinced that RAFT strategy could improve and develop students‟ writing skill.

  There was another similar study which was conducted by Umaemah (2016)

  “The use of RAFT strategy to improve the students‟ writing ability of 8 grade in junior high school of MTs Salafiyah Syafiiyah Babakan Ciwaringin Cirebon West Java

  ” . The students had to encouraged to study hard to gain writing competence. The ojective of the study is to improve the students‟ writing ability using RAFT strategy employing classroom action reasearch (CAR) design involving two cycle, three meetings each. The observation to saw the result of the implementation used questionaire, observation checklist, writing test and field notes. The expected criteria of success were that all the students achieve the minimum passing grade 55 and 75% of them involved actively in the implementation of the RAFT startegy. So far, RAFT strategy gave positive effect for the students‟ infolved and motivated in the process of teaching learning writing. This research also relevance with the other researchers. Riyanti (2015)who was student in English Language Educational at the English Department of SyarifHidayatullah State Islamic University conducted a research entitled “Improving Students‟ Descriptive Writing Through Role, Audience, Format, And Topic (RAFT) Strategy in SMP Paramarta in academic year 2014/2015 Jombang”. Based on the classroom action research conducted in the seventh grade had an aim to improve students‟ descriptive writing through RAFT strategy has successfully improved the students‟ ability in writing descriptive paragraph in two cycles. The result indicated that the students‟ descriptive writing improvement could be seen from the increase of the writing scores‟ mean from 64.5 in the preliminary study and 68.0 in the first cycle, to 73.5 in the second cycle where there were only 13 students (43.3%), and 15 students (50%) in the cycle one, to 27 students (90%) in the second cycle who passed the KKM (70.0).

  Furthermore, for the questionnaire, the students‟ respond toward RAFT strategy was quite and the data description from journal showed that the students‟ participation increased in each meeting especially in the first meeting of the cycle II when the teacher gave the students reading passages.

  The last research conducted by Hasfadillah (2012)”The Effect of Using RAFT (Role, audience. Format, topic) Strategy Toward Ability In Writing Analytical Exposition Text At The Second Year Students of State Islamic Senior High School (MAN) Tembilahan”. The result of the research cond ucted students‟ ability in writing analytical exposition text by using RAFT strategy is drastically improved. It could be proved from the students‟ score from pre-test. The mean score of students‟ writing at pre- test are 39.23. After gave the treatment, th e mean score of students‟ writing are 53.74. The students‟ score improved 14.51 percentages 37%. It means that students‟ at experimental class using RAFT strategy had better score after given treatment through pre-test.

  The differences between the research ers‟ research paper and the other researchers above are the researchers‟ research focused on the implementation of RAFT strategy to improve the students‟ writing ability especially in narrative text. While the research of Alisa and Rosa applied that strat egy in order to improve the teachers‟ strategy in teaching writing and students‟ writing in functional text. Then, Idayani applied that strategy focused in the students‟ writing skill of recount text. The other research from Umaemah only focused to applied that strategy to improve the students‟‟ writing ability employing a classroom action research. And the research was conducted by Riyanti only focused on descriptive text. The last research from Hasfadillah applied that strategy in order to improve the stu dents‟ writing ability in writing analytical exposition. Here, the strategy that used are same with them to improve writing skill, but the researcher only used different material to improve writing ability.

B. Literature Review 1. Definition of Writing

  Writing is one of four skill in teaching English. It should be mastered by the students, although in writing learning need some processes. As stated byGelb (1976,p.11) writing began at the time when man learn how to communicate his thoughts and feelings by means of visible signs, understandable not only to himself but also to all other persons more or less initiated into the particular system. It means that learning of writing began when the man try to describe what he felt about, understand his though and exspress it in visible signs more or less initiated in particular system.

  According to Harmer (2004, p.4) writing is used for a wide variety of purposes it is produced in many different forms. Writing skill is the ability of the students in conveying their formation, ideas, written according to grammar, vocabulary because everyone has an own way of thinking and it makes they has different perspective to express it.

