THE USE OF QUANTUM WRITING TO IMPROVE WRITING SKILLS OF DESCRIPTIVE TEXT (A CAR OF THE SECOND GRADE STUDENTS OF SMP ISLAM AR-RAHMAH SURUH IN THE ACADEMIC YEAR OF 2017-2018) - Test Repository

  

THE USE OF QUANTUM WRITING TO IMPROVE WRITING SKILLS

OF DESCRIPTIVE TEXT

(A CAR OF THE SECOND GRADE STUDENTS OF SMP ISLAM AR-

RAHMAH SURUH 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 Sarjana Pendidikan (S.Pd.)

English Education Departement of Teacher Training and Education Faculty

  

State Institute for Islamic Studies (IAIN) of Salatiga

By :

BY:

ALFI HAMIDATUN NUSHROH

  

NIM.11313069

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  

2018

  

MOTTO:

The more we are grateful, the more

happiness we get.

  

( Q.S Ibrahim : 7)

  DEDICATION This graduating paper is whole intended dedicated for:

   My beloved parents (Hasanatul Fajriyah and M. Hamam Nasrudin), thanks for all support, trust, finance, encouragement and all of your prayers for me. You are the best, best, best parents in this world. I love you Mom and Dad. By this graduated I hope you will be happy.

   My dearest little brothers, Muhammad Syarif Hidayatullah, Husnul Muna Al- Musthofa and all of the families. Thanks for the love, motivation and support.

  ACKNOWLEDGEMENT Alhamdulillahirobbilalamiin,

  In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidance, advices, helps, and encouragements from individual and institution, and the writer somehow realize that an appropriate moment for me to deepest gratitude for: 1.

  Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga 2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph.D. as the Head of English Education Department 4. Ruwandi, S.Pd., M.A. as a counsellor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this thesis from beginning until the end 5. All of the lectures in English Education Department 6. All of the staff who have helped the researcher in processing of graduating paper administration

  7. Wahyu Fajar as the teacher of SMP Islam Ar-Rahmah Suruh thanks for your help and guidance

  ABSTRACT

  Nushroh, Alfi Hamidatun.2018. The Use of Quantum Writing to Improve Writing

  Skills of Descriptive Text (A CAR of Second Grade Students of SMP Islam Ar-Rahmah Suruh in the Academic Year of 2017/2018). Graduating Paper. English Education

  Departement of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) of Salatiga. Counselor: Dr. Ruwandi, M.A

  This research aims to improve students writing skills of descriptive text of second grade students of SMP Islam Ar-Rahmah Suruh in the academic year of 2017/2018. The objective of this research was to improve students writing skills of descriptive text using Quantum Writing. Based on the results observations of second grade students SMP Islam Ar- Rahmah Suruh, showed that a tendency when learning to write, students less interest and lack motivation in writing so that students find difficult to develop their writing. To improve students writing skill of descriptive text, have applied an interesting learning method, the method that support in writing activity especially on descriptive text was Quantum Writing. The methodology of the research was classroom action research which consists of two cycles. The numbers of the students in this research were 22 students. In completing the research, the researcher used observation sheet and documentation. The purpose of this study to describe the implementation of Quantum Writing and the improvement after being the application of Quantum Writing. The result of this research showed that the findings in cycle II was higher than the KKM (Minimum Mastery Criteria) of SMP Islam Ar- rahmah Suruh on score 75 in the academic year of 2017/2018. The mean score of post-test in cycle I was 74.54 and cycle II was 77.36. Based on the result of this research, it could be concluded that the implementation of Quantum Writing successful in improve students writing skills of descriptive text of second grade students of SMP Islam Ar-Rahmah Suruh in the academic year of 2017/2018.

