Increasing the students Ability in Writi (1)

ABSTRACT

Waruwu, Jernih Putri Hartati, 2016, Increasing the Students’ Ability in Writing Skill through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017, Thesis Advisor (I) Adieli Laoli, S.Pd., M.Pd, and Thesis Advisor

(II) Yasminar Amaerita Telaumbanua, S.Pd., M.Pd.

Key Words : Students’ Ability in Writing Skill, Free Write Method Writing skill is a communication competence to transfer idea in written text

form. Writing is also an important skill that should be mastered by the students especially in communication. Through writing, the students can deliver a speech of ideas, opinions and thoughts. In other words, writing is called also as powerful

intellectual tool cognitive development which allows the students’ to explore and change the worlds of ideas and experience of the brain.

T he purpose of the research is to increase the students’ ability in writing skill at the eighth grade of SMP Negeri 1 Gido. In conducting the research, the researcher applied Classroom Action Research (CAR). The instrument test used in the research was essay test form that validated internally by some validators. The setting of the research was the eighth grade students of SMP Negeri 1 Gido which the sample was VIII-A whereby the total number students was 35.

The research was conducted in two cycles. Based on the data analysis, the researcher noticed that the higher score of Cycle I was 86 and the lower score was 19. Meanwhile, the mean of students’ mark was 49 that was classified in bad criterion and lower than MCC score. Besides, the higher score of Cycle II was 95 and the lower score was 71, while the mean of student s’ score was 83 that was classified on good criterion and higher than MCC score. Furthermore, the field notes of the Cycle II explained that the successfulness of Cycle II was based of the improvements that had been done in teaching-learning process. And also, the note showed that in Cycle II, the students can write correctly even some mistakes were still found. Since that, the researcher concluded that the teaching-learning process of Cycle II was successful, so the researcher concluded that Free Write Method increases the students ’ ability in writing skill especially in writing recount text at the eighth grade of SMP Negeri 1 Gido in 2016/2017. Recognizing to that result, the researcher suggests to all English teacher especially the English teacher of SMP Negeri 1 Gido to apply Free Write Method in teaching writing to the students to enhance the students ’ ability themselves in communicating through written text form.

ACKNOWLEDGEMENTS

Praise to the Lord and thanks to his mercy whereby the researcher can arrange this thesis entitled: “Increasing the Students’ Ability in Writing Skill through Free

Write Method at the Eighth Grade of SMP Negeri Gido in 2016/2017 .” This thesis is submitted as the fulfillment of requirements for Scholar Degree (S-1) in IKIP Gunungsitoli, Faculty of Education of Languages and Arts, English Education Study Program.

Yet, the researcher realizes that she cannot finish this thesis by herself without some people who help, support, and suggest a lot of significant things for her. Here, the researcher wants to express her sincere appreciation and thanks to:

1. Mr. Drs. Henoki Waruwu, M.Pd., as the Rector of Institute of Teacher Training of Education of Gunungsitoli, for all of his dedication to Institute of Teacher Training and Education of Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean of Faculty of Languages and Arts Education, and also as the first advisor who always give a hand such helping, give suggestion and motivate the researcher in finishing this thesis.

3. Miss Yasminar Amaerita Telaumbanua, M.Pd, as the chair of English Education Study Program and also as the second advisor who always help the researcher in arranging this thesis.

4. Mr. Afore Tahir Harefa, S.Pd., M.Hum., as the secretary of English Education Study Program and also the examiner of education who always support and motivate the researcher in finishing this thesis.

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5. Mr. Drs. Ellyanus, M.Pd as the second assistant of the Rector of Institute of Teacher Training and Education of Gunungsitoli and also the examiner of research methodology that always raise the greatest idea to the researcher for finishing this thesis.

6. Mr. Yaredi Waruwu, S.S., M.S as the examiner of research methodology who help the researcher in finishing this thesis.

7. Mrs. Dra. Nursayani Maru’ao, M.Pd., as the chief of research bureau of IKIP Gunungsitoli who help the researcher in fulfillment of administration since the researcher conducted the research in the field.

8. Mrs. Dra. Mondang Munthe, M.M., as the chief of the library of IKIP Gunungsitoli who allows the researcher to use many books as the learning sources and the reference for finalizing this thesis.

