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THE USE OF RAFT (Role, Audience, Format, Topic) STRATEGY TO IMPROVE STUDENTS’ WRITING ABILITY OF THE TENTH GRADE

STUDENTS OF SMA N 1 GETASAN IN THE ACADEMIC YEAR OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan (S. Pd.)

English Education Department of Teacher Training and Education faculty State Institute for Islamic Studies (IAIN) Salatiga

By:

ANA FITRIANA (11313095)

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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v MOTTO

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

your life is located there.”

Musthafa al Gholayani

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

Confusius

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

about how well you do it.”

Lois holtz

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

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

benefits in the environment.”

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vi

DEDICATION

This graduating paper is dedicated to:

1. My lord, Allah SWT and Prophet Muhammad SAW Thank to Allah for gives

me guidance and strength in my life, especially to finish this graduating paper.

2. My beloved parent, my mother (Ma‟rifah) and my father (Masjuki) who

always prays guide and motivate me.You are the best parents, your smiles and

your spirit give me power to always stand up and fighting to reach success.

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

paper

4. Everyone who help and supported me to finish this graduating paper and could

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ACKNOWLEDGEMENTS

Bismillahirrohmanirrohim,

In the name of Allah, the most gracious and merciful, the king of universe

and space. Thank you to Allah because the researcher can complete this

graduating paper as one of requirement to finish the study in English Education

Department of Teacher Training and Education Faculty of State Institute for

Islamic Studies (IAIN) Salatiga.

This graduating paper would not have been completed without support,

guidance and help from individual and institution. Therefore, I would like to

express special thanks to:

1. Dr. Rahmat Haryadi, M. Pd. as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga.

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

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

4. Mashlihatul Umami, M. A. as counselor who has bring up, espoused, and

given the researcher advices, suggestion and recommendations for this

graduating paper from beginning until the end. Thank you for patience and

care.

5. All the lecturers in the English Language Teaching Department who have

given much knowledge, the researcher deeply thank you all.

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ix ABSTRACT

Fitriana, Ana.2018.The Use of RAFT (Role, Audience, Format, Topic) Strategy to Improve Students’ Writing Ability of the Tenth Grade Students of SMAN 1 Getasan in the Academic Year of 2017/2018.Graduating Paper.Teacher Training and Education Faculty.English Education Department.State Institute for Islamic Studies Salatiga.

Consultant: Maslihatul Umami, M.A

Key Words: RAFT Strategy, Writing,Ability

The research is mainly aimed to improve students‟ writing skill using RAFT strategyat the second grade students of SMAN 1 getasan in the academic year of 2017//2018.The subject of this research consists of 26 students in X.IPAclass. The objectives of the study are: (1) To find out whether the implementation of RAFT

strategy improves students‟ writing ability. (2) To find out how far the RAFT

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TABLE OF CONTENTS

TITLE ... i

DECLARATION ... ii

ATTENTIVE COUNSELOR‟S NOTE ... iii

CERTIFICATION PAGE ... iv

MOTTO ... v

DEDICATION ... vi

ACKNOWLEDMENT ... vii

ABSTRACT ... ix

TABLE OF CONTENTS ... x

LIST OF FIGURES ... xiii

LIST OF THE TABLES ... xiv

CHAPTER I: INTRODUCTION A.Background of the Research ... 1

B. Problem of the Research ... 4

C.Objective of the Research ... 5

D.Significance of the Research ... 5

E. Paper Organization ... 6

CHAPTER II: REVIEW OF RELATED LITERATURE A.Previous Research ... 8

B. Literature Review ... 12

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2. Teaching Writing Skill ... 13

3. The Elements of Writing ... 15

4. Definition of Ability ... 15

C.The Concept of RAFT Strategy ... 16

1. Definition of RAFT Strategy ... 16

2. Procedure of RAFT Strategy ... 18

3. The Sample of RAFT Format ... 21

4. The Sample of RAFT Writing ... 22

5. The RAFT Classroom Prompts ... 23

D.General Concept of Narrative Text ... 23

E. Generic Structure of Narrative Text ... 24

F. Scoring Rubric to Measure the Students‟ Writing Ability ... 26

CHAPTER III: METHODOLOGY OF RESEARCH A.Setting of the Research ... 29

B. Research Method ... 30

1. Type of Research ... 30

2. Subject of the Research ... 31

3. Procedure of the Research ... 33

4. The Schedule of the Research ... 38

C.Technique of Data Collection ... 39

1. Test ... 39

2. Observation Sheet ... 40

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CHAPTER IV: RESEARCH IMPLEMENTATION AND DISCUSSIONS

A. Research Implementation ... 44

B. Analysis and Discussion ... 73

1. Analysis ... 73

2. Discussions ... 74

CHAPTER V: CLOSURE A. Conclusions ... 75

B. Suggestions ... 76

1. For the Teacher ... 76

2. For the Students ... 76

3. For the Other Researcher ... 76

REFFERENCES APPENDIXES

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LIST OF FIGURES

Figure 2.2 The Classroom Action Research Concept by Kemmis and McTeggart

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LIST OF TABLES

Table 2.1 The Example of RAFT Format ... 22

Table 2.2 Scoring Rubric ... 27

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

Table 3.2 The Steps of the Cycle I ... 35

Table 3.3 The Steps of the Cycle II ... 36

Table 3.4 The Schedule of Research ... 38

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

Table 4.2 Observation Sheet for Students in Cycle II ... 53

Table 4.3 The Result of the Pre-test Cycle I ... 55

Table 4.4 The Result of the Post-test Cycle I ... 57

Table 4.5 Difference Score of Pre-test and Post-test in Cycle I ... 59

Table 4.6 The Result of the Pre-test Cycle II ... 64

Table 4.7 The Result of the Post-test Cycle II ... 66

Table 4.8 Difference Score of Pre-test and Post-test in Cycle II ... 68

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1 CHAPTER I

INTRODUCTION

In this chapter, the researcher try to present the introduction of the

research. It consists of the background of the research, problems of the

research, limitation of the research, objectives of the research, significant

of the research, clarification of key terms and paper organization.