  Key Words: Quantum Writing, Writing Skills, Descriptive Text

  TABLE OF CONTENTS TITLE.................................................................................................................................... i DECLARATION.................................................................................................................. ii ATTENTIVE COUNSELOR’S NOTES.............................................................................. iii STATEMENT OF CERTIFICATION.................................................................................. iv MOTO.................................................................................................................................... v DEDICATION...................................................................................................................... vi ANKNOWLEDGEMENT.................................................................................................... vii ABSTRACT........................................................................................................................... ix TABLE OF CONTENTS...................................................................................................... x LIST OF FIGURE................................................................................................................. xiii LIST OF TABLES................................................................................................................ xiii

  CHAPTER I: INTRODUCTION A. Background of the Research...................................................................................... 1 B. Problems of the Research........................................................................................... 3 C. Limitation of the Research......................................................................................... 4 D. Objectives of the Research......................................................................................... 4 E. Benefits of the Research............................................................................................ 4 F. Definition of Key Terms............................................................................................ 5

  G.

  Graduating Paper Organization.................................................................................. 6

  CHAPTER II: REVIEW OF RELATED LITERATURE A. Review of Previous Research..................................................................................... 8 B. Quantum Writing...................................................................................................... 10

  1. Definition of Quantum Writing............................................................................ 10

  2. The Purpose of Quantum Writing......................................................................... 12

  3. The Benefit of Quantum Writing............................................................................ 13

  4. Writing Technique with Quantum Writing............................................................. 13

  5. The Principle of Quantum Writing......................................................................... 16

  6. The Steps of Quantum Writing Technique............................................................. 17 C. General Concept of Writing Skill

  1. Definition of Writing............................................................................................. 19

  2. The Purpose of Writing.......................................................................................... 20

  3. The Benefit of Writing........................................................................................... 21

  4. The Process of Writing........................................................................................... 22

  5. Teaching Writing.................................................................................................... 26 D. Descriptive Text

  1. Definition of Descriptive Text............................................................................... 26

  E. The Minimum Exhaustiveness Criteria (KKM)........................................................ 27

  F. Evaluation Rubric...................................................................................................... 28

  CHAPTER III: RESEARCH METHODOLOGY A. Research Setting........................................................................................................ 32

  1. General Situation SMP Ar-Rahmah Suruh............................................................ 32

  2. The Vision of SMP Islam Ar-Rahmah Suruh........................................................ 32

  3. The Mission of SMP Islam Ar-Rahmah Suruh...................................................... 33

  4. Structure Organization of School........................................................................ 33

  5. Schedule of the Research......................................................................................34

  6. Procedure of Research........................................................................................... 35 B. Research Method....................................................................................................... 38 C. Research Subject........................................................................................................ 40

  D.

  Research Instrument................................................................................................ 41 E. Evaluation Criteria.................................................................................................. 42 F. Method of Collecting data....................................................................................... 44 G.

  Technique of Data Analysis..................................................................................... 47

  CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Data Presentation...................................................................................................... 50 B. Analysis of Data......................................................................................................... 74 1. Cycle 1................................................................................................................... 75 2. Cycle 2................................................................................................................... 82 CHAPTER V: CLOSURE A. Conclusions................................................................................................................ 92 B. Suggestions................................................................................................................ 94 REFERENCES CURRICULUM VITAE APPENDICES