  Moreover, Wallace (2004, p.15) states that writing is the final product of several separate acts that are hugely challenging to learn simultaneously. Among these separable acts are note-taking, identifying a central idea, outlining, drafting and editing. As a writer, must be considered some factors in writing such as audience. It means that whom our write to will, in fact, often determine what personality and purpose our select. Topic is very important thing that needed to a writer. Topic should be clear and specific.

  The key of mastery writing skill is hard work in learning and practicing this skill in order to get the good product in written. As stated Harmer (2001, p.257) in writing we should focus on product of what writing or the writing process itself. When concentrating on the product, we are only interested in the aim of a task and in the end product. The quality of writing which is product through the process of writing can be maximized because the writer has more chances to improve his or her writing skill from one stage to the next stage.

2. Teaching Writing Skill

  According to Harmer (1998,p.79)the reason for teaching writing to students of english and foreign language include:

  Reinforment : students get language by spoken and written.

  However, seeing the language which is written down is beneficial for them. The visual demonstration of language construction is usefull in understanding and commiting the new language is adantageous in comprehending the language which the students have studied.

  Language development : the actual process of writing assists

  the writer in learning. All parts of the on going laerning experiences are the mental activities in order to build proper written texts.

  Learning style : by looking and listening, some students are

  fantastically quick at picking uo the language. Howevver, for some students, they also need the time thinking to product language. For such learner, writing is suitale. It can also be reflectivve activity if the students have trouble in interpersonal face-to-face communication.

  Writing as a skill : teaching writing is very beneficial,. It is a

  foundation of language skill. It is as other language skill such as speaking, listening and reading. The student requires to comprehend how to write letters., hoe to put written reports together, how to reply to advertisement and increasingly, how to write using electronic media. They need to understand some of writing‟s special usages (punctuation, paragraph, construction, etc) just as they want to comprehend how to pronounce spoken English appropriately.

  3. The Elements of Writing

  Harris (2001, p.306)stated that in writing learning there are some elements to be a good writing there are content, form, grammar, style, and mechanic. A good writing must express good characteristics as follow: a.

  Content : writing must convey the main idea or an, attentive reader should be able to grasp the writer purpose.

  b.

  Form : writing should contain logical or associative connection and transition which aerly express the relationship of the idea describeed.

  c.

  Grammar : writing should adhere to the rules of grammar releted to the tenses with sequence of time.

  d.

  Style : writing should engage its reader through original insight and precise.

  e.

  Mechanic : writing must use good spelling, punctuation, and tidy and clean writing. Ability

  4. Definition of Ability

  According to Mukaromah in Mario Pei book‟s (1974, p.2) ability is a person state of being able to make certain responds perform certain taste, we say that a person has an ability to do something, we mean that he can do right now. Ability is the state or condition of being able; aptitude; competence; capability; power to do something, whether physical, mental, legal, etc.

C. The Concept of RAFT Strategy 1. The Definition of RAFT Strategy

  RAFT strategy is first intoduced by Santa in National Behaviour Support Service book‟s(1998, p.1) said thatthe acronym stands for Role, Audience, Format, and Topic. This strategy guides the students to think and consider about the topic for their writing is, who they are as a writer, who will read their writing, in what forms their writing will be before they write. According to Flood inAlisa and Rosa journal‟s(2013, p.3) RAFT strategy give students a choice to consider earlier to drafting their work.

  First, they need to consider what is the role that they author will be when writting the text. Second, they have to consider their audience that they will adress. After that, they should think what the format of their writting is. The last one, they also need to think the topic for their writing.

  According to Simon (2012, p.1) believes that RAFT is a writing strategy that helps students to understand their role as a writer and learn how to communicate their ideas effectively and clearly in order to make the reader understand about what have been written.

