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