  LIST OF FIGURE AND TABLE

Figure 3.1 Structure organization of school........................................................................... 33Figure 3.2 Procedure of Classroom Action Research............................................................ 35Table 2.1 Rubric for Assessing Students Writing Descriptive.............................................. 29Table 3.1 Schedule of the Research........................................................................................ 34Table 3.2 The list of VIII Class of SMP Islam Ar-Rahmah Suruh........................................ 40Table 3.3 Analytic Scoring Rubric of Writing....................................................................... 43Table 3.4 The Criteria of the Students’ Achievement............................................................ 44Table 4.1 Classroom Observation Sheet for the teacher Cycle I........................................... 56Table 4.2 Classroom Observation Sheet for the Students Cycle I......................................... 59Table 4.3 Classroom Observation Sheet for the Teacher Cycle II........................................ 68Table 4.4 Classroom Observation Sheet for the Students Cycle I......................................... 71Table 4.5 Student’s Score of Pre-test in Cycle I.................................................................... 75Table 4.6 Criteria of Students’ Achievement of Pre-Test I................................................... 76Table 4.7 Student’s Score of Post-test in Cycle I................................................................... 77Table 4.8 Criteria of Students’ Achievement of Post-Test 1.................................................. 78Table 4.9 Difference Square of Pre-test and Post-test Score in Cycle I................................ 79Table 4.10 Student’s Score of Pre-test in Cycle II................................................................. 83Table 4.11 Criteria of Students’ Achievement of Pre-Test II................................................ 84Table 4.12 Student’s Score of Post-test in Cycle II............................................................... 85Table 4.13 Criteria of Students’ Achievement of Post-Test II.............................................. 86Table 4.14 Difference Square of Pre-test and Post-test in Cycle II...................................... 87Table 4.15 Analysis of the Students’ Improvement.............................................................. 91

CHAPTER I INTRODUCTION In this chapter the researcher will present about the background of

  the study, problem of the study, objective of the study, significance of the study, limitation of the study, definition of the keywords and organization of the graduating paper.

A. Background of Research

  Brown (2004: 6) defines that language is a systematic instrument of communicating ideas or feelings by using sounds, gestures, or signs agreed. The primary function of language is for interaction and communication. Language is important element in our life.

  Nowadays, English is an international language in the communication and interaction. English is also one of international languages necessary to support knowledge. Most of people in many countries use English language as daily language and study this language.

  English language needed in many fields, such as religion, business, politic, economic, science, technology and education. In Indonesia English is a foreign language and taught from elementary school until university. A good communication and interaction must followed by mastering four skills that are listening, speaking, reading and writing. Writing is one of the ability to be owned.

  Writing is the process to learn how to express the information, ideas, knowledge, or experience and understand the writing to acquire the

  

knowledge or some information to share and learn. According to Patel,

  M.F and Praveen M.Jain (2008: 125) Writing is a skill which must be taught and practiced. Writing is essential features of learning a language because it provides a very good means of foxing the vocabulary, spelling, and sentence patte rn. It becomes an important aspect of students’ expression at higher stage. Even though the students of elementary school until high level study about it but the result of their examination is not always good. Because to mastering the writing skill it requires special attention as it is a productive language process.

  Since writing is the most difficult language skill students face a lot of problem. In this research the writer will focus on descriptive text. The students were lazy and bored if the teachers asked them to write something even it just writes a descriptive text. There were many students were lack of motivation in writing. So there are many of them got bad score in writing. Besides that some of them did not know what they should write.

  The other problems which also emerged are choosing the topic, arranging paragraph and using of vocabulary.

  Based on the result of the writers’ observation in the second grade students of SMP Islam Ar-Rahmah Suruh it could be concluded that the students also face some problems they were still difficult to explore their idea in writing. Some of them did not know what they should write.

  Besides that the other problems many students were lack of motivation and less interest in writing. So they cannot develop their writing ability.

  According that explanation to solve the problems above the writer tries to find the effective learning method that more attracts the students’ attention to express their ideas in writing skill. One of the method that give freedom to students when put or express their ideas into writing is the Quantum Writing techniques. This technique will help students put their ideas into writing and make the students to be creative and critical in writing with a

  system mind-centered, organized, writing essays, and celebrate . So the

  ability of students in writing will be more optimal. In the process of

  learning to write the writer using quantum writing techniques expected to support the success of the writer. Application of the technique is at the time of presenting the subject matter in the implementation. Finally the writer and the class teacher agreed to use Quantum Writing to improve students’ writing skill on descriptive text.

  From the background of these problems the writer conducted a research with the title THE USE OF QUANTUM WRITING TO

  IMPROVE WRITING SKILLS OF DESCRIPTIVE TEXT (A CAR OF THE SECOND GRADE STUDENTS OF SMP ISLAM AR-RAHMAH SURUH IN THE ACADEMIC YEAR OF 2017/2018).