9. All of the lecturers of IKIP Gunungsitoli especially in English Education Study Program who help the researcher since from the first semester until finishing this thesis.

10. Mr. Ediatianus Waruwu, S.Th., as the headmaster of SMP Negeri 1 Gido who allows the researcher to conduct the researcher in the school.

11. Mr. Meytin F. Harefa, S.Pd., as the English teacher who help and advice the researcher when conducting the research in the field.

12. The students of the eighth grade of SMP Negeri 1 Gido especially VIII-A as the subject of the research who has participated actively since the research is conducted.

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13. Her beloved father Mr. Alibudi Waruwu, her beloved mother Mrs. Yuliana Waruwu, and her beloved brothers Roy Rizky Hermanto Waruwu and Realis Waruwu for great supporting to the researcher in finishing her study.

14. Her close friends (Neriyana Waruwu, Nurhayati Zega, Juwita Selviani Zendrato, Lelikristiani Waruwu, Listinawati Giawa, Anugrah Tafona’o, Rahmat Setiawan Harefa, Pinta Hasrat Zendrato Luther Krisyanto Harefa, Nidarmawati Zebua, Jurdil laoli, Serius Harefa, Periman Bate’e, Herry Debi Anugerah Laoli, Hepinius Waruwu, Hendrikus Evaristo Sihura, Kristalenta Telaumbanua, Harrys Priatno Telaumbanua, and all of the generation of 2012); for accompanying and supporting each other until finishing this thesis.

Lastly, thank you too much for all things. Furthermore, the researcher is aware that this thesis is far from being perfect. Therefore, the researcher expects the constructive suggestions and criticisms so this thesis can be better in the future.

Gunungsitoli, , 2016 The Researcher

Jernih Putri Hartati Waruwu Reg. Number. 122108055

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LIST OF FIGURE

Figure Page

1. Conceptual Framework .................................................................................. 21

2. The Research procedures ............................................................................... 32

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LIST OF TABLES

Table Page

1. The Condition of the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 .... 24

2. Analytical Evaluation Rubric of Personal Writing (Suggested by Weir (1990) in Weigle (2002:117)) .......................................

3. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle I .....................................................

4. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle II .................................................................

5. The Students’ Ability in Writing Recount Text by using Free Write Method

in Cycle I and Cycle II ...................................................................................

6. The Researcher’s Activities of All Cycles ..................................................... 66

7. The Students’ Activities of All Cycles .......................................................... 67

8. The Field Notes of the Students’ Activities in All Cycles ............................. 69

9. The Field Notes of the Researcher’s Activities in Conducting the Research the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 ...................................................................................................... 131

10. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 (Cycle I/Meeting I) ......................................................... 133

11. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting II) ..................................................... 135

12. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting I) ..................................................... 137

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13. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting II) ................................................. 139

14. The Observation Sheet of the Students ’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting I) ...................................................... 141

15. The Observation Sheet of the Students ’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting II) .................................................. 142

16. The Observation Sheet of the Students ’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting I) .................................................. 143

17. The Observation Sheet of the Students ’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting II) ................................................. 144

18. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle I .................................................................. 145

19. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle II ................................................................. 147

20. The Classifications of Students ’ Ability in Writing Recount Text at the Second Meeting of Cycle I ................................................................... 149

21. The Classifications of Students ’ Ability in Writing Recount Text it the Second Meeting of Cycle II .................................................................. 151

22. The Percentage Degree of the Classification of Students ’ Ability in Writing Recount Text at the Second Meeting of Cycle II ............................. 150

23. The Percentage Degree of the Classification of Students ’ Ability in Writing Recount Text at the Second Meeting of Cycle II ............................. 152

LIST OF GRAPHICS

Graphic Page

1. The researcher’s activities in second meeting of Cycle I .............................. 48\

2. The students’ activity in teaching-learning process in second meeting of Cycle I. .......................................................................................................

49

3. The students’ ability in writing recount text through Free Write Method at the second meeting of Cycle I ....................................................................

52

4. The researcher’s activities in second meeting of Cycle II ............................. 60

5. The students’ activity in teaching-learning process in second meeting of Cycle II ...........................................................................................................