  RAFT strategy was modified for teaching persuasive text. Dealing with this, according to Hasfadillah in Buss book‟s(2004, p.80) stated that

  RAFT strategy is modified for teaching persuasive text. This strategy encourages students to read and write persuasive text effectively by asking the following questions:

  1) Who is the writer?

  2) Who is the intended audience?

  3) What is the form of writing?

  4) What is the topic of the piece, and what techniques are used to persuade or convince?

  It is very important thing to build students‟ background knowledge. The strategy could be encouraged students to read and write persuasive text effectively by asking some questions related to the role of writer itself, the intended audience, the format of the writing, and topic of writing.

  According to Meredith and Steele (2011, p.137) to applied RAFT strategy is relatively easy once students understand the fundamental elements of writing.

  a.

   Role : One critical element that students must understand is

  about all writing reflects perspectives or point of view and there is no writing. Because students need to be familiar with the different roles they can act as writers.

  b.

   Audience : it can be one of the most fun and challenging

  elements of writing. Students can learn some critical lesson about writing as a medium for communication by writing on similar topics but to varying audiences. Otherwise, students might be assigned a topic and a single audience to address and then compare their writing to see how each approach that particular audience. Author possibility is to present an issue if they were texting a friend, twittering or blogging or writing a formal letter to the president?

  c.

   Format : As students learn and become practiced with various

  writing formats, they are putting more tools in communication toolbox. Students are often eager to learn various formats for writing and seek alternatives to basic narrative writing. Varying format offers opportunities for creative writing and avenues for expression that might not surface if students are limited to basic essay writing.

  d.

   Topic : Selection of writing topic often presents the greatest

  struggle in content are writing. Teachers usually have some specific essential questions for students to address. When considering topics, it is useful to think in terms of what kind of questions students should address, the students have to consider the conceptual ways in which that essential point can be approached. This can be determined through different topic prompts. Moreover, giving writers the opportunity to think through specific writing prompts, they might to pursue in an effective way to engage them in writing about central issues for class.

2. Procedures of RAFT Strategy

  In using a particular strategy especially in teaching writing, the teacher must understand and comprehend the procedures of its strategy. Some experts give their points of view of applying RAFT strategy. According to Buelhl (2013, p.175) using RAFT strategy could be done as follows: a.

  Analyze the important idea or information that you want students to learn from a story, a textbook passage, or other appropriate text.

  b.

  Brainstorming possible roles that students could assume in their writing. Then, decide who the audience will be for this communication and determine the format for the writing.

  c.

  After students complete the reading assignment, write “RAFT” on the chalkboard and list the role, audience, format and topic for their writing. Students can be assigned with the same role for the writing or several different roles which they can choose.

  d.

  Give sample of authentic examples for a specific RAFT project for students to consult as they plan their writing.

  As stated Meath in book “RAFT Strategy After Reading-

  Writing Strategy

  ” Explicitly teaching the RAFT Strategy:

  Step 1

  Explain that all writers need to consider four key components: the role of writer, the audience, the format and topic.

  Explain to students taht they are going to structure their writing around these elements using the RAFT strategy. Display a completed RAFT on the projector or on A3 paper and discuss the key elements. Identify important ideas or information.

  Step 2

  Demonstrate, model and “think aluod” another sample RAFT exercise with the help of the class (thinking aloud allows students to see what you think by narrating how you think as you use a strategy). Brainstorm RAFT ideas about a topic.

  Step 3

  Divide students into pairs or small groups of three or four to write about a chosen topic from the brainstormed list. Provide assistance to students as needed. Then have the groups share their completed RAFTs with the class. (*RAFTs can also be created where one column is consistent while the other columns in the RAFT grid vary. Also use strong vers-for example is instead of „write‟ use verb such as „plead‟ or „convince‟- as this can help focus the writing and sets the tone of the response).

  Step 4 After students become more proficient with the strategy have them create own RAFTs based on topics studied in class.

  Then the teacher should distribute other RAFT assignment model to the group. The students have to discuss four elements in the prompt.