B. Problems of the Research

  It is necessary to formulate the scope of the research to avoid misunderstanding of the writer about the subject matter discussed. The writer formulates some problem statement as follows:

  1. How is the implementation of Quantum Writing to improve writing skills of descriptive text?

  2. How far is the improvement of writing descriptive text after being taught using Quantum Writing?

C. Objective of the Research

  Based on the problems of study above, the writer can conclude of the purpose/objectives of this research are:

  1. To find out the implementation of Quantum Writing to improve writing skills of descriptive text of the second grade of SMP Islam Ar- Rahmah Suruh in the academic year of 2017/2018.

  2. To find out the improvement students writing skills of descriptive text after being using Quantum of the second grade of SMP Islam Ar- Rahmah Suruh in the academic year of 2017/2018.

D. Limitation of the Problem

  The researcher would like to limit the scope of the use to the following problems in order to avoid misinterpretation of the problem are:

  1. The research especially focuses on Quantum Writing to teach writing.

  2. The subject in this research is the second grade students of SMP Islam Ar-Rahmah Suruh in the academic year of 2017/2018.

  3. The research is limited in writing skill. The contribution of students’ writing is on descriptive text.

E. Benefit of the Research

  The benefits of the research are:

  1. Theoretical benefits This research will enrich the study on teaching writing especially use Quantum Writing strategy.

  2. Practical benefits a.

  It helps the teacher increase the student’s writing skill and helps the students put their ideas into writing and make the students to be creative and critical in writing skill.

  b.

  The teacher can adopt the strategy to be implemented in their writing class.

  c.

  To developing four skills more easily especially in writing ability.

  d.

  For the writer the finding of the research can be used a starting point to improving the writer’s teaching ability especially in writing now and the future.

F. Definition of Key Terms

  To avoid some in correct interpretation on this research title, the writer wants to explain the meaning of the title at a glance to make this research easy to understanding.

1. Quantum Writing

  Quantum writing is an interaction of learning process (writing) that be able to change of multiple potential in human beings to be explosion that can be transmitted to others (Hernowo, 2006:10).

  2. Improve Writing Improving is the process of becoming or making to be better

  (Oxford university press, 2003: 216). In other dictionary we can find the word “improve” which means to make better in quality or to make more productive to become better (Webster, 1994: 487).

  Writing is commonly seen as a three-stage process: pre- writing, writing, and rewriting (Hamp, Lynons, Heasley, 2006:13).

  Writing skill is specified into the skill in organizing ideas (Rohman, 2009:5). Writing is representing the information to the reader in written form.

  3. Descriptive Text According to Oshima and Hogue (1997:50) descriptive writing appeals to the senses. So it tells how something looks, feels, smells, tastes or sounds. In additon a good description is like a “word picture”; the reader can imagine the object, place, or person in his or her mind.

G. Graduating Paper Organization

  In this section, the writer discusses about some parts of graduating paper organization according to the topics which are discussed. In the Chapter I is the introduction consists of the background of the research, the problem of the research, the objective of the research, limitation of the research, benefit of the research, definition of the key terms and graduating paper organization. In the Chapter II is a theoretical review. This part presents which contains the theories that related and support the research studies on similar filed and more explanation about the use of Quantum writing to improve the students writing ability. In the

  Chapter III is a method of the research; consist of school and students profile, research methodology, the role of this research, technique of collecting data, and analysis of data. In the Chapter IV is finding and discussion; consist of implementation of Quantum writing and description of studen ts’ writing ability improvement. In the Chapter V is closure, it consist of conclusion of the research’s finding and suggestion. The last items of this research are bibliography and appendix.

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents about many theoretical

  frameworks of this study. It is aimed to give relevant knowledge underlined the study. Therefore, this chapter describes some information involving: review of previous research, general concept of writing skill, descriptive text, quantum writing, the minimum exhaustiveness criteria (KKM), and evaluation rubric.