61

6. The students’ ability in writing recount text through Free Write Method at the second meeting of Cycle I ....................................................................

63

7. The Percentage Degree of Classification of the Students’ Ability in Writing Recount Text in Cycle I and Cycle II ...............................................

65

8. The percentage degree of the researcher’s activities in all cycles ................. 67

9. The percentage degree of the students’ activities in all cycles ...................... 68

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10. a. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting I) .................................................. 133

b. The Observation Sheet of the Researcher ’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting II) ................................................ 135

c. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting I) ................................................ 137

d. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting II) ............................................... 139

11. a. The Observation Sheet of the Students’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting I) .................................................. 141

b. The Observation Sheet of the Students ’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle I/Meeting II) ................................................ 142

e. The Observation Sheet of the Students’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting I) ................................................ 143

f. The Observation Sheet of the Students’ Activities in Conducting the Research in Increasing the Students ’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri

1 Gido in 2016/2017 (Cycle II/Meeting II) ............................................... 144

12. a. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle I ................................................................ 145

b. The Students’ Ability in Writing Recount Text through Free Write Method

in the Second Meeting of Cycle II ............................................................... 147

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13. a. The Classifications of Students’ Ability in Writing Recount Text at the Second Meeting of Cycle I ................................................................ 149

b. The Classifications of Students ’ Ability in Writing Recount Text it the Second Meeting of Cycle II ................................................................ 151

14. a. The Percentage Degree of the Classification of Students’ Ability in Writing Recount Text at the Second Meeting of Cycle II ........................... 150

b. The Percentage Degree of the Classification of Students ’ Ability in Writing Recount Text at the Second Meeting of Cycle II ........................... 152

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CHAPTER I INTRODUCTION

A. The Background of Problem

In mastering English, there are four skills that should be mastered by the students. They are listening, speaking, reading and writing. According to Nunan (2009:167),

Writing is potentially satisfying. If you are writing on a topic about which you feel you have something worth while or interesting to say, the process of writing can be absorbing and enjoyable; and if it is worked through to a final product, most people feel pride in their work and want it to be read. It is therefore worth investing thought in the selection of topics and tasks that motivate learners to write; and extremely important to provide an appreciative reader audience, whether teacher or co- learners.

Writing as the process of conveying idea is an interesting activity. As Nunan says above that writing is interesting, if the students are given an interesting topic to write, the process of writing must be enjoyable for them. The result of writing is interesting for the readers too. So that, an English teacher should motivate and make writing process becomes interesting in the classroom. According to Manchon (2009:6); “Writing is a cyclical process in which writers move back and forth between generating ideas, formulating these ideas into language and transcribing these ideas into writing. This opinion asserts that writing is the process of generating idea. There is an effort there, it is about thinking the language that is used to narrate idea until result a written form.

As written in LLC (2009:1), Writing is not only something you need to do for your school work.

Writing is a skill that has practically universal uses: It will help you complete all sorts of tasks with greater ease. For example, writing will help you do better on school assignments, send funnier and faster IMs and text messages to your friends, write nicer thank-you notes to your grandparents, and get a better job (and keep it) when you grow up and have to start working.

The statement above emphasize to the usage of writing. By mastering writing skill, the students are able their test or assignment as well. It is also important to their daily life need and activities, such as texting their friends, making a note, writing a letter, and etcetera. So that, the students must be able to write. It is a compulsory for academic term.

Based on the syllabus of KTSP 2006 that was implemented in SMP Negeri 1 Gido especially grade VIII, the students are expected to be able to write recount text. The competence standard is expressing the meaning written functional text and short essay in recount and narrative form to integrate with the environs. While the basic competence is expressing the meaning and rhetorical steps in short simple essay by using written language accurately, fluently, and accepted to interact with the environs in narrative and recount texts form. The expectation of the syllabus is national standard that should be achieved by the students. The MCC of writing skill is 70, if the students get value 70 in test, so the students pass on the subject but if not, the students are fail.