A. Background of the Research

Language is one important part of life. Sapir (1921,p.8) said that

language is purely human and non instinctive methode of communicating

ideas, emotion, and desires by means of a system of voluntarily produced

symbols. The interaction must be accompanied by mastering of four skills

that is listening, speaking, reading and writing. In this study only focus on

one skill that is writing skill.

Writing is one of four skills in English teaching and very important

to be mastered. According to Gelb (1976,p.11) that writing began at the

time when man learn how to communicate his thoughts and feelings by

means of visible signs, understandable not only to himself but also to all

other persons more or less initiated into the particular system. Therefore,

it can be said that writing is very important to be mastered by the learner

beside other skills. All of the skills, writing is a skill that needs

deep-mindedness to arrange every sentences. In addition, it takes time and

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very difficult is that there are many kinds of paragraph in English,

such as recount, narrative, descriptive, comparative, procedure and so on.

Each text is different characteristics and generic structures. For this study,

the researcher only focused on the narrative text.

In fact, learning to write in English text is very difficult for tenth

grade of SMA N 1 Getasan in class X.IPA, especially in writing paragraph

of narrative text was still low. For the students, they think that it is hard to

write short narrative text because it is difficult to organize their idea.

Actually, they already had ideas in their mind but they can not to express it

in written form. It also the reason why writing narrative text is difficult for

students, it also cause the teacher. Teacher only gives the explanation and

one example of narrative text without guiding them how to write. As Knap

and Watkins (2005,p.16) state that when teaching students to write in

English, it is important for the teacher and the student to have a basic

understanding of how English operates and functions as writing and the

ways in which writing is substantially different from speech. However,

writing is skill that can be learned and practiced. It means that the key of

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Based on the observation of two classes in two groups for each

class, the researcher knew that the most of the students had difficulties in

writing. The students had problems in process and the product of the

writing. They had writing problems in organization, structure, spelling,

punctuation, diction, monitoring their writing, finding and organizing their

ideas developing as well as organizing the ideas, especially in forming in

narrative text. They also got problems of how to begin their narrative text,

how to write sentences (topic sentence and some supporting sentences)

and then set them in chronological order based on the generic structure of

narrative text, and the last they did not know how to use Simple Past

Tense in narrative text. The students not only had all the problems above

(vocabulary, mechanic, grammar, coherence, and organization) but they

also got some factors which cause their achievement in writing are low,

especially in writing narrative text. They had low motivation, low quality

input, and uninteresting technique in teaching writing.

Based on the problems above, the researcher as a teacher would

help the students to solve the problems in writing activity. The strategy of

teaching writing that will be able to solve the problems faced by the

students is called RAFT. RAFT is chosen as a strategy to increase the

students to write creatively and effectively, to think a topic from various

point of view, to a specific audience in a variety format of narrative text.

RAFT is an acronym which stands for Rule, Audience, Format and Topic.

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their writing is, who they are as a writer, who will read their writing, in

what forms their writing will be before they write. In this research, Sejnost

and Theise (2010, p.85) mentioned thatboth their ability in thinking

critically and reflecting while they synthesize what they have learned.

Moreover, RAFT strategy also advocates the students‟ senseof what it

means to be a writer to making them aware of the impact that the topic and

the format can have on their audience. Therefore, Sejnost and Theise

(2007, p.78) stated specific and focus of the writing of the strategy can

make the students enjoy writing.

Based on the problems and facts above the researcher is very

motivated and interested in conducting a study to develop students‟

writing ability through RAFT strategy. The researcher try to carry out the

topic of the reseach : THE USE OF RAFT (Role, Audience, Format, Topic) STRATEGY TO IMPROVE STUDENTS’ WRITING ABILITYOF THE TENTH GRADE STUDENTS OF SMA N 1 GETASAN IN THE ACADEMIC YEAR OF 2017/2018.

B. Problems of the Research

Based on the study the researcher would like to arrange the

problem as follows :

1. Can the use of RAFT strategy improve the students‟ writing ability for

tenth grade students of SMA N 1 Getasan in the academic year of

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2. How far is the use of RAFT strategy to improvethe students‟ writing

abilityfor tenth grade students of SMA N 1 Getasan in the academic

year of 2017/2018?

C. Objectives of the Research

1. To find out whether RAFT strategy can improve the students‟ writing

ability for tenth grade students of SMA N 1 Getasan in the academic

year of 2017/2018.

2. To find out how far the improvement in students‟ writing ability by

using RAFT strategy to the students‟ writing abilityfor tenth grade

students of SMA N 1 Getasan in the academic year of 2017/2018.

D. Significance of the Research

Through this research, the researcher hope that it can give

advantages. This research is expected to give theoretically and practically:

1. Theoretically

The research has common purpose to know whether or not the

students‟ writing ability for tenth grade students of SMA N 1 Getasan in

the academic year of 2017/2018 can be improved through RAFT strategy.

2. Practically

a. For the researchers

The finding of the research can be used as a starting point for

the researcher to get experiences that will be useful in the future as

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in writing skill in using RAFT strategy to improve students‟writing

skill, especially in writing narrative text.

b. For Other Researchers

The result of this research can be useful references for the

future research in improving writing research, particularly in using

RAFT strategy.

c. For English Students

The result of research can enrich student‟s knowledge about

the students‟ writing skill through RATF strategy.