A. Review of Previous Research

  In accomplishing the research, the writer uses the previous research dealing with the topic of previous study as guidance. The writer takes two researches to support the writer‘s study in order to show the originality to the research. The first research has been conducted by Laksmi ( Universitas Mahasaraswati Denpasar 2013). She conducted a research paper entitled The Implementation of Quantum Learning method for Improving the Ability of Analyzing Descriptive Paragraph at Students Grade VIII SMP Negeri 2 Denpasar in Academic Year 2012/2013. She find a problems faced by the teacher and students. The problem is the students of Negeri 2 Denpasar feel bored not interesting when learning activities. Based on the result of her analysis shows that conducted in

  analyzing descriptive paragraphs especially by using Quantum Learning method should be developed in order to increase the activity and creativity

  

of students in learning. So that students are able to achieve the expected

competence.

  The second study conducted by Kurniawati (IAIN Tulungagung 2016). She conducted a research paper entitled An Aplication of Quantum Teaching and Learning Methods to Increase the Result of English Learning Students Grade III of Sunphatana Deklek Masjid Al Amin River Pool Narathiwat Thailand. The students problem of Sunphatana Deklek Masjid Al Amin River Pool Narathiwat Thailand is lack of learners' understanding of the material presented by the teacher. The condition is caused by: (1) Differences in the characteristics of learners in different classes. (2) Learning methods used in learning are less varied. (3) Use of learning media used by teachers less than the maximum. Therefore students' interest and learning outcomes in English subjects are still low.

  The results of research shows that the application of learning using Quantum Teaching and Learning method can increase students' interest and learning achievement.

  The third study was done by Purwanti (IAIN Salatiga 2016) She conducted a research paper entitled The Use of Brainwriting Strategy to Improve The Students’ Writing Skill in Descriptive Text (A CAR of Second Grade Students at MTsN Susukan 1 In The Academic Year 2016/2017) she find some problems that are the students are dificult to understand the text and dificult to get ideas in writing descriptive text. The results of research shows that the application of Brainwriting Strategy was can improve students understanding and express their ideas on writing descriptive text. It could conclude that her research was successful.

  Although the writer has similar topic with the previous research but the writer has different research and object. The writer focuses on improving writing ability on descriptive text through Quantum Writing techniques. The writer analyzes on improving student writing ability on descriptive text of the second grade of SMP Islam Ar-Rahmah Suruh.

B. Quantum Writing 1. Definition of Quantum Writing

  Accoding to DePorter (2003 : 14) Quantum Learning is rooted in Dr. Georgi Lozanov, a Bulgarian educator who experimented with what he called a "suggestopedia" principle was that suggestion could influence learning outcomes. Some of the techniques employed to give positive suggestions are to make students feel comfortable, put on background music in the classroom, increase individual participation, use posters to give a great impression of information display, and provide teachers who are well trained in suggestive teaching arts.

  Accoding to DePorter (1999 : 16) Quantum can be understood as an interaction that converts the energy into light. Quantum writing strategy is a quick and useful ways to stimulate the emergence of writing potential that is through writing techniques that are pesented individually with the help of objects or images to pour ideas in writing. Quantum writing is taken from the theory of Quantum Learning found by DePorter; she said that Quantum learning combines sugestology of learning acceleration techniques, and NLP with theories, beliefs, and methods of the teacher himself. Key concepts from various theories and other learning strategies such as: a.

  Right / left brain theory b.

  Triune brain theory (3 in 1) c. Choice of modalities (visual, auditoria, and kinesthetic) d.

  The theory of multiple intelligences e. Holistic education f. Learning by experiences g.

  Simulation or games Quantum writing is an interaction of learning process (writing) that be able to change of multiple potential in human beings to be explosion that can be transmitted to others (Hernowo, 2006:10). Quantum Writing strategy include spesific guidlines for creating an effective learning environment, designing curruculum, delivering content and facilitating the learning process. The basic concept of Quantum Writing above can be applied in the process of learning to write, think of writing as a fun creativity.