The expectation of the syllabus was not in line with the fact that happened in SMP Negeri 1 Gido in 2015/2016 especially grade VIII-A. Based on the

researcher’s observation and information gotten from the English teacher, the researcher’s observation and information gotten from the English teacher, the

of recount text and language feature of recount text. The students even could not tell their personal experiences in recount form. When the researcher asked them how to write their experience yesterday, they wrote in simple present tense form without changing the verb into past form. Besides, the students tend to learn speaking activity, they said that speaking is more interesting and interactive. So that, the students were more able to speak but less in writing recount text.

The problems above were caused by some factors, firstly the students were lack of vocabulary. Secondly, the students got difficulty to put their ideas into the paper and to organize them. Thirdly, the students were not able to develop the topic sentences in short paragraph. And the last, the students were not able to choose the appropriate linking verb, action verb, simple past tense, chronological connection, the students did not know the generic structure and language features correctly, the students were not active to find out the information of words they just waited the teacher’s instruction, and the students were unable to express ideas or their opinions

individually in written form correctly. Based on the problem, the researcher increased the students’ ability in writing skill by using a method. The method is Free Write Method. According to Elbow (1981:14),

Freewriting makes writing easier by helping you with the root psychological or existential difficulty in writing, finding words in your head and putting the down on a blank piece of sheets.

Free Write Method aims at helping the students to write their idea that they have in head and develop it in written form. It is easier for the students to increase their writing skill through this way, because the students freely encourage themselves to write based on the idea they have in mind. Morley (2007:105) says that the quickest and frictional method for beginning to know the zone of writing is to practice freewriting everyday.

Based on the theories above, the researcher applied Free Write Method as the way to increase the students’ writing skill at the eighth grade of SMP Negeri

1 Gido in 2016/2017 especially grade VIII-A. The researcher conducted a research entitled “Increasing the Student’s Ability in Writing Skill through Free Write

Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 .”

B. The Identification of the Problems

Based on the background of the problem, the researcher listed some problems in the research, as follows.

1. The students were lack of vocabulary.

2. The students got difficulty to put their ideas into the paper and to organize them.

3. The students did not know the form of verb II in simple past form, and the usage of conjunction.

4. The students did not know the generic structure and language features correctly.

5. The students were not active to find out the information of words they just wait of the teacher’s instruction.

6. The students were unable to express ideas or their opinions individually in written form correctly.

C. The Limitation of the Problem

Based on the identification of problems, the researcher limited the problem of the research that is “Increasing the Students’ Ability in Writing Skill through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 especially in writing recount text.”

D. The Formulation of the Research

Based on the limitation of the problems above the researcher formulates the research. The formulation is “How does Free Write Method increase the

Student s’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 1 Gido in 2015/2016 especially writing recount text? ”

E. The Purpose of the Research

The purpose of the research is to increase the student s’ ability in writing skill through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2015/2016 especially writing recount text.

F. The Significances of the Research

The are some significances of the research, as follows.

1. The researcher, as an experience and exercise to teach writing skill to the students especially in writing recount text.

2. The English teacher, as a guideline to increase the students’ ability in writing skill especially in writing recount text.

3. The students, as a simulation and training to increase their writing skill especially in writing recount text.

4. The next researchers, as a comparative source to compose relevant researches to the research.

5. The readers, as a source and motivation to enrich their knowledge about Free Write Method.

G. The Assumptions of the Research

In conducting the research, the researcher had assumed.

1. Writing Skill is the process of conveying idea in written form, chronologically, well organized, and understandable. It is a productive skill, which is the students write information and the readers get the information from it.

2. Free Write Method is an alternative strategy in teaching writing skill to the students.

H. The Limitation of the Research

In conducting the research, there were several limitations as follows.

1. Subject of the research was the eighth grade of SMP 1 Gido in 2016/2017 especially Class VIII-a.

2. The object of the research is the students’ ability in writing skill at the eighth grade of SMP Negeri 1 Gido in writing recount text.

3. In conducting the research, the researcher applied Free Write Method as a method for teaching writing in the classroom.

4. The material of the research was recount text, especially about personal recount text which the topic was focused on experience.

5. The researcher conducted Classroom Action Research (CAR) as the research method in conducting the research.

I. The Key Terms Definitions of the Research

In conducting the research, the researcher has some assumptions, as follows.

1. Writing skill is a method of representing language in visual or tactile form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals. It is the skill that the researcher wants to increase through the research.