E. Paper Organization

The paperorganizations of the research are as follow:

ChapterIisintroduction. It consists of the background of the

research, problems of the research, objective of the research, significant of

the researchand paper organization.

Chapter II is about the review of related literature. It consists of

preious research, literature review, the concept of RAFT strategy, general

concept of narrative text, generic structure of narrative text, analitical

scoring rubric.

Chapter III is about the methodology of the research. It consists of

the setting of the research, research methode,technique of data collection,

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Chapter IV is research implementation and discussions. The

research implementation and discussionscontains findings and discussions

of the use of RAFT strategy to improve students‟ writing ability of the

tenth grade students of SMA N 1 Getasan in the academic year of

2017/2018.

Chater V is about Closure which consists of conclution and

Suggestion. It‟sabout the writer‟s summarizing about these problems, and

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8 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher try to present about review of related

literature of the research. It consists of previous research,writing skill, the

concept of RAFT strategy, general concept of narrative text, generic

structure of narrative text, analitical scoring rubric.

A. Previous Research

The empirical review of previous researchers those are relevant

with this study. In this part, researcher reviews some previous studies

which had conducted by other researchers as following:

The first stadies was conducted by Alisa and Rosa (2013)“RAFT

as a Strategy for Teaching Writing Functional Text and conducted in

Junior High School”. The researchers inspected two aspect about the

problems of students‟ writing and used of teacher strategy in teaching

writing. The result is that it can be concluded that the teacher should pay

more attention to the strategy used in teaching writing. The teacher is

expected to be a good teacher in facilitating the learning process. RAFT

strategy can be chosen for the alternative strategy to teach writing skill.

This strategy encourages students to write creatively, to think a topic from

various point of view, to a specific audience in a variety formats of

functional text.

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

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Mengwi in Academic Year 2013/1014”, to investigated and faced

problems in constructing the paragraph in a good formats and organizing

ideas especially in forming recount paragraph of the students in junior high

school used RAFT strategy. The result of the research is RAFT strategy

could improve students‟ writing skill of recount paragraph by given some

treatments. Therefore, to achieve the objective, the researcher conducted a

classroom action research. In the research was done in two cycles and each

cycle consisted of two sessions. It could be convinced that RAFT strategy

could improve and develop students‟ writing skill.

There was another similar study which was conducted by

Umaemah (2016) “The use of RAFT strategy to improve the students‟

writing ability of 8 grade in junior high school of MTs Salafiyah Syafiiyah

Babakan Ciwaringin Cirebon West Java” . The students had to encouraged

to study hard to gain writing competence. The ojective of the study is to

improve the students‟ writing ability using RAFT strategy employing

classroom action reasearch (CAR) design involving two cycle, three

meetings each. The observation to saw the result of the implementation

used questionaire, observation checklist, writing test and field notes. The

expected criteria of success were that all the students achieve the minimum

passing grade 55 and 75% of them involved actively in the implementation

of the RAFT startegy. So far, RAFT strategy gave positive effect for the

students‟ infolved and motivated in the process of teaching learning

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This research also relevance with the other researchers. Riyanti

(2015)who was student in English Language Educational at the English

Department of SyarifHidayatullah State Islamic University conducted a

research entitled “Improving Students‟ Descriptive Writing Through Role,

Audience, Format, And Topic (RAFT) Strategy in SMP Paramarta in

academic year 2014/2015 Jombang”. Based on the classroom action

research conducted in the seventh grade had an aim to improve students‟

descriptive writing through RAFT strategy has successfully improved the

students‟ ability in writing descriptive paragraph in two cycles. The result

indicated that the students‟ descriptive writing improvement could be seen

from the increase of the writing scores‟ mean from 64.5 in the preliminary

study and 68.0 in the first cycle, to 73.5 in the second cycle where there

were only 13 students (43.3%), and 15 students (50%) in the cycle one, to

27 students (90%) in the second cycle who passed the KKM (70.0).

Furthermore, for the questionnaire, the students‟ respond toward RAFT

strategy was quite and the data description from journal showed that the

students‟ participation increased in each meeting especially in the first

meeting of the cycle II when the teacher gave the students reading

passages.

The last research conducted by Hasfadillah (2012)”The Effect of

Using RAFT (Role, audience. Format, topic) Strategy Toward Ability In

Writing Analytical Exposition Text At The Second Year Students of State

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research conducted students‟ ability in writing analytical exposition text by

using RAFT strategy is drastically improved. It could be proved from the

students‟ score from pre-test. The mean score of students‟ writing at pre

-test are 39.23. After gave the treatment, the mean score of students‟

writing are 53.74. The students‟ score improved 14.51 percentages 37%. It

means that students‟ at experimental class using RAFT strategy had better

score after given treatment through pre-test.

The differences between the researchers‟ research paper and the

other researchers above are the researchers‟ research focused on the

implementation of RAFT strategy to improve the students‟ writing ability

especially in narrative text. While the research of Alisa and Rosa applied

that strategy in order to improve the teachers‟ strategy in teaching writing

and students‟ writing in functional text. Then, Idayani applied that strategy

focused in the students‟ writing skill of recount text. The other research

from Umaemah only focused to applied that strategy to improve the

students‟‟ writing ability employing a classroom action research. And the

research was conducted by Riyanti only focused on descriptive text. The

last research from Hasfadillah applied that strategy in order to improve the

students‟ writing ability in writing analytical exposition. Here, the strategy

that used are same with them to improve writing skill, but the researcher

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12 B. Literature Review

1. Definition of Writing

Writing is one of four skill in teaching English. It should be

mastered by the students, although in writing learning need some

processes. As stated byGelb (1976,p.11) writing began at the time when

man learn how to communicate his thoughts and feelings by means of

visible signs, understandable not only to himself but also to all other

persons more or less initiated into the particular system. It means that

learning of writing began when the man try to describe what he felt about,

understand his though and exspress it in visible signs more or less initiated

in particular system.