  DePorter (2009:12) said that Quantum Writing strategy encourages the writers to be critical and creative in writing. To be able to write critically and creatively then implemented steps as follows: a. Concentrate. The first step in writing is concentration. That is by focusing the mind, write some main ideas and arrange the main points in writing.

  b. Set. In this step there are two strategies: The first strategy is mind map that is describes, connects and expands ideas. The second strategy is framework that is building a paragraph that contains the main ideas, details, examples and conclusions.

  c. Arrange. This step is done after the writer is able to apply the mind map strategy or framework. This step can be done by target strategy and draft strategy. Target strategy, many writers cannot finish his writing. It happens because the writing is made without careful planning. So in writing it is very important to determine the time target of writing can be resolved. Draft strategy, after focusing the writing with the target strategy, the next step is to write the draft. To write a draft can refer or look at the main map or framework paragraphs that have been made.

2. The Purpose of Quantum Writing

  The purposes of Quantum Writing to be achieved according to Hernowo (2004: 56) are: a.

  A quick ways to bring out the unique side it has and then to recognize itself as a whole.

  b.

  The passion to get out everything on the self while writing.

  c.

  Stimulate until the emergence of courage to write. d.

  A quick ways to enrich mental of students.

  Based on above description can be concluded that the purpose of learning process Quantum Writing is a quick ways to stimulate the emergence of potential writing skills.

  3. The Benefits of Quantum Writing

  The benefits of Quantum Writing according DePorter (2003: 13) are: a.

  Increase the student motivation.

  b.

  Increase the students' interest to learn.

  c.

  Growing positive attitude of students to writing learning.

  d.

  Improving students' writing skills.

  e.

  Growing confidence in the writing.

  f.

  The process of writing learning to be practical and fun.

  Based on the description above the benefits of Quantum Writing is to accelerate and increase the potential of students writing skill and foster self-confidence so it will create a positive attitude of students in writing learning.

  4. Writing Techniques with Quantum Writing

  Quantum writing technique recommended by Hernowo (2006:13) are: a.

  The release of idea and use of writing benefit.

  The mind-mapping is an excellent way to generate data and organize ideas before starting writing. It will help to relase the idea.

  The mind-mapping is one that can help confront obstacles in writing.

  Gabriele Lusser Rico lecturer of English Creative Arts at San Jose State University developed this method called clustering. Through clustering will emerge a number of alternatives from the part of our mind that in the alternative life experiences melt into one. This method is a writing tool that can receive curiosity, ignorance, and something that looks chaotic, which gradually map the interior landscape along with the emergence of ideas. The mind-mapping makes the author relate to your subconscious mind before writing; Writing will be more emotional, more colorful, and more rhythmic. (Hernowo, 2006: 141) b. Writing technique using music.

  One of the benefits of music is that it can help bring up ideas in the mind. Phenomenal music can help learning and to learn. Learning using Super-learning techniques usually play music that is slow or largo tempo is slow music with tempo can reduce brain waves and heartbeats that trigger deeper relaxation. Music is able to drain the creative energy that makes the listener surprised and happy. The type of music that needs to be chosen to accompany the learning activities when creating the essay depends on the impact you want. J.S Bach music such as Harpsi Chord Concertos or Invention can help skill in imagination. While Brandenbrurg Concerto No.5 (second movement) is usually able to help participants to better understand their inner condition, reviewing what thoughts and feelings are hidden there.

  Classical and romantic classical music will make the essay livelier because the music can trigger the emergence of new ideas or creative energy. It should be noted that when listening should be relaxed. Some effective music for this purpose is Symphony No. 6 (second movement) by Beethoven, Mozart's Eine Kleine Natchmusik, Piano Concerto no. 5, Emperor by Bethoven and New World Symphony (second movement) by Dvorak. To raise the spirit of the children as they write essays we can play Grofe's Grand Canyon Suite or The Moldau by Smetana (Hernowo ,2006:167).

  c.

