The use of SWELL to improve the students writing ability of narrative text at eleven grade of SMA GIKI 2 Surabaya.
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd.) in Teaching English
By :
NOVITA EKA AMALIA
NIM : D05212042
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SUNAN AMPEL
SURABAYA
(2)
(3)
(4)
(5)
(6)
ABSTRACT
Novita Eka Amalia. 2017. The Use of Swell to Improve the Students Writing Ability of Narrative Text at Eleven Grade of SMA GIKI 2 Surabaya. A thesis English Teacher Education Department, Faculty of Education and Teacher Training, State Islamic University (UIN) Sunan Ampel. Advisor: Dr. Phil. Khoirun Ni’am
Key words: SWELL, Writing, narrative
Writing is important in the process of language learning, because the learners do not only listen to the teachers’ explanation or instruction, speak up to respond the teachers or read the books, articles, or others in teaching and learning process, but also the learners should be able to write to balance their skills in learning a foreign language. The teacher in SMA GIKI 2 conducts process teaching writing by only following the instructions in the textbook. The result of this study is many students’ compositions are poorly organized, insufficiently developed, grammatically awkward, and mainly weak in vocabulary usage. Related to this, the researcher conducts a research on the students’ writing ability of narrative text with SWELL technique.
The subject of the research is the students of XI IPA 3 at SMA GIKI 2 SURABAYA. The researcher took one class as the subject of this research and there were 40 students with 13 male and 27 female students. The researcher took all of them as the subject of the research. The researcher used Classroom Action Research (CAR) to present the data. The technique used for collecting data is collect students’ writing narrative text or document study. The researcher directly asked the students’ writing narrative text that they do in the class with SWELL technique.
The result of the research is three times of observation which the researcher has found that the students who joined at XI IPA 3 write a well in narrative text and the researcher concluded that SWELL technique could be used to improve writing narrative text ability. Refer to the first meeting that mean score of the students was 75, 8 % and only eight students or four pairs from forty students or twenty pairs got score greater than equal of indicator achievement. Second meeting, the mean score of the students was 72, 35 % or decline of the mean before but there were 17 students or nine pairs (there is a student absent) from forty students or twenty pairs got score greater than equal of indicator achievement. Last meeting, the mean score of the students was 76, 58 % and from 40 students there were 31 students got score greater than equal of indicator achievement. So, it means that SWELL technique can help the students to improve their writing ability.
(7)
ABSTRAK
Novita Eka Amalia. 2017. The Use of Swell to Improve the Students Writing Ability
of Narrative Text at Eleven Grade of SMA GIKI 2 Surabaya. Tesis Jurusan Pendidikan Guru Bahasa Inggris, Fakultas Pendidikan dan Pelatihan Guru, Universitas Islam Negeri (UIN) Sunan Ampel. Penasihat: Dr. Phil. Khoirun Ni'am
Kata kunci: SWELL, Writing, narrative
Menulis itu penting dalam proses belajar bahasa, karena peserta didik tidak hanya mendengarkan penjelasan atau instruksi guru, angkat bicara untuk menanggapi para guru atau membaca buku, artikel, atau lainnya dalam proses belajar mengajar, tapi juga peserta didik. Harus bisa menulis untuk menyeimbangkan kemampuan mereka dalam belajar bahasa asing. Guru di SMA GIKI 2 melakukan proses pengajaran dengan hanya mengikuti petunjuk dalam buku teks. Hasil penelitian ini adalah komposisi siswa banyak yang kurang terorganisir, kurang berkembang, secara tata bahasa canggung, dan terutama lemah dalam penggunaan kosa kata. Berkaitan dengan hal tersebut, peneliti melakukan penelitian terhadap kemampuan menulis naratif siswa dengan teknik SWELL.
Subyek penelitian adalah mahasiswa XI IPA 3 di SMA GIKI 2 SURABAYA. Peneliti mengambil satu kelas sebagai subyek penelitian ini dan ada 40 siswa dengan 13 siswa laki-laki dan 27 siswa perempuan. Peneliti mengambil semuanya sebagai subjek
penelitian. Peneliti menggunakan Classroom Action Research (CAR) untuk
mempresentasikan data. Teknik yang digunakan untuk mengumpulkan data adalah mengumpulkan tulisan naratif naratif atau dokumen studi. Peneliti langsung bertanya kepada naratif naratif menulis siswa yang mereka lakukan di kelas dengan teknik SWELL.
Hasil penelitian ini adalah tiga kali pengamatan dimana peneliti telah menemukan bahwa siswa yang tergabung dalam XI IPA 3 menulis sebuah teks naratif dengan baik dan peneliti menyimpulkan bahwa teknik SWELL dapat digunakan untuk memperbaiki kemampuan menulis naratif teks. Rujuk ke pertemuan pertama yang berarti skor siswa adalah 75, 8% dan hanya delapan siswa atau empat pasang dari empat puluh siswa atau dua puluh pasang mendapat nilai lebih besar dari sama dengan pencapaian indikator. Pertemuan kedua, rata-rata skor siswa adalah 72, 35% atau penurunan rata-rata sebelumnya namun ada 17 siswa atau sembilan pasang (ada siswa yang absen) dari empat puluh siswa atau dua puluh pasang mendapat nilai lebih besar dari pada pencapaian indikator. Pertemuan terakhir, rata-rata skor siswa adalah 76, 58% dan dari 40 siswa yang berjumlah 31 siswa mendapat nilai lebih besar dari sama dengan indikator prestasi. Jadi, itu berarti teknik SWELL bisa membantu siswa meningkatkan kemampuan menulisnya.
(8)
LIST OF CONTENT
TITLE SHEET ... i
APPROVAL SHEET ... ii
EXAMINERS’ APPROVAL SHEET ... iii
DECLARATION ... iv
DEDICATION SHEET ... v
ACKNOWLEDGEMENT ... vi
MOTTO ... viii
ABSTRACT ... ix
LIST OF CONTENT ... x
LIST OF APPENDICES ... xiii
LIST OF TABLES ... xiv
LIST OF CHARTS ... xv
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Research Problem ... 6
C. Objective of The Study ... 6
D. Significance of the Study ... 7
E. Scope and Limitation of the Study…… ... 7
F. Definition of Key Terms ... 8
CHAPTER II: REVIEW OF THE RELATED LITERATURE A. Writing……….……… 9
(9)
1. The Disposition of Writing……….…….. 9
2. The Disposition of Writing Ability……….. 13
3. Significant of Writing……….………….. 16
4. Measurement of writing Text……….….. 17
B. Narrative Text……….……… 22
1. Writing Narrative Text……….………… 22
2. Generic Structure……….………. 25
3. Language Feature……….……… 27
C. SWELL (Social-Interactive Writing for English Language Learners) ………..………. 31
1. Introduction of SWELL….………. 31
2. Procedure of SWELL….………. 34
3. Effectiveness of Using SWELL in Writing Teaching Learning Process………. 38
D. Previous Study………..……….……….. 38
CHAPTER III: METHOD OF THE RESEARCH A. Research Design……… 42
B. Research Procedure………... 44
C. Data Collection Technique……….……….…. 48
1. Observation……….……… 48
2. Documentation……… 48
(10)
1. Observation Checklist………... 49 2. Observational sheet………..…….. 49 E. Data Analysis Technique………...…... 50
CHAPTER IV: RESULTS AND DISCUSSION
A. Results……….….. 53
1. The Results of Implementation SWELL Technique…….….……. 53 2. The Results of Writing Test………...……. 65
B. Discussion ……….……. 68
CHAPTER V: CONCLUSION
A. Conclusion ………….……….… 75
B. Suggestion ……… 77
BIBLIOGRAPHY APPENDICES
LIST OF APPENDICES
1. Lembar Observation Checklist ... 79 2. Observational Sheet Form ... 82 3. Students’ Pair and Their Level’s Proficiency ... 83
(11)
4. Lesson Plan ... 84
5. Raising Questions ... 93
6. Keywords or Material Sheet ... 95
7. Students’ Sheet and Teacher’s evaluation ... 98
8. Surat Keterangan Penelitian... 101
9. Surat Tugas ... 102
10. Kartu Konsultasi Skripsi ... 103
LIST OF TABLES
Table of:(12)
2.1 Table of Rubric ... 18 2.2 Table of Students Scores ... 64
LIST OF CHARTS
Charts of:3.1 Chart of Generic Structure………
(13)
3.2 Chart of Procedure SWELL………. 33
3.3 Chart of Lewin’s Model of Action Research……….. 42
3.4 Chart of Comparison the Results of Cycle I, Cycle II, and Cycle II………… 72
(14)
CHAPTER I INTRODUCTION
In this chapter the writer of the study presents brief introduction of the research. This chapter describes the background of the study, research problems, objectives of the study, significance of the study; it also includes scope and limitation of the study, and definition of the key terms.