According to Harmer (2004, p.4) writing is used for a wide variety

of purposes it is produced in many different forms. Writing skill is the

ability of the students in conveying their formation, ideas, written

according to grammar, vocabulary because everyone has an own way of

thinking and it makes they has different perspective to express it.

Moreover, Wallace (2004, p.15) states that writing is the final

product of several separate acts that are hugely challenging to learn

simultaneously. Among these separable acts are note-taking, identifying a

central idea, outlining, drafting and editing. As a writer, must be

considered some factors in writing such as audience. It means that whom

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select. Topic is very important thing that needed to a writer. Topic should

be clear and specific.

The key of mastery writing skill is hard work in learning and

practicing this skill in order to get the good product in written. As stated

Harmer (2001, p.257) in writing we should focus on product of what

writing or the writing process itself. When concentrating on the product,

we are only interested in the aim of a task and in the end product. The

quality of writing which is product through the process of writing can be

maximized because the writer has more chances to improve his or her

writing skill from one stage to the next stage.

2. Teaching Writing Skill

According to Harmer (1998,p.79)the reason for teaching

writing to students of english and foreign language include:

Reinforment: students get language by spoken and written. However, seeing the language which is written down is beneficial

for them. The visual demonstration of language construction is

usefull in understanding and commiting the new language is

adantageous in comprehending the language which the students

have studied.

Language development: the actual process of writing assists the writer in learning. All parts of the on going laerning

experiences are the mental activities in order to build proper

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Learning style: by looking and listening, some students are fantastically quick at picking uo the language. Howevver, for some

students, they also need the time thinking to product language. For

such learner, writing is suitale. It can also be reflectivve activity if

the students have trouble in interpersonal face-to-face

communication.

Writing as a skill: teaching writing is very beneficial,. It is a foundation of language skill. It is as other language skill such as

speaking, listening and reading. The student requires to

comprehend how to write letters., hoe to put written reports

together, how to reply to advertisement and increasingly, how to

write using electronic media. They need to understand some of

writing‟s special usages (punctuation, paragraph, construction, etc)

just as they want to comprehend how to pronounce spoken English

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15 3. The Elements of Writing

Harris (2001, p.306)stated that in writing learning there are

some elements to be a good writing there are content, form,

grammar, style, and mechanic. A good writing must express good

characteristics as follow:

a. Content : writing must convey the main idea or an, attentive

reader should be able to grasp the writer purpose.

b. Form : writing should contain logical or associative

connection and transition which aerly express the relationship

of the idea describeed.

c. Grammar : writing should adhere to the rules of grammar

releted to the tenses with sequence of time.

d. Style : writing should engage its reader through original

insight and precise.

e. Mechanic : writing must use good spelling, punctuation, and

tidy and clean writing. Ability

4. Definition of Ability

According to Mukaromah in Mario Pei book‟s (1974, p.2)

ability is a person state of being able to make certain responds perform

certain taste, we say that a person has an ability to do something, we

mean that he can do right now. Ability is the state or condition of

being able; aptitude; competence; capability; power to do something,

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16 C. The Concept of RAFT Strategy

1. The Definition of RAFT Strategy

RAFT strategy is first intoduced by Santa in National Behaviour

Support Service book‟s(1998, p.1) said thatthe acronym stands for Role,

Audience, Format, and Topic. This strategy guides the students to think

and consider about the topic for their writing is, who they are as a writer,

who will read their writing, in what forms their writing will be before they

write. According to FloodinAlisa and Rosa journal‟s(2013, p.3) RAFT

strategy give students a choice to consider earlier to drafting their work.

First, they need to consider what is the role that they author will be when

writting the text. Second, they have to consider their audience that they

will adress. After that, they should think what the format of their writting

is. The last one, they also need to think the topic for their writing.

According to Simon (2012, p.1) believes that RAFT is a writing

strategy that helps students to understand their role as a writer and learn

how to communicate their ideas effectively and clearly in order to make

the reader understand about what have been written.

RAFT strategy was modified for teaching persuasive text. Dealing

with this, according to Hasfadillah in Buss book‟s(2004, p.80) stated that

RAFT strategy is modified for teaching persuasive text. This strategy

encourages students to read and write persuasive text effectively by asking

the following questions:

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2) Who is the intended audience?

3) What is the form of writing?

4) What is the topic of the piece, and what techniques are used to

persuade or convince?

It is very important thing to build students‟ background knowledge.

The strategy could be encouraged students to read and write persuasive

text effectively by asking some questions related to the role of writer itself,

the intended audience, the format of the writing, and topic of writing.

According to Meredith and Steele (2011, p.137) to applied RAFT

strategy is relatively easy once students understand the fundamental

elements of writing.

a. Role : One critical element that students must understand is about all writing reflects perspectives or point of view and there

is no writing. Because students need to be familiar with the

different roles they can act as writers.

b. Audience : it can be one of the most fun and challenging elements of writing. Students can learn some critical lesson

about writing as a medium for communication by writing on

similar topics but to varying audiences. Otherwise, students

might be assigned a topic and a single audience to address and

then compare their writing to see how each approach that

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they were texting a friend, twittering or blogging or writing a

formal letter to the president?

c. Format : As students learn and become practiced with various writing formats, they are putting more tools in communication

toolbox. Students are often eager to learn various formats for

writing and seek alternatives to basic narrative writing. Varying

format offers opportunities for creative writing and avenues for

expression that might not surface if students are limited to basic

essay writing.

d. Topic : Selection of writing topic often presents the greatest struggle in content are writing. Teachers usually have some

specific essential questions for students to address. When

considering topics, it is useful to think in terms of what kind of

questions students should address, the students have to consider

the conceptual ways in which that essential point can be

approached. This can be determined through different topic

prompts. Moreover, giving writers the opportunity to think

through specific writing prompts, they might to pursue in an

effective way to engage them in writing about central issues for

class.