  Write confidently.

  Encourage students' writing skills to reach students' mental abilities by removing the myths about writing, such as: difficult in writing, must be grammatical in writing, run out of ideas when writing or others. To bring self-confidence students can by push the spirit like slogan or wisdom words. Positive sentences that hang on the wall can be a lasting reminder of the potential and advantages of students.

  One of quote from Goethe says that "whatever you can do or want to do, start. Courage has intelligence, strength, and magic in it.

  (DePorter, 2003: 76)

d. Super writing skills. Meaning that between free writing and

  correcting the writing must be separated very firmly. To write well the first must concentrate on "what" then "how". Content is more important than style. The problem is that most people think that good writing is to write creatively and edit what they write simultaneously. The result writing becomes tense and stiff.

  For that we can do the creative mapping first that is to let the mind do free association on paper sheets such as drawing maps and then grouping ideas that are related to be a theme that can be developed to be paragraph. In writing do not worry about style, spelling, grammar or punctuation first. Let the minds flashed on paper. Once the idea has become written then we will enter the post editing stage. At the next stage then we pay attention to spelling, grammar and punctuation (Hernowo, 2006: 191).

5. The Principle of Quantum Writing

  According DePorter (2006:24) before you do almost everything in your life. You will ask yourself this important question. "What's in it for me?” or AMBak. It is a mental training to help the students to motivated.

  a.

  Creat Interest

  Creating a interest with what is being learned by connecting with the real world. Ask students,” How I can use it in everyday life”.

  Creating this kind of interest is an excellent way to motivate students to achieve their goals. If we are responsible for our live, we will began to make everything happen. b.

  Celebrate Success When the students achieve their success then it does not seem like a big thing anymore. It will be something they have missed and they will forget that they have done a great job well. When students have completed a job then it is important to celebrate this achievement. Those will give a feeling of success, completion and convidence for the students. This will build motivation for students for the next purpose (DePorter 2003:56).

6. The Steps of Quantum Writing Techniques

  The stages of writing proposed by DePorter and Hermacki (2003:195) quoted from California Writing Project are as follows: a.

  Preparation Clustering and fast writing are the two techniques used in this writing process. At this stage the author builds only a foundation for topics based on students' knowledge, ideas, and experiences.

  b.

  Draft-Coarse Here start tracing and developing ideas. Focus on content rather than punctuation, grammar, or spelling. In this case to show instead of notify when writing.

  c.

  Editing At this stage correct all spelling, grammar, and punctuation errors.

  Make sure all transitions run well, the use of verbs, and complete sentences. d.

  Share Part of this process is very important. As a writer or author feel very close to their writing. So it difficult for writers to assess objectively. To take a distance yourself from writing, you need to ask someone else to read it and provide feedback. Ask a friend, patner, colleague, classmate, to read it and correct which parts are really not quite right.

  e.

  Repair (Revised) At this stage after getting correction and suggestion from other people so repeat and improve their writing.

  f.

  Rewrites At this stage, enter new content and edit changes.

  g.

  Evaluation At this stage, to ensure that the author has completed the planned to be conveyed. This stage marks the end of the process to make a good writing.

  According above explanation in using the quantum writing strategy the teacher must create a conducive, cohesive, dynamic, participatory and mutual respect in the class. The principle of quantum is all meaningful, all have goals, concepts must be experienced, and every effort must be rewarded. Strategy quantum writing is a growing interest to writing with AMBak (What the benefit for me).

C. General Concept of Witing Skill 1. Definition of Writing According to Gelb (1962: 12) writing is a written language.

  Writing is as a system of human intercommunication by means of conventional visible marks but it is evident from what has been said that what the primitives understood as writing is not the same thing as what we do.