2. Free Write Method is a method that is used to teach writing skill to the students by the researcher in SMP Negeri 1 Gido especially in writing recount text. In this method the students focus on one interesting topic and continually do it across the usage of vocabularies. The researcher becomes as a controller and helper.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Writing

a. The Definition of Writing

Writing is one of the four basic skills in English that should be taught to students. It is as important as the other skills of English. By mastering writing, the students are able to communicate and express his ideas, opinion, and feeling in written language.

Writing is a method of representing language in visual form. Writing systems use sets of symbol to represent the sound of speech, and also have symbols for such things as penetration and numerous. Moreover, Exocrew (2004) says,

Writing is the act or art of forming letters and characters on sheets, stone, or other material; for the purpose of recording the ideas which characters and words expressed or communicating them to others by visible signs.

The idea explains that through writing, someone is able to communicate to each other by using written language, by forming letters or character on sheets or visible medium or sign. Through this medium, some information to be told is delivered, and in this case, writing is a medium of communication.

Furthermore, Lyons (1990) in O’malley (1996:136) says, "Writing is a personal act which takes ideas or prompts and transforms them into "self-initiated form topics". It is also supported by Sokolik (2000: 88) defining “Writing is a series Furthermore, Lyons (1990) in O’malley (1996:136) says, "Writing is a personal act which takes ideas or prompts and transforms them into "self-initiated form topics". It is also supported by Sokolik (2000: 88) defining “Writing is a series

be told is delivered clearly, the students need to incorporate the purpose or prompt into their unique method to writing. Krashen (1987:116) says, Writing, however, a powerful intellectual tool cognitive development – it

can make you smarter …. writing enables us to explore and change the worlds of ideas and experience the brain creates.

It can be said that writing is a language skill which used to express ideas, thought, information, and one way of learning, in which it needs a mental process of transforming the ideas or thoughts.

Based on the theories above, it is concluded that writing is one of the importance English skills that aims to deliver the speech of ideas, opinions, et cetera to other people, and has own purposes based on what is going to communicate.

b. The Process of Writing

Because in writing the students get difficulties, the students should have the organization of writing process. Kendal and Friends (2006:4) list four steps of writing as follows.

1) Prewriting For English Language Learners, as well as other students, this involves providing experiences and comprehensible input that help students build background. Encouraging kids to draw on their prior knowledge and schema by making connections between what they already know and what they are learning helps them develop as proficient writers.

2) Drafting

This offers students the opportunity to get their ideas down. It may be in writer’s notebooks, on separate sheets of sheets, or on the computer. We offer writers a choice of ways to draft to motivate them to write and to draw on their different strengths as learners.

3) Revising This poses a number of challenges for English Language Learners. We use small- group lessons as an opportunity to teach writers about revision and how to use the Revision Checklist we created. To help our writers, we require that the first step of revision be rereading.

4) Publishing Publishing offers writers opportunities to take their writing out into the world. There is a wide variety of ways to motivate writers to publish. Taking advantage of class and schoolwide anthologies and literary magazines to collect student writing makes it available to readers in class and school libraries.

In summary, it can be said that the process of writing is to analyze ideas, to decide the topic, make a concept and rethink the content whether it maches with purpose or not, check the spelling or grammatical, and share or present the result of writing. Briefly, the process of writing above is very important in the research because it helped the researcher in constructing her research and in the teaching- learning process.

c. The Purpose of Writing

Writing has a purpose. It may write something for pleasure or fun for example writing announcement, letter, advertisement etc. Ruby (2001:18) suggests that written language is used for the following purpose for achieving the specific goals, they are.

1) For action: Include fact or examples that teach your readers to write objectively; avoid including your opinion.

2) Writing to persuade: include reasons and arguments to convince reader to adopt your position.

3) Writing to entertain: include humorous situations, anecdotes, or exaggerations that your audience enjoys.

Writing has purposes, based on the theory above it can be concluded that the students were free to choose one of them to fulfill the readers’ purpose to read.

d. Assessment of Writing

To know the students’ ability in writing, the researcher performs the test in form of essay test; that is composing personal writing which is related to the teaching

material. As the scoring guideline, the researcher uses evaluation guideline of analytic scoring as supported by Weir (1990) in Weigle (2002:117) which consider five important things should be seen on writing as written as follows.

a) Relevance and Adequacy of content

0. The answer bears almost no relation to the task set. Totally inadequate answer.

1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and / or pointless repetition.