  In the last, the teacher has to ask the students to made their RAFT for short paragraph that appropriate with the topic which is fixed individually. The students then have to work for the process of writing: revising, editing, and publishing, by adding, moving, changing or even deleting the detail in their draft based on revising guidelines. After that, they have to do the second revision by sharing their draft to their pair.

  Revising guidelines focuses their activity. The teacher gave feedback related to revising activity to the students around the class. In editing stage, focus on the students‟ attention on grammar and mechanic: subject verb agreement, spelling, punctuation and capitalization.

  Afterwards, the students rewrite their final draft. Last, the students apply the publishing process: the teacher guide the students to publish their writing reading in their group or in front of the class.

3. The Sample of RAFT Format

  According to Jacobson, Johnson and Lapp (2011, p.60) list of the RAFT Format is illustrated in figure 2.1.

Table 2.1 The Example of RAFT Format Role Audience Format Topic

  Friendly letter Please help my Camilla‟s mother Doctors daughter Bob His mother Email Send food Students Principal Invitation Come to my party Television actors Television Public service The service commercial importance of commercial keeping beaches clean

4. The Sample of RAFT Writing

  To understand further the implementation of RAFT strategy in writing there is a sample of writing task from “When Writing Workshop Isn‟t Working” book by Overmeyer (2005, p.28).

  Details : Imagine you are a turkey (Role) writing to a farmer

  (Audience) in the form of a letter (Format) and you are begging the farmer to choose some other turkey for Thanksgiving dinner (Topic). Below is a sample RAFT using the details listed above. From the example above, we know that the writer used his or her imagine to write this latter. He or she has a role as a turkey. As we know turkey is an animal, and animal cannot write. Therefore , in this writing the turkey write the letter for a farmer Bob to informing that the turkey s ick to be a meal for year‟s feast, and he suggested the farmer to choose another turkey that looks healthy bigger than him. We can see that the writer used his or her imagination to create a scared, yet cunning turkey. Actually, the letter is so fun to read and to create such writing. It‟s depends on the writer‟s skill to use imagination because the concept of RAFT is to provide a creative and motivated way to write.

  One adaptation to RAFT is buy adding “S” to make the acronym RAFT(S). Jacobson, Johnson and Lapp (2011, p.139) stated that the “S” refers to “Strong Verb” and suggests students to show how

  November 20, 2002 Dear Farmer Bob: I understand you are about to choose a turkey for this year‟s feast. Well,you can pass right by my coop. I have been really sick--- chicken pox!Those chickens came to visit us last week to brag about being safe forawhile this month, and before you know it, I got sick. You certainly do notwant your family to catch this disease, so choose another turkey. I thinkSam in coop 5 looks healthy and fat this year. I am losing weight daily, soI could never feed you and your wife and kids. Maybe next year. . .

  Your friend, Turkey

5. The RAFT Classroom Prompts

  strongly they feel about particular topic, whether they are bothered, angry, curious, confused, or relieved, for example. Because there are the times when students‟ strong feeling about a topic may be important for the presentation, yet there are times when this might unnecessary.

D. General Concept of Narrative Text Narrative is one of five genres of text in teaching English learning.

  According to Pearson (2008) by Zahoor (2013, p.606) “Narrative Comprehension and Story Grammar” said that studying narrative is significant as narrative form is an inherent tendency of human mind to construct meanings. Whatever we experience, our mind prefers to process it in a narrative form rather than as discrete facts in logical relationship.

  Narrative text is one of the most powerful ways of communicating with others. Meyers (2005, p.52). According to Anderson (1997, p.8) narrative is a piece of text tells a story and in doing so, intertains or informs the reader or listener. Furthermore, Anderson (1997, p.14) states that a good narrative uses wird to paint a picture in our mind of: a.

  What the character look like (their experience) b. Where the action is taking palce (the setting) c. How things are happening (the action)

  The Characteristic of narrative texts among others: a. It tells us about the story event or events b.

  The events are usually arranged in chronological order that is, in the order in which they accured in time.

  c.