  Writing is used either as evidence of succesful learning or as a means of learning. Writing is process of thinking; it means that writing is an activity to express ideas, issues, events, feeling or thinking to the others through written form. Yet good writing skill are essential to academic success and a requirement for many occupation and prefession (Richard, 1997:100)

  Other oppinion according to Harmer (1998: 79) Writing as a skill: by far the most important reason for teaching writing, of course, is that is a basic Language skill, just as important as speaking, listening and reading. Students need to know how to write letters, how to write reports together, how to reply to advertisements-and increasingly;how to write useing electronic media. They need to know some of writing’s special conventions (punctuation, paragraph construction etc.) Just as they need to know how to pronounce English appropriately. Writing is the most efficiently acquired when practice in writing parallels practice in other skills. Writing provides an excellent consolidating activity. Writing is also useful for setting homework exercise and for some class text (Patel and Praveen, 2008: 125). Based on some opinions of experts can be concluded that writing is meant ability to express the ideas, feelings, opinions, message and others through writing.

2. The Purpose of Writing

  According Reinking (1921) the purpose of writing are: a.

  To inform.

  Presenting information is one of the most common writing purposes. The boating enthusiast who tells landlubber classmates how to handle a skiff plays the role of teacher, as does the researcher who summarizes the result of an investigation for co-wokers. These writers investigate timely topics become short term experts and pass along their findings in an easily understood form.

  b.

  To persuade.

  Although the terms argument and persuasion are often used interchangeably, the terms do have slightly different meanings.

  Argument is a specific type of persuasion that follows certain ground rules. Those rules are that opposing positions will be presented accurately and fairly, and that appeals to logic and reason will be the primary means of persuasion. Persuasive writing may, if it wishes, ignore those rules and try any strategy that might work. Advertisements are a good example of persuasive writing. They usually do not fairly represent the competing product, and they often appeal to image, to emotion, to character, or to anything except logic and the facts —unless those facts are in the product's favor.

  c.

  To Express Yourself Creative writing includes personal essays, fiction, plays, and poetry, as well as journals and diaries. But self-expression has a place in other kinds of writing too. Almost everything you write provides the opportunity to display your personality and mastery of words and to enliven your prose with vivid images and fresh turns of phrase.

  d.

  To Entertain.

  Entertain as a purpose or goal of writing, entertaining is often used with some other purpose--to explain, argue, or inform in a humorous way. Sometimes, however, entertaining others with humor is our main goal. Entertaining may take the form of a brief joke, a newspaper column, a television script or an Internet home page tidbit, but its goal is to relax our audience and share some story of human foibles or surprising actions.

3. Benefit of Writing

  According Pennebaker in Quantum Writing (2006: 54) benefit of writing are: a.

  Writing clears the mind.

  b.

  Writing can overcome the trauma that inhibits the completion of tasks.

  c.

  Writing can help in getting and remembering information. d.

  Writing can help solve the problem.

  e.

  Free writing helps us when we are forced to write.

4. Process of Writing

  Quoted from Utami in her thesis Ghaith (2002) states that writing is most likely to encourage thinking and learning when students view writing as a process. Teachers need to understand that writing is a recursive process, and that every writer uses the process in a different way, so that students experience less pressure and more willing to experiment, explore, revise, and edit. Another opinion according to Rumisek and Zemach (2005: 3), writing process goes through several steps to produce a good written product. There are some sub-activities to be taken in producing the text. It is more than just putting words together to make sentences. The writer should undergo several steps to make sure that what has been written follows the right development of writing process. There is a similar view from Nation (2009:114) which states that one way of focusing on different aspects of writing is to look at writing as a process. It means that writing process contains several sub-processes which are imperatively united as an outline for students to begin and finish their writing. Steps in writing process: a.

  Prewrite—Explore the topic and plan your writing; also known as brainstorming (Think) Prewriting is any kind of activity that helps you determine what you will write about. Many things qualify as prewriting activities. Some of the most common are: 1)

  Making lists 2)

  Brainstorming 3)