i
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)
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.”
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
vii
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.
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
x
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
xi
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
xii
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
xiii
LIST OF FIGURES
Figure 2.2 The Classroom Action Research Concept by Kemmis and McTeggart
xiv
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
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
2
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
3
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.
4
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
5
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
6
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,
7
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
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
9
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
10
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
11
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
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
13
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
14
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
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,
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:
17
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
18
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,
19
strategy. Some experts give their points of view of applying RAFT
strategy. According to Buelhl (2013, p.175) using RAFT strategy
could be done as follows:
a. Analyze the important idea or information that you want
students to learn from a story, a textbook passage, or other
appropriate text.
b. Brainstorming possible roles that students could assume in their
writing. Then, decide who the audience will be for this
communication and determine the format for the writing.
c. After students complete the reading assignment, write “RAFT”
on the chalkboard and list the role, audience, format and topic
for their writing. Students can be assigned with the same role
for the writing or several different roles which they can choose.
d. Give sample of authentic examples for a specific RAFT project
for students to consult as they plan their writing.
As stated Meath in book “RAFT Strategy After
Reading-Writing Strategy” Explicitly teaching the RAFT Strategy:
Step 1
Explain that all writers need to consider four key components: the role of writer, the audience, the format and topic.
Explain to students taht they are going to structure their writing
20
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
21
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
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).
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. . .
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:
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
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
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
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
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
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
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
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
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
34
Figure 3.1 The Classroom Action Research Concept by Kemmis and Mc Taggart (1988)
The application of Classroom Action Research as picture
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
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.
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.
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
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
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 = ∑
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.
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.
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.
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
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
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
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
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
√
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
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