2. Procedures of RAFT Strategy

In using a particular strategy especially in teaching writing,

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strategy. Some experts give their points of view of applying RAFT

strategy. According to Buelhl (2013, p.175) using RAFT strategy

could be done as follows:

a. Analyze the important idea or information that you want

students to learn from a story, a textbook passage, or other

appropriate text.

b. Brainstorming possible roles that students could assume in their

writing. Then, decide who the audience will be for this

communication and determine the format for the writing.

c. After students complete the reading assignment, write “RAFT”

on the chalkboard and list the role, audience, format and topic

for their writing. Students can be assigned with the same role

for the writing or several different roles which they can choose.

d. Give sample of authentic examples for a specific RAFT project

for students to consult as they plan their writing.

As stated Meath in book “RAFT Strategy After

Reading-Writing StrategyExplicitly teaching the RAFT Strategy:

Step 1

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

Explain to students taht they are going to structure their writing

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completed RAFT on the projector or on A3 paper and discuss the

key elements. Identify important ideas or information.

Step 2

Demonstrate, model and “think aluod” another sample

RAFT exercise with the help of the class (thinking aloud allows

students to see what you think by narrating how you think as you use a strategy). Brainstorm RAFT ideas about a topic.

Step 3

Divide students into pairs or small groups of three or four

to write about a chosen topic from the brainstormed list. Provide

assistance to students as needed. Then have the groups share their

completed RAFTs with the class. (*RAFTs can also be created

where one column is consistent while the other columns in the

RAFT grid vary. Also use strong vers-for example is instead of

„write‟ use verb such as „plead‟ or „convince‟- as this can help

focus the writing and sets the tone of the response).

Step 4

After students become more proficient with the strategy

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Then the teacher should distribute other RAFT assignment model

to the group. The students have to discuss four elements in the prompt.

In the last, the teacher has to ask the students to made their RAFT for

short paragraph that appropriate with the topic which is fixed

individually. The students then have to work for the process of writing:

revising, editing, and publishing, by adding, moving, changing or even

deleting the detail in their draft based on revising guidelines. After that,

they have to do the second revision by sharing their draft to their pair.

Revising guidelines focuses their activity. The teacher gave feedback

related to revising activity to the students around the class. In editing

stage, focus on the students‟ attention on grammar and mechanic:

subject verb agreement, spelling, punctuation and capitalization.

Afterwards, the students rewrite their final draft. Last, the students

apply the publishing process: the teacher guide the students to publish

their writing reading in their group or in front of the class.

3. The Sample of RAFT Format

According to Jacobson, Johnson and Lapp (2011, p.60) list of the

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22

Table 2.1

The Example of RAFT Format

Role Audience Format Topic

Camilla‟s mother Doctors Friendly letter Please help my

daughter

Bob His mother Email Send food

Students Principal Invitation Come to my

party

Television actors Television

service

4. The Sample of RAFT Writing

To understand further the implementation of RAFT strategy in

writing there is a sample of writing task from “When Writing

Workshop Isn‟t Working” book by Overmeyer (2005, p.28).

Details : Imagine you are a turkey (Role) writing to a farmer (Audience) in the form of a letter (Format) and you are begging the farmer to choose some other turkey for

Thanksgiving dinner (Topic).

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23

From the example above, we know that the writer used his or her

imagine to write this latter. He or she has a role as a turkey. As we

know turkey is an animal, and animal cannot write. Therefore , in this

writing the turkey write the letter for a farmer Bob to informing that

the turkey sick to be a meal for year‟s feast, and he suggested the

farmer to choose another turkey that looks healthy bigger than him.

We can see that the writer used his or her imagination to create a

scared, yet cunning turkey. Actually, the letter is so fun to read and to

create such writing. It‟s depends on the writer‟s skill to use

imagination because the concept of RAFT is to provide a creative and

motivated way to write.

5. The RAFT Classroom Prompts

One adaptation to RAFT is buy adding “S” to make the acronym

RAFT(S). Jacobson, Johnson and Lapp (2011, p.139) stated that the

“S” refers to “Strong Verb” and suggests students to show how

November 20, 2002 Dear Farmer Bob:

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

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24

strongly they feel about particular topic, whether they are bothered,

angry, curious, confused, or relieved, for example. Because there are

the times when students‟ strong feeling about a topic may be important

for the presentation, yet there are times when this might unnecessary.

D. General Concept of Narrative Text

Narrative is one of five genres of text in teaching English learning.

According to Pearson (2008) by Zahoor (2013, p.606) “Narrative

Comprehension and Story Grammar” said that studying narrative is

significant as narrative form is an inherent tendency of human mind to

construct meanings. Whatever we experience, our mind prefers to process

it in a narrative form rather than as discrete facts in logical relationship.

Narrative text is one of the most powerful ways of communicating

with others. Meyers (2005, p.52). According to Anderson (1997, p.8)

narrative is a piece of text tells a story and in doing so, intertains or

informs the reader or listener. Furthermore, Anderson (1997, p.14) states

that a good narrative uses wird to paint a picture in our mind of:

a. What the character look like (their experience)

b. Where the action is taking palce (the setting)

c. How things are happening (the action)

The Characteristic of narrative texts among others:

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25

b. The events are usually arranged in chronological order that is,

in the order in which they accured in time.

c. The narrator has purpose in mind in telling the story. There are

some ponts the narrator wishes to make, or some impression he

or she wishes to convey to the reader. Therefore, the details of

the narrative are carrefully selected for pupose.