2. For the most part answers the tasks set, though there may be some gaps or redundant information.

3. Relevant and adequate answer to take set.

b) Compositional organization

0. No apparent organization of content.

1. Very little organization of content. Underlying structure not sufficiently controlled.

2. Some organizational skills in evidence, but not adequate controlled.

3. Overall shape and internal pattern clear. Organizational skills adequately controlled.

c) Cohesion

0. Cohesion almost totally absent. Writing so fragmentary that comprehension of the intended communication is virtually impossible.

1. Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.

2. For the most part satisfactory cohesion although occasional deficiencies may mean that certain parts of the communication are not always effective.

3. Satisfactory use of cohesion resulting in effective communication.

d) Adequacy of Vocabulary for purpose

0. Vocabulary inadequate even for the most basic parts of the intended communication.

1. Frequent inadequacies in vocabulary for the task. Perhaps frequent lexical inappropriate and / or repetition.

2. Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriate and / or circumlocution.

3. Almost no inadequacies in vocabulary for the task. Only rare inappropriate and /or circumlocution.

e) Grammar

0. Almost all grammatical patterns inaccurate.

1. Frequent grammatical inaccuracies.

2. Some grammatical inaccuracies.

3. Almost no grammatical inaccuracies.

f) Mechanical Accuracy I (Punctuation)

0. Ignorance of conventions of punctuation.

1. Low standard of accuracy in punctuation.

2. Some inaccuracies in punctuation.

3. Almost no inaccuracies in punctuation.

g) Mechanical Accuracy II (Spelling)

0. Almost all spelling inaccurate.

1. Low standard of accuracy in spelling.

2. Some inaccuracies in spelling.

3. Almost no inaccuracies in spelling.

Maximum Score = 7 x 3 = 21 Constant number = 100

Note: The guideline for scoring according to this evaluation rubric can be seen on Chapter III page 36.

Scales:

100 = Excellent 85-99

=Very good 75-84

= Good 65-74

= Good enough 55-64

= Enough 45-54

= Bad 0-44

= Very bad

e. The Syllabus of SMP Negeri 1 Gido

In the syllabus of SMP Negeri 1 Gido, the students were expected to be able to write recount text. In conducting the research, the researcher used recount text as the material teaching. Puguh (2011) gives the explanation of recount text as follows.

1) Definition of Recount

Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative

2) Generic Structure of Recount

a) Orientation: Introducing the participants, place and time

b) Events: Describing series of event that happened in the past

c) Reorientation: It is optional. Stating personal comment of the writer to the

story

3) Language Feature of Recount

a) Introducing personal participant; I, my group, etc

b) Using chronological connection; then, first, etc

c) Using linking verb; was, were, saw, heard, etc

d) Using action verb; look, go, change, etc

e) Using simple past tense

4) Examples and structures of the text

Our trip to the Blue Mountain

On Friday we went to the Blue Mountains. We stayed at David and Della’s house. It has a big

garden with lots of colourful flowers and a tennis Orientation

court.

On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats. On Sunday we went on the Scenic Skyway and it

Events rocked. We saw cockatoos having a shower.

Reorientation

In the afternoon we went home.

2. Free Write Method

a. The Definition of Free Write Method

Free Write Method is an alternative way to teach writing skill to the students. According to Crawford (2005.131), “A Free Write is similar to a quick- write, but more time is provided.” In process of writing by using this method, the

students write fast but understandable, the students are free to choose the topic based on the theme that the teacher decided before. The process of writing may take a long time, beside that to implementing this method, the researcher should consider the time to teach writing skill. Elbow (2008:30) says that Free Write Method helps students train not just to be braver and more comfortable with writing, but also to know that they never actually run out of words or things to say.

Free Write Method also does not obligate the students to write in a very true grammars. According to Lowe (2010:131), “Free Write Method is an effective prewriting strategy that allows you to explore an idea without worrying about grammar errors or coherence. ” However, the researcher definitely taught the true to the students to the students , by correcting some errors in students’ writing recount text result. Free Write Method as prewriting process is the beginning of the process. The researcher gave the time to the students to revise and edit their recount text.