A. Background of the Study
Globalization has imposed people to find other people from various countries. They must have languages in order to communicate with each other. English is the foreign language for us and English is a language used by people around the globe. If as a student want to have the English ability well to communicate, they need trained with the effective learning. Teaching English as a foreign language (EFL) involves four language skills; listening, reading, speaking and writing. Nowadays, writing plays an essential role in the language teaching learning activities. The writing is the natural outlet for the student‟s reflection on their speaking and reading expression in their second language.
So, Writing ability is important in the process of language learning, because the learners do not only listen to the teachers‟ explanation or instruction, speak up to respond the teachers or read the books, articles, or
(15)
others in teaching and learning process, but also the learners should be able to write to balance their skills in learning a foreign language.
When thinking about writing, it is helpful to make a distinction between writing for learning and writing for writing. In the case of the former, writing is used as a practice tool to help students practice and work with language they have been studying. In fact, providing with opportunities to write not only improves their writing but also promotes second language acquisition. In helping the students to write, we need to introduce the process of writing. Process writing allows students to concentrate on one task at a time and to experience the value of peer feedback in developing their ideas for effective written expression.1
In the teaching and learning process of writing, the teachers have an important role. John states that,
“Teacher‟s role is to help students develop viable strategies for getting started
(Finding topics, generating ideas and information, focusing and planning, Structure and procedure), for drafting, (encouraging multiple drafts of reading), for revising (adding, deleting, modifying and rearranging ideas), and for editing (Attending to
vocabulary, sentence, structure, grammar, and mechanics)”2
That is supposed to teacher‟s role that are suitable for students to process of writing a good start from the early composed by should or concept. Because make a product writing that attractive even is ambiguous need to process and
1
Oyle, O. F, Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance. Quarterly of the Center for the Study of Writing, 8 (3) 1986, p. 36-43.
2
(16)
a lot of experience writing ability to make the quality of increasing awareness about the language .
Therefore, during the researcher implementation PPL at SMA GIKI 2 Surabaya years ago, she got that students‟ writing ability on there was under level. So, the researcher trying to improve students writing ability on there by a new method, which the teacher in there conducts process teaching writing by only following the instructions in the textbook. In addition, many students‟ compositions are poorly organized, insufficiently developed, grammatically awkward, and mainly weak in vocabulary usage. Hence, she usually teaches writing by giving the students a simple task. She usually emphasizes on the correctness in terms of language use or grammar only. She also does not often provide any comment or feedback on their writing assignments, so they tend to make the same mistakes. In short, in teaching writing, she uses product-oriented approach.
In teaching writing, some kinds of texts that can be used such as narrative, descriptive, explanation, recount, information, report, exposition, and argumentation. The subject is very useful for the teacher to achieve the instructional goals of teaching learning process and also be interesting for the students. Like a narrative text that tell a story with full fantasy be like to reading.
(17)
A narrative text is a form of story text that has purpose to entertain readers. It tells about an imaginary experience which has a social function to amuse, to entertain and to deal with an actual or a vicarious experience in a different way.3 Furthermore, a writer should be able to write interesting stories to entertain the reader. The researcher chose a narrative text in her research because based on syllabus a narrative text is one of texts that should be mastered by students at grade XI senior high school.
There are some strategies in teaching writing of the narrative text. One of the strategy is SWELL (Social-Interactive Writing for English Language Learners). SWELL is learning collaborative strategies for writing which have proposed by Teo. It is basically a writing technique that is supported by several theories related to collaborative writing, Vygotsky‟s theories of learning, and teacher as feedback provider.4
When talk about collaborative learning, Mason states that many techniques should be regarded to be appropriate to develop kinds of writings which are most frequently in school.5 Some of them include role playing, other kinds of simulation, invention of games, controlled experiments, experiments in observation, sensual exercises, studies in perception and interpersonal perception, modeling, all kinds of making, and all activities that
3
Indaryati, Tri, English Alive-Senior High School, (Bandung : Yudistira, 2011).
4
Teo, adeline. Swell: a writing method to help english language learners: english teaching forum. http://exchanges.state.gov/englishteachingforum/archieves/does/07-45-4.d.pdf. 2007, accessed on December 26 2015.
5
(18)
take place amidst continual discussion of the youngsters themselves. Based on the statement, SWELL includes one of techniques in collaborative learning.
Meanwhile, Vygotsky in Dahms, et al states that learning involves the internalization of social interaction process which can help the learner progress from complex to conceptual thinking.6 Therefore, he recommends a social context where a more competent learner will be paired up with a less competent one, so that the former can elevate the latter‟s competence. However, the presence of teacher as feedback provider is still necessary because as stated by Muncie in Harmer that the students see teacher‟s comments as coming from an expert, as a result the teacher‟s comments do affect revision.7
In SWELL, the roles of teacher are as facilitator – preparing students how to conduct SWELL - , monitor, and feedback provider.8 Moreover, it is allowed for students to use their mother tongue for oral discussion and use bilingual dictionaries for translation.9 So, in this study researchers try to find out how good the ability of XI grade students of senior high school in producing text or paragraph by learning narrative text with SWELL. By using
6
Dahms, M., K. Geonnotti, D., dkk, The Educational Theory of Lev Vygotsky: an Analysis, (Online), http://www.learning-theories.com/vygotskys-sociallearning-theory.html. 2008, Retrieved on December 26 2015.
7
Harmer, J, The Practice of English Language Teaching Fourth Edition(Cambridge: Pearson –
Longman, 2007), p. 104-112.
8
Teo, adeline. Swell: a writing method to help english language learners: english teaching forum. http://exchanges.state.gov/englishteachingforum/archieves/does/07-45-4.d.pdf. 2007, accessed on December 26 2015.
9
(19)
narrative text as a genre for teaching writing, the students will be more interested and easy to study it because narrative text tells us about an interesting story that can make students enjoy reading.
B. Research Problem
Based on the background of the study above, the research problem is: 1. How can SWELL (Social-Interactive Writing for English
Language Learners) Technique be used to improve the students of class XI IPA 3 ability to write a narrative text at SMA GIKI 2 Surabaya?
2. How is the improvement of the narrative writing ability of the students of class XI IPA 3 at SMA GIKI 2 Surabaya throughout the Implementation of SWELL (Social-Interactive Writing for English Language Learners) Technique?
C. Objective of the Study
Looking at the research problem above, the objective of the study is stated below:
1. To describe technique of SWELL (Social-Interactive Writing for English Language Learners) in writing narrative text.
2. To describe the effect of using SWELL (Social-Interactive Writing for English Language Learners) on students‟ narrative writings.
(20)
D. Significance of the Study
To avoid overly broad scope of research is needed to set restrictions on the problem. The limitation of this research problem is the collaborative from a descriptive qualitative study and the result of score writing narrative text with quantitative study. The subject of research is devoted to students with class narrative text in XI grades at SMAGIKI2 Surabaya year 2016-2017. And this restriction is intended that the research focuses on students who have learned about writing narrative text.