Narrative is a kind of text which is tells about story of past

events. According to Anderson (2003) by Mahendra (2014, p.80) a

narrative is a piece of text which tells a story and in doing so

entertains or informs the reader or listener. The series of even in

the story depends on the writer in writing narrative text but the

climax of the story is usually happened in the middle of story. It

means that narrative text has generic structure that consists of

orientation, complication/rising action, sequence of even/climax,

resolution/falling action, reorientation. In addition, the language

features usually found in narrative text according to Anderson

(1997, p.15) 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

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26 E. Generic Structure of Narrative Texts

According Anderson (1997, p.8) the steps for constructing a

narrative are:

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 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 involves 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.

d. Resolution/ falling action

In this part, the implication may be resolved for better or

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27

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.

F. Scoring Rubric to Measure the Students’ Writing Ability

According to Cohen (1994, p.328) the points to score covered five

components: content, organization, vocabulary, garmmar, mechanics. The

analitical scoring using follows:

Table 2.2 Scoring Rubric

Aspect of Writing Weight Scores Indicator

Content 8

4 The expressions clearly show the points of the message.

3 The expressions partly indicate clear points of the message.

2 The expressions indicate a little clear points of the message

1 The expressions do not indicate clear points of the message

Organization 7

4 The generic structure is complete

3 The generic structure is almost Complete

2 The generic structure needs more Components

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28

the pattern

Vocabularry 6

4 Effective choice of words

3 Adequate choices of words but few misuse of vocabulary

2 Adequate but many misuse of Vocabulary

1 Very poor knowledge of words choices and verb form

Grammar 3

4 No errors, full control of structure

3 Few errors, good control in structure

2 Many errors, fair control in Structure

1 Dominated by errors, no control of Structure

Mechanics

1

4 No errors of spelling, punctuation, capitalization and paragraphing

3 Few errors in spelling, punctuation, capitalization and paragraphing

2 Frequent errors in punctuation, spelling, capitalization and paragraphing

(43)

29 CHAPTER III

METHODOLOGY OF RESEARCH

In this chapter, the researcher explained about the method of

reseach. Generally, method is the procedures and steps which conducted

the researcher to achieve the objective of the research. In a research,

method means the procedures for collecting the data. Finally, to minimize

the difficulties in conducting this research, the researcher try to explain the

detail of this method of the research as follows:

A. Setting of the Research

The research was conducted in SMA N 1 Getasan in the academic

year of 2017/2018 which is located at Jl. Raya Kopeng KM.08,

Sumogawe, Getasan, Semarang, Central Java. The research was

conducted for the students of the tenth grade of SMA N 1 Getasan. The

students were from various areas with various economic level. Then, the

general information of the school described as follows:

Name of school : SMA N 1 Getasan

Address :Jl. Raya Kopeng KM.08, Sumogawe,

Getasan, Semarang, Central Java

Village : Getasan

Sudistrict : Kopeng

Regency :Semarang

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30

Website : http://sma_getasan.com

Email : sma1.getasan@gmail.com

Phone : 0298 3429555

Headmaster : Supriyanto

B. Research Method 1. Type of Research

The writer used classroom action research as a research that

oriented on action approach with purpose to increased the quality

or to solve the problem in the subject that observed by researcher

to find out the consequence of the action and then given the action

continuation to get a better of the result.

According to Vaccarino and Comrie (2006, p.7) stated that

Action research is known by many other names too participatory

research, collaborative inquiry, emancipator research, action

learning, and contextual action research.

According to Arikunto (2010, p.130) Classroom Action

Research consist of three words they are: Research is an activity to

find out accuracy some subjects using methodology which are

interest and important for the researcher. Action is some activities

deliberately done by having several aims, in the research in form

activities cycles. Class is a group of students in same time, have

same lesson from teacher. Arikunto (2010, p.131) stated that

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31

teacher to the classroom or at the school where the teacher is

teaching with emphasis on increasing or improving learning

processes and praxis Concerning about it, Kurt Lewin (a social

psychologist) Classroom Action Research (CAR) is a series of

steps consisting of four phases of planning, action, observation and

reflection.

According to Hopkins (2008, p.47) Action Research

combines a substantive act with a research procedure it is action

disciplined by a personal attempt at understanding while engaged

in a process of improvement and reform. Stated by Costello (2011,

p.6) Action Research is a process of systematic reflection, enquiry

and action out by individuals about their own professional practice.

From the definitionabove, the researcher concluds that the

classroom action research is the research which done by the teacher

through some processes and procedure in teaching learning process

to understand situation of students in learning process and to

achieve a better result of students in learning process especially in

writing.

2. Subject of Research

The subject of study is the tenth grade students of SMA N 1

Getasan in the academic year 2017/2018. The researcher choose the

tenth grade because the material of narrative text is taught in the

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32

of the research. The class for X.IPA will be a subject of the

research. Then the list of student‟s name are describe as follows:

Table 3.1

The list of X IPA Students

NO. NAME M/F

1. A O S F

2. A F M

3. B A P F

4. D A F

5. D S A F

6. D S J M

7. D P M

8. E H F

9. E A F

10. IW PP F

11. J F

12. K Y F

13. M M

14. M Y S F

15. MDL F

16. M R A M

(47)

33

18. R A F

19. R U M

20. S T W M

21. SR F

22. S A F

23. S F

24. S M

25. T L F

26. V H F

3. Procedure of the Research

In the classroom action study there are some procedures.