From the opinions of the expert, it can be simplified that Free Write Method is a method to teach writing, in which the researcher gives freedom to the students to write as they are able and choose their own topic of recount text. However, to neglect the mistakes happens, the researcher controlled the students.

b. The Advantages and Disadvantage of Free Write Method

Free Write Method has some advantages and disadvantages. Elbow (1981:15) lists some advantages of Free Write Method, they are.

1) Free Write Method helps the students to learn to write when they do not feel like writing.

2) Free Write Method is a useful outlet.

3) Free Write Method helps the students to think of topics to write about.

4) Free Write M ethod improves the students’ writing. While the disadvantage of this Free Write Method is takes a long time,

because the students need much time to write as the process of writing.

c. `The Procedure of Free Write Method

The procedure of Free Write Method is the process of teaching writing by using Free Write Method. According to Crawford (2005:131), The teacher might asks the students to write as much as they can about

the topic for about five to ten minutes. Then the teacher might give them one or more minute to finish the last though they are writing. As in the quick writing, they should not worry about mechanics, spelling, only their ideas. It can be used in any discipline. Opportunities for sharing their ideas should be provided.

Elbow (2008:31) also lists the procedure of Free Write Method in the classroom as follows.

1) Right at the moment when class is scheduled to start, if there’s a bell that rings, this can be a ritual start for freewriting – even though some students are struggling in. Usually there is wasted time here, it helps to bring to mind homework reading or lab work or previous lectures. And even if they ignore course material, and write only about an argument they just had or something that’s bugging them or a baseball game, the freewriting serves to give them more attention for class business.

2) At mid-class when things go dead, or after a question. Most students have more to say and are braver about saying it when they have had a chance to freewrite some of their thought about the question.

3) At the end of the class-to get them to think about what they learned. Sometimes I ask them to write it, what was the main idea for you? What

was going on for you during today’s class? This helps to integrate and internalize the course material and when we see it, we learn what’s getting through and not getting through.

Based on the procedures above the researcher has rearranged the procedure of Free Write Method in increasing the students’ ability in writing skill at the eighth

grade of SMP Negeri 1 Gido as follows on the next page.

1) The researcher introduced recount text as the topic of material teaching to the students.

2) The researcher asked the students’ prior knowledge related the topic of material teaching.

3) The copied papers material were distributed by the researcher to the students.

4) The researcher elaborated the material teaching to the students clearly by stating defenition, generic structures and giving example.

5) The researcher asked the students to write about the topic their experiences or their personal story.

6) The students were asked to write freely the story individually without worrying about mechanics, spelling, only the students’ ideas.

7) The researcher asked the students to make the draft of their story by making the part orientation, event, and reorientation.

8) The researcher sometimes asked the students to write their story about what they did today and last holiday.

9) The time was given to the students to discuss about the process of writing with the researcher.

10) The researcher gave time to the students to rewrite their story in a good order.

11) The researcher asked the students to share their writing with their friends.

12) The researcher informed some mistakes in writing language features that is not in line with the character of recount text.

13) The researcher noticed for all the students’ weakness then review the material teaching to them based on those weaknesses.

d. The Relationship between Free Write Method and Writing Skill

Free Write Method has a relationship with writing skill. According to Kemp (1994), Free Write Mehod means that personal and emotional aspects of the "self"

are welcome and are often seen in all types of writing, including academics. The "academic" writing that one is taught in high school often discourages the use of the personal or emotional to get a point across. What every reader must realize is that there is a bit of "personal and emotional" influence in every written work. If students "avoid personal or emotional topics, a source of motivation and interest is lost" and they develop a resistance to writing anything. Expressive writing, specifically freewriting, if taught correctly can foster critical thinking skills in freshman composition students .

Based on the theories above, it can be concluded that students’ writing skill has a relationship with Free Write Method.