E. Scope and Limitation of the Study
Expected to provide a narrative description of how improved writing narrative text of teaching writing skill in SMA GIKI 2 Surabaya with SWELL technique to writing in the class XI grades students. And how the methodology that use teacher in other aspects of classroom environment. Both of which can be utilized in some contexts these interests. For educational institutions the results of this research can be used for information and consideration in order to determine which programs and policies. To develop and run a mentoring program that is oriented around the interests of students.
For teacher as an input in guiding the students in the class with the purpose of giving a positive attitude in order to affect the students, know how to determine the model of learning in the classroom more exciting student interest with the goal of a more conducive atmosphere for learning and obtain
(21)
maximum learning results. And for student can develop writing ability of learning they become more fulfill the standard. As well as strategies or tricks added to facilitate them in understanding their writing skills to be useful in the future.
F. Definition of Key Term
The researcher lists the definition of important terms used in this study as follows:
1. SWELL is a writing method to help English language learners with collaborative writing especially primarily based on the construct of social-cognitive theory, which integrates research on social context with research on cognition.
2. Writing is usually the fourth language skill that we learn, which writing also the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and idea in a readable form. In English this includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as is correct spelling and formatting.
3. Narrative text is any report of connected events, presented in a sequence of written or spoken words, and/or in sequence of moving pictures.
(22)
CHAPTER II
REVIEW OF RELATED LITERATURE
One of part which is important in research is basic theory. The object of this research is the students‟ written narrative text. So the writer will tell some theories which come from the data source. The theories are writing, narrative text, SWELL (Social-interactive Writing for English Language Learners), and the last is previous study.
A. Writing
1. The Disposition of Writing
Writing is a process of communicating a writer‟s idea to the readers in written form. The primary role of writing is expressing the ideas and conveying the message.1 In expressing the ideas, a writer should explore their thought to make readers' interest in their writing. It makes the readers understand the messages clearly.
At the end of the writing process, the writer will produce a product of writing. It will be as the form of an essay, a paper or a story. Carino stated that writing can be taught in two ways; as a thing and as an activity.2 A product is important because it can communicate
1
Ur, penny, A course in language teaching: practice and theory, (Cambridge: Cambridge University Press, 1996), P. 159.
2
Carino, P., What we talk about when we talk about our metaphors: A cultural critique of clinic, lab,
(23)
the writer purposes and the message to the readers clearly. To have a good product of writing, the writer should have a good process of writing. The writer should have a good plan and a clear purpose to make the readers understand the message.
Besides that, every writer has different purposes of writing. According to Laurel, there are six purposes of writing.3 The first is writing to explain or inform. In this kind of writing, the writers should know concretely and clearly about what information they want to inform, for example, writing an announcement or an article. The second is writing to persuade. It is usually has related to an advertisement. In this kind of writing, the writer must use the interesting words to catch the customer‟s attention.
The third is writing at school. It means that the writing that used to answer the essay question from the test of their examination. The fourth is business writing. In the business writing, the writer should focus in formal language, for example, writing a formal letter. The fifth is social writing. It is a social relationship, for example the letter between friends and the content is informal.
The last is artful writing. It is writing as one part of the art, for example, writing novels or short stories. Therefore, it can be
3
Reinking, laurel, D., Effective teaching of English for specific purposes writing, Pdf, 2000, Accessed on March 4 2016.
(24)
concluded that the writers should know the purposes of their writing and the goal of the writing. The writers should also know who their readers will be.
In addition, in the process of learning a language, writing is one of the skills that should be mastered by the students. According to Hogue writing can and should be a simulating and challenging activity central to all learning and development.4 From the writing process, the student will learn how to express their ideas and develop it into a good writing product.
Besides that, Herrel et al stated that writing activity involves some aspect of language in which the students are expected to employ all their background knowledge before starting to write.5 In writing activities, the students should explore their indirect language. The students should use their background knowledge to help them in writing. The background knowledge means the information that they have learned.
Hogue viewed that for the students, writing is a way to demonstrate their understanding and interpretation of concept and theory studies during the learning process.6 It means that writing is a
4
Hogue, Ann, First Step in Academic Writing, (New York: Longman, 1996).
5
Herrel, L, addrienne, & jordan michael, Fifty strategies for teaching english language learner third edition, (Colombus: merril prentice hall, 2008), P. 6.
6
(25)
form of the students‟ understanding about the lesson that they have learnt. From writing, the teacher can assess their students‟ knowledge and interpretation about the lesson.
There are some steps in writing that is planning, drafting, editing and final draft.7 The first is planning. It is a very important step. In this step, the writers decide the topic to select depending on the purposes of the writers itself. Then, the writers brainstorm their ideas about all things that are related to the topic and take notes about the ideas. The last, the writers make outlining of their writing to take the main points and sub points in the order in which writers plan write about them.
The second is drafting. The writers begin to write and the outline will be guided for the writers to write in the writing process. The writers should develop their ideas in the paragraph. The paragraph should be coherent between one with another.
The third is editing. The writers edit their draft to improve the content and the style of their writing to make it more interesting and readable. In the editing process, the writers should check their writing. When writers edit their draft, they will make some changes. They often add a whole paragraph or more, take out one or more paragraphs,
7
Harmer, J, The Practice of English Language Teaching Fourth Edition, (Cambridge: Pearson –
(26)
change the order of paragraph, add or take out whole sentences, rewrite the sentences, change the vocabularies and so on.
The last is final draft. This step is very important in the writing process. In this step, the writer should rewrite their draft. The writer should take attention to detail of all words, sentences and paragraphs. It is the final paper of the writers writing and the result of the writing process.
2. The Disposition of Writing Ability
Ability is the quality of somebody. It can be a natural or acquired skill of being able to do something. Writing ability is a skill or quality of someone to explore their ideas or concept to communicate it with somebody else through signs or symbols in written form.8
To have ability in writing, writers should keep practicing to be a successful writer. John stated there are two ways to be successful at writing skill.9 They should realize that writing is a work. Then they should realize that writing will help them to discover their ideas.
The first, writers have to understand that writing is a work. The writers may feel at those times that they cannot think anything to write. The writers have a lack of ideas which make them do not
8
Ur, penny, A course in language teaching: practice and theory, (Cambridge: Cambridge University Press, 1996), P. 159.
9
(27)
interest to continue their writing. They are also not confident of their writing product. They may feel that their writing is bad and nobody wants to read their writing. It makes them depressed. To solve these problems, the writers should understand that they will not always be inspired to write. The writers should do it whether they want or not. It makes the writer motivated to practice more in writing.
The second, the writers should realize that the act of writing will help them to discover their ideas. In writing, the writer can explore their mind about what they want to say. They will find more ideas and know better about their thoughts. It also will help them to make a readable product to the readers.
In addition, a writing skill also covers all aspects that have a relation in writing; the writer, the process, the product and the reader. Lannon stated that a good writer should make a reader as the first concern.10 The writer should know the readers of their writing, including their level of understanding. It will help the writer to adapt their writing product with the readers.
Therefore, writers should make their writing product readable for the readers. According to Peter & Megan there are some factors to make writing more readable. First of all, the writer should know the knowledge of the reader. It will help the writers to choose the
10
(28)
appropriate vocabularies and organize the text. Then, the writer should make paragraphs that are logically structured. It means that the writer should state a central idea and a clear chronology of events.11 The writers should also make all of the sentences clear, concise and fluent. The writing should re-arrange the word order to be informative and easy to read. Furthermore, the writer should choose words carefully. The chosen words should keep the language simple.
In the school context, readers of students‟ writing are their teacher and their friend. It makes them choose simple vocabularies and clear writing. The students should do more practice to have good writing ability. Ability in writing is useful for students in learning English. The students should use a standard written English and demonstrate an understanding of the intended audience to communicate a clear message.