Based on Kemmis and Mc Taggart (1988) in Arikunto‟s book

(2010, p132). There are two cycles in action research where each

cycle consist of two sessions. Each session consists of four

interconnected activities, namely: planning (P), action (A),

observation (O), and reflection (R) it is in first cycle. The second

cycle is revising the first cycle. These stages can be draw as

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34

Figure 3.1 The Classroom Action Research Concept by Kemmis and Mc Taggart (1988)

The application of Classroom Action Research as picture

(49)

35 a. Cycle I

The step of cycle I are explained bellow:

Table 3.2

The Steps of the Cycle I

Planning

1. Make some agreement with the headmaster

and teacher that the writer will do an

observation in the class.

2. Preparing the material for teaching process,

as lesson plan, instrument and scenario in

teaching learning process.

3. Preparing pre-test and post-test.

Action

1. Greeting: introduction, checking student

attendance list, giving some information

about the purpose of writer attendance in the

class.

2. Giving pre-test to the students.

3. Teaching the materials the students from the

teacher.

4. Making group discussion.

5. Giving explanation about students problem.

6. Giving post-test.

1. Observing the learning process focus on the

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36

Observation understanding of the lesson.

2. Observing the students attention and all the

activities in the learning process.

Reflection

1. Analyzing the data of the cycle.

2. The teacher and writer will discuss about the

result of cycle.

3. Make a conclusion of the cycle I.

4. The standardized score.

b. Cycle II

The steps of the cycle II are explained bellow:

Table 3.3 The Steps of the Cycle II

Planning

1. Making lesson plan of the cycle II.

2. Preparing the material for teaching process,

such as lesson plan, instrument and scenario

in teaching learning process.

3. Preparing post-test.

Action

1. The teacher re-explains about the material.

2. The teacher asks the students about their

problem.

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37

4. Group discussion.

5. The teacher concludes the material related

with explanation about the students problem.

6. Giving post-test.

Observation

1. Observing the learning process on the

students‟ capability to know their

understanding of the lesson.

2. Observing the students attention and all

activities on the teaching learning process.

Reflection

1. Analyzing the data of cycle.

2. The researcher identifies the result of the

cycle.

3. The researcher makes a conclusion after

comparing the students score between cycle I

and cycle II to find out how far the

improvement of students‟ writing ability.

(52)

38 4. The Schedule of the Research

The classroom action research was done from December 2017 until

February 2018. The schedule of research can be seen in the table below:

Table 3.4

The Schedule of the Research

Date Time Place

The researcher

consults the schedule to Headmaster and English teacher.

December,8th ,2017

09.30-consult the schedule to English teacher Giving treatment and

conducting post-test

January,29th, 2018

07.00-Giving treatment and

(53)

39 C. Technique of Data Collection

To achieve the purpose of the study there were kinds of

instruments that to gather the data of classroom action study, they were

pre-test and post-test. Thus, the data required to answer the research

question were gathered through administering pre-test and post-test to

the tenth grade students of SMA N 1 Getasan. The pre-test was

administered to the subject under study to obtain their pre-existing

writing skill. In the pre-test the subjects are asked to make a narrative

paragraph based on the topic that given by the teacher to determine

their ability in writing skill. The post-test conducted at the end of the

cycle to know the effectiveness of RAFT strategy used in the teaching

and learning process in teaching narrative paragraph.

1. Test

The test is to know the students‟ writing in narrative text

and as the result of students‟ performance in the class after the

action of the cycle. The test is applied in the end of every cycle.

The researcher will do the test that consist of pre-test and post-test.

Pre-test is to know how far the students‟ writing ability of the

students before applying RAFT strategy. And post-test is to know

the increasing the students‟ writing ability after applying RAFT

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40 2. Observation sheet

The observation sheet is conducted during the teaching and

learning activities in the class. The researcher observes the teacher

performance during classroom action research, class situation while

writing activity, and the students‟ participants toward the learning

process. In the teaching and learning process the researcher observe

to know the situation and activities that taught by the teacher in

classroom.

D. Technique of Data Analysis

After collecting data, the next step of this research is analyzing the

data. There are two ways to analyze the data, they are:

a. Descriptive technique

The writer used the descriptive technique to analyze

motivation, interest and student behaviour during the

teaching and learning process.

b. Statistical technique

A statistical technique was used to know means scores of

students before and after the action the writer uses the

formula as follow:

1. Mean

M = ∑

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41

Explanation:

M = the mean of obtained.

∑ = the sum of test.

= the total number of students.

2. Difference of Mean Calculation

MD= ∑

Explanation :

MD = difference of mean.

∑D = sum of difference between pre-test and post-test.

N = the total number of students.

3. Standard Deviation

The researcher calculate SD with formula as

follows:

SD = √∑ ∑

N N

Explanation :

SD = Standard deviation for one sample test.

D = Difference between pre-test and post-test.

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42

4. T-test

After calculating the SD, the researcher calculate

T-test to know if there are significant difference between

pre-test and post-test. The researcher calculate with

formula as follows :

T =

Explanation :

T = T-test for the differences between pre-test and post-test.

SD = Standard deviation for one sample t-test.

D = Differences between pre-test and post-test.

N = Total number of sample.

5. To calculate the standard error foe the mean difference,

the researcher used the formula as follows:

SEMD =

Explanation :

SEMD = The standard error for the mean difference.

SDD = Standard deviation.

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43 d.f = N-1

6. To calculate the T-test the researcher used the formula

as follows :

T0 =

Explanation :

T0 = T-test.

MD = Mean of difference.

(58)

44 CHAPTER IV

RESEARCH IMPLEMENTATION AND DISCUSSIONS

In this chapter, the researcher focuses on analyzing the data which

have been collected from the observation and test. The researcher explain

the details of the findings. It can be seen the finding of the collected data

since in the begining until the end of the research. In this finding, the

researcher has arranges it into two cycles. They are the cycle I and cycle

II. Every cycle consists of four activities there are planning, acting,

observing and reflecting.