B The Latest Related Research

Retnaningtyas (2011) did research entitled The Effect of Using Free Writing Technique on the Tenth Year Students’ Writing Fluency at SMAN 1 Pakusari, Jember, in the 2010 –2011 academic year. The lastest researcher used experimental research to know whether or not there is a significant effect of using Free Writing Technique on writing fluency of the eleventh grade students. The research was conducted to know the students’ writing fluency progress after

applying Free Writing Technique. The research was done in three meetings for the experimental group and two meetings for the control group. Data were collected through the writing test. The results of writing post test shows that the t statistic was 2.99. Meanwhile t table was 2.00 with 5% significant level and df = 60 (df = 60 was used because it was the nearest value of df 64). Thus t statistic was higher than ttable (2.99 > 2.00). In other words there was a significant effect of Free Writing Technique on the writing fluency of the tenth year students of SMAN 1 Pakusari in the 2010/2011 academic year. The result of the data analysis showes that it was revealed that the experimental group had better scores than those of the control group. The degree of effectiveness was 22.44%. It showes the degree of the effectiveness of Free Writing Technique compared with the lecturing technique used to teach writing. Thus it can be said that Free Writing Technique is an effective teaching and learning technique to teach writing to the tenth year students of SMAN1 Pakusari in the 2010/2011 academic year. The latest researcher searched about the effect of Free Writing Technique on the students ’ writing ability, it is the same purposes of the researcher research. The

same Free Write is applied in teaching writing recount text. The result of the latest research has been as a moti vation for the researcher to increase the students’ ability of SMP Negeri 1 Gido in writing recount text.

C. Conceptual Framework

Writing is one of the important skills in learning language that should be mastered by the students. However, in fact, the students were not able to write well. It wa s proved by the students’ ability through giving them the text to write. Most of them can not write it correctly and grammatically.

As a good English teacher, he or she does not forsake this happens. A teacher should try to find another method which is interested, motivated, and it can increase the students ’ ability in writing. One of the methods is through Free Write Method.

Free Write Method as an effective prewriting strategy that allows you to explore an idea without worring about grammar errors or coherence. Free Write Method raises the students to convey their ideas, feeling or opinion through written form especially in writing recount text because the students are more active to find and improve their problems.

In the research, the researcher applied Free Write Method to increase the students’ ability in writing recount text at the eighth grade of SMP Negeri 1 Gido. The Figure 1 can be seen on the next page.

Researcher Free Write Method

The researcher asked the students about their Classroom Action Research pervious experiences for example their

vacation, scary experience, interesting story.

Planning

The researcher asked the students to write their experiences or their personal story.

Action

Observation The students were asked to write the story

individually without worry about mechanics, spelling, only Reflection the students’ ideas.

The researcher asked the students to make the Implementing Free Write draft of their story by making the part

Method orientation, event, and reorientation.

Recount Text The researcher sometimes asked the students such what they did today, on their last holiday ongoing of the students are writing their story.

Personal Recount

The time was given to the students to discuss Organizati Language the process of writing with the researcher.

on Text

Features

Orientation The researcher gave time to the students to

The use of revise their story in a good order.

past tense Events

The researcher informed some mistake in The use of writing language features that is not in line Reorientation

conjuction with the character of recount text.

The students were asked to revise their story

based on the correct language features of recount text.

Figure 1 : Conceptual Framework

CHAPTER III RESEARCH METHOD

A. The Object of Action

In the research the researcher will search about the students’ ability in writing skill through Free Write Method. The research method used by the researcher is Classroom Action Research (CAR) which helps the researcher to be more effective at what they care more about their teaching and the development of their students. According to Atweh (1998: 23),

Action research is a process followed in research in settings like those of education and community development, when people —individually and collectively —try to understand how they are formed and re-formed as individuals, and in relation to one another, in a variety of settings —for example, when teachers work together, or with students, to improve processes of teaching and learning in the classroom.

This kind of research is a reflective research done by the teacher in which the result can be used as a tool to develop the teachers’ teaching ability and also to improve the quality of learning practice. Furthermore, Sagor (2002: 3) says,

Action research is disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and or refining his or her action.

In addition, Grabe and Stoller (2002: 156) say, “The term action research is often used to describe the type of structured teacher reflection, or teacher- initiated research, in which teachers look critically at their own classroom for the purposes of improving their own teaching and enhancing the quality of learning that take place

there.” CAR is structured a teacher reflection or teacher initiated research which