Furthermore, the benefit of having ability in writing is good for the students‟ future because in the modern era the people are connected with each other in the whole world indirectly, for examples, e-mails or letters. That is why there are many jobs that need people with good writing.
11
Knapp, Peter, dkk, Genre, Text, Grammar: Technologies for teaching and assessing writing, (Australia: New South Wales Press, Ltd, 2005).
(29)
3. Significant of Writing
Writing is the visual representation of language through the use of an established selection of markings. As a means of communicating ideas and storing information, so writing has allowed for the development and maintenance of large and complex societies, the formalization of both academic and practical learning, and the ability to exchange information on a global level. It is, perhaps, foremost among the many others fundamental social and technological advancements that have shaped our world. Writing developed independently in three different regions of the world: the Middle East, China, and Mesoamerica.12 Through a natural evolution of language, culture, script, and necessity, these early traditions became the foundation for the modern written word.
Like a lot of the professional journalists they work with started out writing for student papers and journals, and there is no doubt that the experience and skills folk get in those positions are a big help when looking for graduate positions. The point is, writing benefits massively to remembering important information for that exam you have, or furthering your understanding in a field you wish to specialize in. The more writing you do, the more information you will retain.
12
(30)
You will notice a difference both in displaying knowledge and writing style when comparing your latest written piece to your first one.
As well as for the students English which is academically learning writing also very significant on the curriculum based on competence, “English subject in senior high school has a purpose to help students have the ability to develop communicative competence in oral and written form and to get the functional literary stage”.13
So, students of senior high school should be able to communicate in oral or written form. As competency to write that students should have. 4. Measurement of writing Text
Measurement is an instrument used to collect the data or information useful to answer problems research. An instrument as an instrument in the research to used a method. Composing research instruments have done researchers if researchers have understood his research. Understanding of variable or the relationship between variable is a financier important for researchers in order to outline be sub variable, indicators, descriptor and items the instruments.
Function instrument is express the fact be data. According to Arikunto, data is depiction variables investigated and serves as a means of hypothesis, is not data depending on whether the suitability
13
Kurikulum, Depdiknas, Standar kompetensi mata pelajaran bahasa inggris untuk sekolah menengah atas dan madrasah aliyah. (Jakarta: pusat kurikulum. Balitbang depdiknas, 2004), p. 3.
(31)
instrument data collection.14 Therefore, form of instrument is measurement in the rubric. Some kind of rubric in a research is as follows :
a) From The Researcher’s School District Holistic Scoring Rubric for ELLs
Score Ideas Style Organization Mechanics
5 Develops topic
with the right details, examples, reasons
Word choice is
precise rather than general; superior use of sentence structure and vocabulary
Clear plan of organization with
an inviting
introduction, thoughtful
transitions, and a satisfying
conclusion
Superior use of spelling,
punctuation and grammar
4 Develops topic
with details, examples,
and reasons
Adequate sentence
structure and
vocabulary;
sentences are complete and varied
Groups details into simple plan of organization
Adequate use of spelling,
punctuation, and grammar
3 Develops topic
with general rather than specific details, or often confusing
Use simple or Unvaried sentences; vocabulary is unvaried but appropriate Minimal organization, may only list ideas with little comment; may omit sections of the prompt or digresses from topic
Some misspellings of words; some mistakes in usage of punctuation and grammar
14
Suharsimi,arikunto,Prosedur Penelitian suatu pendekatan Praktik,Jakarta :PT.Asdi Mahasatia,2006, p. 150-160.
(32)
2 Fails to develop the topic; needs details,
description,
examples, and reasons
Sentences are brief, Incomplete, or long with little meaning. Word choice is unvaried and
inappropriate
No apparent order
that shows
beginning, middle, and ending of an event described
Many mistakes in spelling, usage of grammar and punctuation
1 Write only
alphabets or isolated words Write only alphabets or isolated words Write only alphabets or isolated words Write only alphabets or isolated words
Note: Overall Score = the sum of each category /4 = _____________
Level Overall Score
Beginning 1–1.99 Basic 2–2.99 Intermediate 3–3.99 Advanced 4–4.99 Native like 5 or above15
b) Look of The generic structure and language use which used criteria as follows:
1. Generic Structure a. Orientation
Table 1. Score Classification of Orientation Classification Score Criteria
Excellent 90-100 Complete to identify and set the scene and introduce the participant (it answer the questions: who, when, and where)
Very Good 80-89 Identify and set the scene and introduce the participant enough (it answer the questions: who, when, and where incomplete)
Good 70-79 Cannot incomplete to Identify and set the scene and introduce the participant.
Fairly Good 60-69 Not relevant to Identify and set the scene and introduce
15
http://exchanges.state.gov/englishteachingforum/archieves/does/07-45-4.d.pdf accessed on Augusts 26, 2016
(33)
the participant. Fair 50-59 No answer of concept
b. Complication
Table 2. Score Classification of Complication Classification Score Criteria
Excellent 90-100 Complete to Identify the crisis‟ of problem arises. When the problem developed.
Very Good 80-89 Identify the crisis‟ of problem arises. When the problem developed is enough.
Good 70-79 Cannot incomplete to identify the crisis‟ of problem arises.
When the problem developed.
Fairly Good 60-69 Not relevant to identify the crisis‟ of problem arises. When
the problem developed. Fair 50-59 No answer of problem.
c. Resolution
Table 3. Score Classification of Resolution Classification Score Criteria
Excellent 90-100 Complete to find a way or solution to solve the problem Very Good 80-89 To find a way or solution to solve the problem is
enough.
Good 70-79 Cannot incomplete to find a way or solution to solve the Problem
Fairly Good 60-69 Not relevant to find a way or solution to solve the problem
(34)
2. Language Use
Table 4. Past tense and pronoun16 Classification Score Indicator Excellent to
very Good
86-100 Effective complex construction, few errors of
agreement, tense, number, word/order function, article, pronoun and preposition
Good to average
70-85 Few errors of agreement, tense, number, word/order function, article, pronoun, preposition but meaning confused or obscured
Fair to poor 60-69 Dominated by errors of grammar, cannot be understood and evaluated.
Very Poor 50-59 Virtually no mastery of sentence construction rules, etc.
c) Adapted from Glencoe (2007)17 Focus/Organization
The narrative fulfills its purpose of telling a story using all of the elements of a folktale.
The story is appropriate for its intended audience. The story took place in the past.
Time order is used to organize the story‟s events.
Comments
Score / 35
Elaboration/Support/Style
Enough details are provided to describe the setting and characters.
The writing includes a protagonist who tries to do well and may have special powers.
The writing includes an evil antagonist, which may be a character or a force of nature.
The story contains a theme or central message.
Writer uses the third-person point of view correctly and consistently.
Comments
Score / 35
16
Harmer, J, Teaching and Learning Grammar, (University of California: Longman, 1987), P. 336
17
Glencoe, Rubrics for Assessing Student Writing, Listening, and Speaking High School, (USA: the McGraw-Hill Companies, Inc, 2007)
(35)
Grammar, Usage, and Mechanics
The writing is free of misspellings, and words are capitalized correctly.
Sentences are punctuated correctly and the piece are free of fragments and run-ons.
Standard English usage is employed except where inappropriate.
The paper is neat, legible, and presented in an appropriate format.
Comments
Score / 30
B. Narrative Text
1. Writing Narrative Text
Narrative text is a kind of text that tells about a story that is based on the some events or experience. Narratives contain of problematic events which lead to a crisis or turning point of some kind, which in turn find a resolution. In the narrative text, the readers are invited into the journey in a story to entertain them.
There are many kinds of story that can be used in narrative text, such as people‟s experience, some crisis events and the legend or myth in the society. It has historical characteristic based on the situation. It makes many kinds story of narrative text. For example, in the past, a narrative story told about a princess with the horse, but nowadays narrative text can develop be a princess with her car. The story has always changed time by time. It is because the story has effect of human behavior and modernization. A narrative text can be a
(36)
form of creative thinking for students. Students can develop their ideas about many new stories.