A. Research Implementation

1. Implementation of using RAFT strategy to improve students’ writing ability of the tenth grade students of SMA N 1 Getasan. a. Cycle I

1) Planning

In the planning stage of the cycle I, the researcher analyzed

the syllabus, the lesson plan, prepared the material and

instrument for teaching process, determined the rubric,

prepared the pre-test and post-test based on indicators of the

lesson plan, prepared validation sheets of the lesson plan and

the syllabus.

The researcher also discussed the lesson plan with the

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45

syllabus with the teacher, prepared observation sheet to

observe the students and teacher activities, prepared camera for

documentation, prepared the students attendance list as well as

the students scoring list.

The material used in the cycle I contained narrative text

about explanation of narrative text, generic structure of

narrative text, tenses that used in narrative text and types of

narrative text.

2) Implementation of the Action in the Cycle I

Before implementing the action, the teacher and the

researcher had already conducted the pre-test to measure the

students‟ writing ability on January, 15th

2018. The result of

the pre-test showed that the students got difficulty in writing

paragraph especially in narrative text. The students were

confused to determine the topic, confused in composing words,

less vocabularies, punctuation errors, grammar usage errors,

poor writing techniques, and untidy writing structures.

The action in the cycle I as implemented on Monday,

January 22th 2018, the researcher along with the English

teacher entered the class X.IPA as the subject of the research.

The English teacher entered the class. The students sad on their

chair and prepared in the learning process. The teacher opened

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46

Then, the teacher introduced the researcher as observer to the

students. The students asked questions about the identity the

researcher. The researcher answered those questions. After

that, the teacher let the researcher sit down to observe the

teaching and learning process and asked the students to make a

note of the material that the teacher given through power point

on LCD. It contained material about narrative text.

The teacher centred the students‟ learning. First, the

teacher overviewed the material with already known material.

The teacher give a little explanation about narrative text, the

students could focus their attention to the material. Second, the

teacher reminded the students to always pay attention to asking

them to answered related questions about narrative text. By

applying it, the students looked ready for the learning. After

that, the teacher explained about the definition of narrate text,

example of narrative text, generic structure, language

featureand types of narrative text and all students paid

attention to those material. To improve the students

understanding about the material, the teacher had the students

to ask question about the material and there are some students

still do not understand about language featureespecially on the

change of the first verb to second verb and they have not

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47

The teacher re-gave the explanation about those questions

to make the students understand about their problems. After

that, the teacher explained about the rule of RAFT strategy and

the students listened it. They also discussed a little about their

note. The condition was better than before the students could

understand and felt interested to pay attention with the teacher

explanation. Then, the teacher gave time to the students 30

minutes to do the post-test. After finishing the post-test, the

students submitted the answer sheet.

Because the time was over, the teacher closed the meeting.

The teacher asked for the students to learn narrative text and

bring dictionary for the next meeting. The teacher closed the

meeting.

3) Observation

The researcher observed the students activities. The data

of observation were recorded in the field notes. The students

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48 Table 4.1

Observation Sheet for Students in Cycle I

4) Reflection

After analyzed the students score as well as the

observation check list, the researcher reflected the weakness

that showed in the cycle I. There were some problems in

teaching and learning process. They were follows:

NO. Students Activities Yes No

1. Responding the teachers‟ greeting √

2. Preparing their book √ writing test using RAFT strategy

6. Students were active during learning process

7. Students understood the teacher‟s explanation.

8. Students given feedback the lesson √

9. Students given conclude the lesson √ 10. Students listening motivation that

given by teacher well

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49

The students were poor in vocabulary mastery. It could

them to be diffucult on arrange to write sentences. So, the

researcher asked the students to bring and open the dictionary

immedietly if they found the difficult words in the next

meeting. The researcher gave the students to asked the

researcher when they got difficulties to arrange the words in

sentence becouse they had low interest in writng. In the

pre-test the researcher used white paper, the form of question is

writing essay in narrative text. Before the students started to

write the essay, the researcher explained about the rule of the

question essay first. So that the students could understand

easily. Then, in the next meeting the researcher will give a

post-test by different essay question.

The teacher along with the researcher reflected the lesson

plan and the action. The students‟ score and the field notes

were to make proper reflection. The passing grade (KKM) for

English subject is 70 but the stydent‟s scores of the post-test

show that there are only 11.53% of the students who get score

higher than KKM. In the pre-test, the student‟s scores show

that there are 3.84% the students who get score higher than

KKM. It means taht although there is an improement, the

teacher and researcher have to conduct the next cycle. The

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50

because there must be at least 70% of the students who get

score higher than KKM.

b. Cycle II 1) Planning

In the planning stage of the cycle II, the researcher

analyzed the syllabus, the lesson plan, prepared the material

and instrument for teaching process, determined the rubric,

prepared the pre-test and post-test based on indicators of the

lesson plan, prepared validation sheets of the lesson plan and

the syllabus.

The researcher also discussed the lesson plan with the

teacher to improve its quality, validated the lesson plan and the

syllabus with the teacher, prepared observation sheet to

observe the students and teacher activities, prepared camera for

documentation, prepared the students attendance list as well as

the students scoring list.

The material used in the cycle II contained narrative text

about explanation of narrative text, generic structure of

narrative text, tenses that used in narrative text and types of

narrative text.

2) Implementation of the Action in the Cycle II

On the Monday, January 29th, 2018, the researcher and the

Gambar

Table 2.1
Table 2.2 Scoring Rubric
Table 3.1
Figure 3.1 The Classroom Action Research Concept by
+7

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