In a narrative text, the writer should take attention in the event and the problem. According to John in a narration, a writer should present events in a true order. It will make a story clearer to the readers.18 And the important things in the narrative are chronological of events and problem. The problem is a characteristic of narrative text. It makes the narrative text is different in other text. For example, in descriptive text, the writers just describe people or things, but in narrative text, the writer should a rise a problem that the main character should face it and solve it. Keraf also stated that narrative text has a special characteristic. The characteristics of narrative text are concern in action, set in the time sequences; try to answer the question, what happened? And it has a conflict.19 In short, a narrative text should have a problem and process of events to solve the problem.
In the process of solving the problem, the character will get some events in their life. The events will include all steps of the character problem solving. Furthermore, the conflict in the problem should not too difficult, but it is enough to make a simple idea based on the real life. For example, the writer can write that the poor
18
John, Ann. M, Text, Role and Context, (Australia: Cambridge University Press, 1997).
19
(37)
character wants to buy a new dress for her mother. It is a simple problem, but it can arise some event and process of the character to buy a new dress for her mother.
In Curriculum 2004 narrative text is defined as a text which function is to amuse, entertain, and to deal with actual or various experience in different ways. Narrative deals with problematic event lead to a crisis or turning point of some kind in turn finds a resolution.
Anderson states that a good narrative uses word to paint a picture in our mind of:20
a. what characters look like (their experience), b. where the action is taking place (the setting), c. How things are happening (the action). The characteristics of narrative texts among others:
a. It tells us about a story of event or events.
b. The events are usually arranged in chronological order- that is, in the order in which they occurred in time.
c. The narrator has a purpose in mind in telling the story. There are some points the narrator wishes to make, or some impression he or she wishes to convey to the reader. Therefore, the details of the narrative are carefully selected for purpose.
20
(38)
2. Generic Structure
Neo states that a narrative has a structure, a shape or a pattern. It can be represented graphically in this way. 21
That picture is known as the Freitag triangle.
The idea of the Freitag triangle is to serve as a kind of blue print or map which can be used to guide us systematically in our writing. The Freitag triangle consists of:
a) The composition, it establishes the characters and situation.
b) Rising action, it refers to a series of complication leads to the climax.
c) The climax is the critical moment when problem/ conflict demand something to be done about them.
d) Felling action is the moment away from the highest peak of excitement.
e) The resolution consists of the result or outcome.22
21
Neo, Ernest, Narrative for ‘O’ Level, (Malaysia: Longman, 2005), P. 2.
Climax
Rising Action Falling Action
(39)
On the other hand, Anderson states that the steps for constructing a narrative are:23
a. Orientation/ exposition
The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action is located and when it is taking place. b. Complication/ rising action
The complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main characters and oven serves to (temporally) toward them from reaching their goal.
c. Sequence of event? Climax
This is where the narrator tells how the character reacts to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator‟s point of view.
22
Ibid.
23
(40)
d. Resolution/ falling action
In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved (although this is of course possible in certain types of narrative which leaves us wondering „How did it end”?)
e. Reorientation
It is an optional closure of event.
3. Language Feature
The language features usually found in narrative texts are: a. Specific characters
b. Time words that connect to tell when they occur c. Verbs to show the action that occur in the story.
d. Descriptive words to portray the character and setting.24
There many different types of narrative texts, among others:
a. Humor f. Mystery
b. Romance g. Fantasy
c. Crime h. Science Fiction
d. Real Life Fiction i. Diary Novels e. Theoretical fiction j. Adventure25
24
Anderson, Mark, Text Type in English 2, (Australia: Mackmillan, 1997), P. 15.
25Neo, Ernest, Narrative for „O‟ Level, (Malaysia: Longman, 2005), P. 58
(41)
There can be a combination of narratives within each of these different types. Sometimes, the term genre is used for the type of narrative. A genre is some kind of a category.26 The notion of genre is to help you generate story ideas. Here are some examples of the different type (or genre) of narrative showing typical features:
a) Humor
A humorous narrative is one of that aims to make audience laugh as a part of telling story. Here is typical structure:
1. Orientation: the narrator tells the funny characters names in unusual setting.
2. Complication: in this part, something crazy happen.
3. Sequence of event: there are many imaginative ideas here funny things said by characters and extraordinary things happening to ordinary people.
4. Resolution: All‟s well that end well.27
b) Romance
The romance narrative typically tells of two lovers who overcome difficulties to end up together. Here are the usual features:
26
Ibid, P. 8.
27
(42)
1. Orientation: it contains hunk male and female who is looking for love, exotic setting, sun set, beaches, and moonlight.
2. Complication: boy meets girl.
3. Sequence of event: it contains the development relationship, jealously, love, hurt, pain, warm, sharing, and overcoming problems.
4. Resolution: boy gets girl, marry and live happy ever after.28
c) Historical Feature
Here are the features of a typical historical fiction text:
1. Orientation: a setting in the past and description of a period in history.
2. Complication: good meets evil
3. Sequence of event: action related to a period in history, character‟s lives affected by the events of history, description of live at the time.
4. Resolution: characters survive the chaos of the time (for example, the war ends).29
28
Ibid, P. 59.
29
(43)
d) The Diary Novel
This type of narrative has the text presented like diary entries. Here are the features of a typical diary- novel:
1. Orientation: main character is the narrator. Time setting is given by diary entries.
2. Complication: given one of diary entries. It can be related to romance, adventure, humor, mystery, or other type.
3. Sequence of event: diary entries tell of feelings, hopes, and happening.
4. Reorientation: the narrator tells what happens to solve the complication.30
e) Fantasy
Below are the features of a typical fantasy narrative:
1. Orientation: setting may be in another dimension with goals, witches, wizard, and so son. Hero who may has magical power. 2. Complication: evil forces affect the goodies.
3. Sequence of event: use of magic. Action includes elves, dragon‟s and mystical beasts, heroism.
4. Resolution: God defeats evil forces.31
30
Ibid, P. 60.
31
(44)
f) Science Fiction
Science fiction narratives see the setting involving science and technology. Here are the typical features of the text type:
1. Orientation: a feature setting and a world with technology. 2. Complication: an evil force threatens the world.
3. Sequence of event: imaginative description. Action involves technology, science, and super invention.
4. Resolution: good defeats evil.
5. Coda: take care that science is used for good, not evil.32
C. SWELL (Social-Interactive Writing for English Language Learners) 1. Introduction of SWELL
SWELL or Social-Interactive Writing for English Language Learners cognizable as one of methodology for teaching English writing competence that firstly introduced by Adeline Teo, a professor at Chun Shan Medical University, Taiwan. It is basically a writing technique that is supported by several theories related to collaborative writing theories, technique of teaching writing, and teacher as feedback provider.33
32
Ibid, P. 61.
33
Adeline, Teo. Swell: a writing method to help english language learners: english teaching forum. http://exchanges.state.gov/englishteachingforum/archieves/does/07-45-4.d.pdf. 2007, accessed on December 26 2015.
(45)
The collaborative writing for the most teacher-researchers state that in essence, collaborative writing means that the student teams up with one or more peers to go through the writing process. Collaborative writing in class is a way to prepare students for future assignments where team abilities are required. Widdowson stated as cited in Montero that points out that when students work together they are dialoguing and making decisions due to constant feedback.34 The classroom technique of collaborative learning of writing skills is strongly advised in our setting where students must be the center of the class and interact as much as possible with their classmates.
English teachers are also required to encourage peer and self-correction. Which that collaborative writing presents not only a highly motivating learning experience for EFL/ESL students, but also a creative pedagogical tool for teachers. Because of that, SWELL includes one of techniques in collaborative learning.
Whereas in Vygotsky theory, he believed that this life long process of development was dependent on social interaction and that social learning actually leads to cognitive development. This phenomenon is called the Zone of Proximal development. Vygotsky describes it as "the distance between the actual developments levels as
34
Montero, A, What a feeling! Motivating EFL students through collaborative writing with poems,
(46)
determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers".35 In other words, a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The Zone of Proximal Development bridges that gap between what is known and what can be known. That is from the teacher as feedback provider which the result from the teacher‟s comments do affect revision.
Therefore SWELL made by Adeline Teo which that formerly, SWELL method have been adapted by Teo with Topping‟s Method namely paired writing method that is kind of peer-assisted writing. Where Topping uses single-word questions (e.g. Who? Do? What?) To generate ideas, however in SWELL uses complete structured and directive questions beginning with WH-words, such as “Who did what to whom?” This modification helps learners generate ideas for their writing and provides the temporary support, or “scaffolding,” that Peregoy and Boyle believe is necessary to permit learners to participate in a complex process before they are able to do so unassisted.36 And added some revision will be done with Teo in
35
Vygotsky, L.S, Mind and society: The development of higher mental processes, (Cambridge, MA:
Harvard University Press, 1978).
36
Peregoy, S. F., & Boyle, O. F., Reading, writing, and learning in ESL: A resource book for K-12 teachers, (New York: Longman, 2001), P. 277.
(47)
process of the implementation of SWELL until got a great result of students‟ development in writing task.
SWELL method covered six steps; generating idea, drafting, reading aloud, editing, best copying, and teacher‟s evaluating. Like own mean of SWELL students are firstly divided into pairs based on their English level proficiency. There are the higher and lowers level student who play the role as the helper and writer to work collaboratively. Wishful, the higher level students can help the lower level not only knowledgeable but also understand more about language.37 Hence, the selection of membership in a group or pair influences productivity.
2. Procedure of SWELL
Educators often teach writing to the whole class at one time. As students watch and listen, the teacher models the writing lesson and encourages the student to add their ideas as well. Most teachers in grades as early as kindergarten use a writing process. This process involves several steps to guide students from the beginning of writing to creating a finished piece. Teachers use these steps or procedure to provide structure and continuity in all forms of writing. Here are the procedures of writing with SWELL method in flowchart:
37
(48)
The SWELL Method Flowchart
H = Helper W = Writer
Step 1: Ideas H asks W questions:
Who did what?
Who did what to whom? What happened?
Where did it happen? When did it happen?
Who are the important people (main characters) in the story? Why did he/she/they do that?
What was the problem?
How did he/she/they solve the problem? What happened next?
Did anyone learn anything at the end? What was it? (Ask any questions you can think of) . . . ?
W answers and takes notes. W can add things that are not in H‟s questions.
(49)
Then both H and W read the notes. Are ideas in proper places? Make changes if needed.
Step 2: Draft
Teacher will give and explain to you one of the following jobs.
STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5
H writes it all, W copies it all
H writes hard words for W
H writes hard words in rough, W copies in
H says how to spell hard words
W writes it all
Use the notes; begin writing. Don’t worry about spelling. Step 3: Read
W reads drafts out loud and makes it sound good! H corrects words read wrong if she/he can.
Step 4: Edit H and W both look at draft
H asks himself or herself:
01. Do I understand what W wants to say in his/her writing? (Meaning)
02. Did the writing have a clear beginning, middle, and ending? (Order)
(50)
03. Did W use all the words and write all the sentences correctly? (Style)
04. Did W spell all the words correctly? (Spelling)
05. Did W put all the punctuation (,.? ! “…”) in the right places?
(Punctuation)
W asks himself or herself:
06. Does H understand what I want to say in my writing? (Meaning)
07. Did my writing have a clear beginning, middle, and ending? (Order)
08. Did I use all the words and write all the sentences correctly? (Style)
09. Did I spell all the words correctly? (Spelling)
10. Did I put all the punctuation (, . ? ! “…”) in the right places? (Punctuation)
W makes changes! H suggests changes Use dictionary when necessary
Step 5: Best Copy
W copies “best” writing from Step 4. H may help if necessary. Write both H & Ws‟ names on paper.
(51)
Step 6: Teacher Evaluate
H and W read teacher‟s comments together, and then discuss and make corrections.
3. Effectiveness of Using SWELL in Writing Teaching Learning Process
In measuring the contribution of SWELL toward the students‟ narrative text, the improvement of the students‟ score that could be seen from their score in each cycle was listed. The scores comprise of the average score, the lowest score, the highest score, and the class mastery of writing narrative text in preliminary study and each cycle. The class mastery of writing narrative text was counted by using the percentage. The technique of percentage was formulated as follows in the chapter IV on result and discussion.
D. Previous Study
There are six previous researches that related to SWELL technique. The first is a thesis by Ike Priehatini from Sunan Ampel State Islamic University, Surabaya in the title of “The Use of SWELL (Social-Interactive Writing for English Language Learners) in Teaching Writing Recount Text at the First Grade of SMA Hidayatut-Thullab Sampang.” This is a thesis for education from Librarian Sunan Ampel State Islamic University, made on November 17th, 2011 with 9 files. Which discuss about the methodology of
(52)
writing recount text with SWELL at the first grade of SMA Hidayatut-Thullab Sampang. She also explained about the students who have different characteristic of students‟ ability. Her researchers have used the qualitative and quantitative research or can be intended as CAR (Collaborative Actions Research).
The second, done by Sinta (2011) which entitled The Use of Roundtable Technique to Improve Students Achievement in Writing Hortatory Exposition Text (A Case of Grade XI Students of SMA Negeri 1 Batang in the Academic Year 2010/2011). She stated that teaching writing Hortatory Exposition Text to senior high school students is not easy. Then she used Roundtable technique to help the students in writing Hortatory Exposition Text. After they got treatment, they could write hortatory exposition text in correct organization and grammar. The students finally could write the hortatory exposition text in correct grammar, content, mechanics, word choice, and style after they got the last treatment.
The third previous study done by Arifah (2009) in the title of “The use of Picture to Write Narrative in Teaching Writing at MA Raudlatul Ulum Klampis Bangkalan” who conducted a study on The use of Picture to Write Narrative in Teaching writing at MA Raudlatul Ulum Klampis Bangkalan. This study focused on the implementation of picture series. It proves that
(53)
picture series is a good media in teaching process especially in writing narrative.
The forth previous study done by Nurul Fadilah (2014) in the title of “An Error Analysis of Using Cohesive Devices In Writing Narrative Text at
the Second Year Students of SMPN 5 Surabaya”. This thesis aimed to analyze students‟ error in using cohesive devices and identify the types of error on the use of cohesive devices in writing narrative text at the second year of SMPN 5 Surabaya. A descriptive qualitative research was used to identify the kinds of cohesive devices error and the types of error committed in those texts. It also identified the dominant errors occurred in the texts. The result shows two kinds of cohesive devices error occurred in students‟ narrative texts namely reference and conjunction.
The fifth previous study done by Iis Khasanah (2013) in the title of “The Effectiveness of Charlie Chaplin’s Video as a Medium to Teach Writing Narrative Text at SMA Islam Parlaungan Sidoarjo”. The research conducted in SMA Islam Parlaungan Sidoarjo. The students used bilingual language in their daily activity. But the students of this are lacks in writing skill especially writing Narrative text. The students of class XII were chosen as the sample of this study. This research use pra-experimental research. The design category is one group. For this research, the instruments used are pretest and posttest.
(54)
The sixth previous study done by Akhmad Qoid Khabibi (2013) in the title of “A Study of Action Movie Trailer to Improve Student’s Ability in
Writing Narrative Text for Tenth Grader of MAN 1 Mojokerto”. In this research the researcher, as the teacher in the classroom uses action movie trailer as the media offered and the conventional method to teach writing narrative text. The researcher is attempted to find out significance improvement between action movie trailer from pre-test to post-test and Students‟ response. The method that is used in this research is the quasi experimental method. By using t-test, to find out the significant improvement between conventional method and action movie trailer through the score pre-test and post-pre-test.
There were differences between this research and the three researches above. Firstly, this research focused on solving students‟ writing problem at Grade XI of SMA GIKI 2 Kota Surabaya. In addition, this research focused on improving student‟s ability in writing a narrative text with SWELL technique, especially in getting the ideas with the results that want to get minimum passing score 75 in the class XI IPA 3 after SWELL technique was implemented. The researcher used CAR (Classroom Actions Research) method to find the result of research questions. And the researcher chooses narrative text because in the curriculum the students at grade XI should be able to write narrative text.
(55)
CHAPTER III
METHOD OF THE RESEARCH
In this chapter, researcher provides the research method involved these few elements: research design, research procedure, data collection technique, research instrument, and also data analysis technique.
A. Research Design
This study deals with The Use of Swell to Improve the Students Writing Ability of Narrative Text at SMA GIKI 2 Surabaya. Accordingly, the researcher needs to conduct a classroom actions research which will use the field work research or naturalistic research. Action research been defined as a form of inquiry aimed at solving a specific and practical school problem. So, this research will be conducted in the classroom. This activity contains several cycles. In each cycle have four elements: planning, acting, observing and reflecting. In order to be clear, the writer will have to present the Lewin’s model of action research.1 It can be depicted as follows:
1
Elliot, J., Action Research For Education Change, (Philedelphia: Open University Press, 1998), P. 70.
(56)
Initial Idea Reconnaissance
Based on the model above, there is a basic cycle of activities. First, the data from observation checklist was analyzed by using descriptive qualitative analysis to describe the implementation of SWELL in EFL class in the process of teaching writing narrative texts. Second, the results of students’ writing tests were evaluated by using rubric – ESL composition profile in order to know the students improvement in writing narrative texts from the first meeting until the last meeting.
General plan Step 1 Step 2
Implement step 1
Evaluate
Ammended plan Step 1 Step 2
Implement step 2
(57)
In more detail, the writing components that were improved were measured and then the mean scores of each writing component of preliminary study and final drafts in each cycle were found out. Next, the overall scores were measured. After that, the means of preliminary study and final drafts’ overall scores were found out to know whether the students’ ability in writing narrative text improved or not when SWELL technique has been used. There would be an improvement on students’ ability in writing narrative text if the last mean score of final drafts was better than in previous ones.
B. Research Procedure
The study was conducted under the following procedures: preliminary study, planning stage, acting stage, and reflecting stage.
1. preliminary study
a preliminary study was used to get the information about the model of teaching and learning english in SMA GIKI 2 Surabaya, especially in writing teaching and learning. Moreover, the researcher could get the information of students’ problem in learning english, especially in learning writing.
In this preliminary study, firstly the researcher met with the headmaster of SMA GIKI 2 Surabaya. She told him that she would make a research in this school. He was very welcomed, and then he asked the researcher to meet with the head of curriculum staff. And the next, after
(58)
the researcher discussed with the head of curriculum staff, in this observation she accompanied by the english teachers of first the grade. And then the researcher interviewed the teacher informally about the model of teaching and learning english, especially the teaching and learning of writing. From that interview, the researcher found the problem that the first grade students have the problem in understanding writing skill. So, the researcher offered SWELL (Social- interactive writing for english language learners) to improve students’ writing skill, and the teacher agreed it.
2. Planning
In this stage, the researcher analyzes content standard and standard competency that will be taught to the students; prepare the lesson plan, teaching learning media, the material, and the instrument of the data. The findings of this research proved that the teacher and researcher should do some activities in teaching narrative texts by using SWELL. This research is intended to find out:
1. The students’ response during learning process.
2. The students’ improvement of writing by narrative text.
3. The writer will conduct maximum three cycles of research to know the improvement of writing by narrative text. To know students’ ability in
(59)
producing the narrative text, the writer asks to the students to produce narrative text.
3. Acting
In acting stage, the researcher acts as the english teacher who teaches the students in writing class based on the lesson plan had been made. And the collaborative english teacher acts the observer in doing teaching and learning process in class. Here, the students did SWELL (Social- interactive writing for english language learners) technique in teaching writing skill.
4. Observing
Observation is activity to collect records and documents of every indicator or aspect of interaction that occur in classroom teaching and learning process. At this stage, english teacher collaborative acted as an observer. She observes and monitors the implementation of SWELL (Social- interactive writing for english language learners) by checlist observations and observational sheet form. She also observed whether teacher’s performance is good or not.
5. Reflecting
Reflection is an evaluation and feedback on the results of observations about application of learning to make revisions in the next cycle. Here, the teacher researcher and the collaborative english teacher
(60)
conducted reflection with analysis and feedback. When the collaborative english teacher acts as an observer, she observed the activities of teachers and students in teaching learning process. Teacher and observed interpreted the data to decide whether the action taken was successful or not. If not successful, teacher will decide on a new plan for the next cucle to better result than the previous.
a. The criteria of success
The criteria of success are set up in order to judge whether the implementation of the action is effective or not. Therefore, it will be used to see whether the application of the use of SWELL (Social- interactive writing for english language learners) in improving students’ writing skill is success or fail. There are 3 criteria used in the research to measure the success of the action. They are as follows: 1. The teacher has good performance in implementing SWELL (Social-
interactive writing for english language learners). For example: the teacher had good performance in giving clear explanation toward the material, the teacher’s monitoring of the students’ activities when they produce narrative text, and the teacher’s good power in voice.
2. The students are motivated, enthusiastic and approximately 75 percent of them participate during the teaching learning process.
(61)
3. More than or equal 75 % of the students’ mean score and each student could get minimum passing score 75 after SWELL was implemented.
C. Data Collection Technique
Data collection technique is an important part in this study. The data collection technique is a technique used to collect the data. In this study, the researcher used:
1. Observation
The researchers would use the direct observation. Observation conducts by observing students’ activity, checking observation checklist for teacher, students’ progress when the SWELL (Social- interactive writing for English language learners), and the material provided by the teacher. All of will be doing during the teaching learning process about anything happened in the class. The researcher will do it in triple observation to find the research problem in the class. The researcher collected the data from 40 students who took XI IPA 3 at second semester in SMA GIKI 2 Surabaya in year 2016 – 2017 2. Documentation
Documentation was used to support everything that happened in the implementation of SWELL (Social- interactive writing for
(62)
English language learners) technique like score which has not covered the observation chechlist yet. See appendix
D. Research Instrument
The instrument is important to find out the result of the research. Therefore, the instruments should be prepared well. In this study, the researcher used observation checklist and observational sheet as the instrument of this research.
1. Observation Checklist
In observing class, the researcher use observation check list to helps researcher to identify the teaching and learning writing process that have been done in the class with SWELL (Social- interactive writing for English language learners) technique. Hence, the observation chechlist is always carried out by researchers in each meeting. See appendix
2. Observational Sheet
The observational sheet is used to support the observational chechlist. The researcher could add some suggestion or comment during the teaching learning process on the observational sheet.
(63)
E. Data Analysis Technique
Data analysis in action research is the researcher effort to achieve better understanding of what is happening in real situation. The analysis start from data reduction stage after collecting the data, follow with data score from the school and continue from teacher that cover by lesson plan documentation and the result of teaching and learning process before by teacher. The result of observation will analyze from the teaching and learning process. It can be observed from the class situation in learning process with taking note that the researcher done while the class continues which the researcher used observation checklist and observational sheet.
For students’ activity, observation checklist was needed to know whether the implementation was good or not for students’ and it was supported by observational sheet. The use of SWELL can be known from the students’ performance in teaching learning process.
The last step was analyzing the students’ score of writing class during the application of SWELL technique. The researcher measure scoring of writing ability while SWELL technique is implemented with adapted from The Researcher’s School District Holistic Scoring Rubric for ELLs, that is:
(64)
Score Ideas Style Organization Mechanics
5 Develops topic
with the right details, examples, reasons
Word choice is
precise rather than general; superior use of sentence structure and vocabulary
Clear plan of organization with
an inviting
introduction, thoughtful
transitions, and a satisfying
conclusion
Superior use of spelling,
punctuation and grammar
4 Develops topic
with details, examples,
and reasons
Adequate sentence
structure and
vocabulary;
sentences are complete and varied
Groups details into simple plan of organization
Adequate use of spelling,
punctuation, and grammar
3 Develops topic
with general rather than specific details, or often confusing
Use simple or Unvaried sentences; vocabulary is unvaried but appropriate Minimal organization, may only list ideas with little comment; may omit sections of the prompt or digresses from topic
Some misspellings of words; some mistakes in usage of punctuation and grammar
2 Fails to develop the topic; needs details,
description,
examples, and reasons
Sentences are brief, Incomplete, or long with little meaning. Word choice is unvaried and
Inappropriate
No apparent order
that shows
beginning, middle, and ending of an event described
Many mistakes in spelling, usage of grammar and punctuation
1 Write only
alphabets or isolated words Write only alphabets or isolated words Write only alphabets or isolated words Write only alphabets or isolated words
(65)
Note: Overall Score = the sum of each category /4 = _____________
Level Overall Score
Beginning 1–1.99 Basic 2–2.99 Intermediate 3–3.99 Advanced 4–4.99 Native like 5 or above
Then these data would be analyzed whether there was improvement or not. After conducting those steps above the researcher will draw the conclusion of the data written on the research paper.
(66)
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results and discussion of findings in order to answer the question in the research problem. In results, the researcher discusses and describes the implementation of SWELL technique, and the students’ progress in writing test
through the implementation of this technique to improve students’ writing narrative
text ability for second graders at SMA GIKI 2 Surabaya. The data are the results of observation in three cycles and they would be analyzed qualitatively.
A. Results
1. The Results of Implementation SWELL Technique
The describing explains of the implementation of SWELL technique
to improve students’ writing narrative text ability. This research has done at
SMA GIKI 2 Surabaya and the subjects were the students of XI IPA 3 class. There were 40 students that consisted of 13 male and 27 female students. This school was included a good school which the area was on city center. Although those area on city center this school was very conducive to do teaching learning process because the environment around it was included education area on junior high school also. Moreover, the researcher also has done PPL on there. So, the researcher has known some problem that got by
(1)
76
were divides as the helpers (the higher level students) be able to help the writers’ (the lower level students) difficulties. By using SWELL technique, teacher also could stimulate the students to analyze the generic structure of narrative text. SWELL technique was an excellent learning aid, the students not only developed their writing ability and analyzed the generic structure of narrative text but also could developed reading and speaking skill.
2. Empirical Conclusion
Based on the result of the research that had been done in three cycles (cycle I, cycle II, and cycle III), it could be gotten the conclusions that there was an improvement. The students’ writing ability in narrative text improved after being taught by using SWELL technique. The implementation of SWELL technique as a learning aid to improve students’ ability in writing narrative text was very effective. It was supported by the significance result of students score in the cycle I (75,8), cycle II (72,35), and cycle III (76,58). The using of SWELL technique in teaching and learning English was interesting for the students; it could be seen in the result of observation and the result of the test. The researcher used SWELL technique as learning aid because it could motivate students to learn English writing more interactive and easily. However, there were some problems in using SWELL technique to improve students’ writing skill, for example some of students still
(2)
77
confused in instruction because some of them never understand in every steps to write narrative text in SWELL technique. So the English teachers had to give some explanation about SWELL technique.
B. Suggestion
Regarding the result of this research, this suggestion is for the teacher, as follows:
1. The teacher should be more creative in the teaching learning process. Especially in writing activity, the teacher is suggested to use collaborative learning method such as SWELL technique. It has explained before that SWELL used to writing in pair with shaping each group from the levels’ proficiency the students. Because writing in pairs give chance to the students to share their ideas, write and proofread their writing without afraid of making mistake. Therefore, based on their levels’ proficiency needed to know job division each student in writing pairs to motivate and improve their writing skill.
2. In the learning activities, teachers could expect to use SWELL technique as alternative way to teach writing which it are beneficial for both teachers and students. And SWELL technique can be used continually in learning writing another text.
3. In the learning process, the teacher must accompany, give instruction and check students’ progress during the learning
(3)
78
process of using SWELL technique and certain the teacher tried to be good facilitator and instructor of the SWELL’s application. And the teacher provided evaluation of the students’ assignment.
For other researchers who plan to conduct a research about how to teach writing with another technique, the researchers would like to invite investigation SWELL technique in different text of this study such as: in descriptive text, procedure text, procedural recount text and so on.
(4)
BIBLIOGRAPHY
Adeline, Teo. 2007. Swell: a writing method to help english language learners: english teaching forum,
http://exchanges.state.gov/englishteachingforum/archieves/does/07-45-4.d.pdf., accessed on December 26 2015.
Anderson, Mark. 1997. Text Type in English 2. Australia: Mackmillan.
Carino, P. 1992. What we talk about when we talk about our metaphors: A cultural critique of clinic, lab, and center. Writing Center Journal, 13. Dahms, M., K. Geonnotti, D., dkk. 2008. The Educational Theory of Lev
Vygotsky: an Analysis, (Online),
http://www.learning-theories.com/vygotskys-sociallearning-theory.html. Retrieved on December 26 2015.
Elliot, J. 1998. Action Research For Education Change. Philedelphia: Open University Press.
Fischer, Steven Roger. 2001. A History of Writing. London, England: Reaktion Books.
Glencoe. 2007. Rubrics for Assessing Student Writing, Listening, and Speaking High School. USA: the McGraw-Hill Companies, Inc.
Harmer, J. 2007. The Practice of English Language Teaching Fourth Edition. Cambridge: Pearson – Longman.
Harmer, Jeremy. 1987. Teaching and Learning Grammar. University of California: Longman.
(5)
Herrel, L, addrienne, & jordan michael. 2008. Fifty strategies for teaching english language learner third edition. Colombus: merril prentice hall.
Hogue, Ann. 1996. First Step in Academic Writing. New York: Longman.
Indaryati, Tri. 2011. English Alive-Senior High School. Bandung : Yudistira. John, Ann. M. 1997. Text, Role and Context. Australia: Cambridge University
Press.
Keraf, gorys. 2000. Argumentasi dan narasi. Jakarta: PT. Gramedia.
Knapp, Peter, dkk. 2005. Genre, Text, Grammar: Technologies for teaching and assessing writing. Australia: New South Wales Press, Ltd.
Kurikulum, Depdiknas. 2004. Standar kompetensi mata pelajaran bahasa inggris untuk sekolah menengah atas dan madrasah aliyah. Jakarta: pusat kurikulum. Balitbang depdiknas.
Lannon, John M. 1982. Technical Writing. United state: Little Brown & Company.
Mason, E. 1973. Collaborative Learning. New York: Shocken Paperback. Montero, A. 2005. What a feeling! Motivating EFL students through collaborative writing with poems. English Teaching Forum, 43(3), 36-38.
Neo, Ernest. 2005. Narrative for ‘O’ Level. Malaysia: Longman. Oyle, O. F. 1986. Teaching and assessing writing: Recent advances in
understanding, evaluating, and improving student performance. Quarterly of the Center for the Study of Writing.
(6)
Peregoy, S. F., & Boyle, O. F. 2001. Reading, writing, and learning in ESL: A resource book for K-12 teachers. New York: Longman.
Reinking, laurel, D. 2000. Effective teaching of English for specific purposes writing, Pdf. Accessed on March 4 2016.
Suharsimi,arikunto. 2006. Prosedur Penelitian suatu pendekatan Praktik,Jakarta :PT.Asdi Mahasatia.
Ur, penny. 1996. A course in language teaching: practice and theory. Cambridge: Cambridge University Press.
Vygotsky, L.S. 1978. Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.