CHAPTER I INTRODUCTION
D. Problem Formulation
The problems that was studied in this research are formulated, as follows:
1. How does C-SPACE strategy improve students’ writing ability among the tenth grade at SMAN 1 Punggur Central Lampung?
2. How does C-SPACE strategy to improve students’ learning activity among the tenth grade at SMAN 1 Punggur Central Lampung?
E. Objective and Benefit of Study 1. Objective of the study
This study aims as follows:
a. To find out how C-SPACE strategy improves students’ writing ability among the tenth grade at SMAN 1 Punggur Central Lampung.
b. To investigate how C-SPACE strategy improves students’ learning activity among the tenth grade at SMAN 1 Punggur Central Lampung.
2. Benefits of the study a. For the researcher
This research is expected to be one of the references for the next researchers who implement the strategy of teaching writing. Besides, this research can be a guideline for the next researcher to get information about the application of a strategy in teaching writing.
b. For the students
The researcher hopes the students will improve their writing ability. C- SPACE strategy can make students interest and more enthusiastic in learning especially learning writing.
c. For the teacher
The teacher is easier to create a conducive learning atmosphere, the writing learning process carried out by the teacher becomes more effective in achieving the goal with the proposed strategy in writing.
F. Prior Research
This research was conducted by considering some previous researches related to the application of C-SPACE strategy in teaching writing.The first previous research was done by Almadani, this research was done in SMP N 1 Kampar Kiri Hilir Kampar Regency. This research aimed to find out students' ability in writing narrative text is taught using strategies POW + C-SPACE, and to find out the students' ability in writing Narrative text without using POW + C- SPACE. This research method is experimental research and used quasi-
experimental design. The subject of the research was 40 students of second-year students of SMP N 1 Kampar Kiri Hilir.1
The second previous research was done by Asmara. The sample of their research are 28 students and the researcher took two classes. This research method is experimental research and used quasi-experimental design.2
The third previous research was done by Santangelo. The aimed C-SPACE strategy is to support the students as they gather and organize their ideas before writing, with an end goal of a more completeand cohesive story. This research method is a qualitative method.3
In line with that research above, it can be inferred that the similarities between this research and the first previous research are using C-SPACE to teach writing. In contrast, this research and the first previous research have differentiation, such as different research location, the number of participants, research method, and the aim of the research. The aimed of the first previous research to find out students' ability in writing narrative text is taught using strategies POW + C-SPACE strategy, meanwhile the aimed of this research to improve students writing ability and students learning activity.
That research, it can be described that the second previous research and this study have a similarity that is using C-SPACE strategy in teaching writing.
1Almadani, “The Effect of Pick Organize Write (POW)+C-Space Strategy Toward The Ability in Writing Narrative Text at The Second Year Students Of SMP N 1 Kampar Kiri Hilir Kampar Regency”, Journal English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau Pekanbaru, 2013, 6.
2Asmara et al., “POW+CSPACE (Pick Idea, Organize, and Write + Character, Setting, Purpose, Action, Conclusion, Emotions): A Strategy To Teach Writing Viewed From Students’
Creativity”, Journal English Education Department of Sebelas Maret University,1.
3Santangelo and Natalie G. Olinghouse,“Effective Writing Instruction for Students Who Have Writing Difficulties”, Journal,Volume 42, Number 4, December 2009,1.
Moreover, this research and the second previous research have some differences.
The first difference is the different case study, the sample of research, the aim of research and research method. The research method of the second previous research uses an experimental study, while this research used Classroom Action Research (CAR).
Based on the third previous research, it can be understood that this research and the third previous research have similarity in using C-SPACE strategy in wriiting. Meanwhile, the difference between this research and the third previous research are different research method, research location.
All of the previous researches used quasi-experimental and qualitative research, meanwhile in this research the researcher did not conduct both of the research method because the researcher has the aimed to improve students writing ability and students learning activity. Therefore, the researcher conducted classroom action research (CAR).
CHAPTER II
THEORETICAL REVIEW
The theoretical review presents the relevant theories of the study. It is presented in three sections. The first part discusses the writing ability. The second is about concept of C-SPACE strategy, and the third part discusses action hypothesis.
A. Writing Ability
1. Concept of Writing Ability
Writing can be defined in various ways. There are some definitions of writing according to experts. According to Hyland, writing is a way of sharing personal meanings and emphasize the power of the individual to construct his or her views on a topic.4 In addition, according to Tredinnick, writing is to communicate ideas, so the first step to good writing is to have strong, clear ideas to convey.5 It means that writing is an activity to convey ideas, through a good writing process so that it is clear to convey for the reader
Meanwhile,Oshima and Hogue state that writing is a continuous creative action. This means that when the writers first write something, they have thought about what to say and how to say it. Then after they finish writing, they read what they have written and made changes and
4Ken Hyland, Second Language Writing, (New York: Cambridge UniversityPress, 2003),9.
5LLC,Eighth grade reading comprehension and writing skills,(New York:
LearningExpress,2009),227.
corrections.6 It means that writing is the process of expressing ideas as a form of controlling creative thought so that the writers can become good and interesting in writing.
Futhermore, ability is an understanding that is only manifested to do an action.7 In addition, ability depends on how close an agent manages to approach the goal.8 It means that ability processes to do something and achieve a certain goal.
Based on the related theoris above, the researcher concludes that writing is a way to express the ideas, feelings, and thoughts arranged in word, sentences, and paragraph to construct his or her views on a topic.
Writing is used to communicate or to express the writers’ idea, thinking, and feeling indirectly to another person as a reader.
2. Writing Process
The writing process is about how the steps of writing applied by the writer. According to Harmer, there are four steps in the writing process.9 Those are planning, drafting, editing, and final draft:
a) Planning
The writers plan what they will write. Before they start writing, they try and determine what they will write. The writer must be
6Alice Oshima and Ann Hogue, Introduction to Academic Writing, Third Edition (New York:Pearson Education, 2007),15.
7Natika Newton, Foundations Of Understanding,( Philadelphia: John Benjamins Publishing Company,1996),87.
8Waltraud Brennenstuhl, Control and Ability Towards A Biocybernetics of Language, (Brussel:John Benjamins Publishing Company, 1982),27.
9Jeremy Harmer, How to Teach Writing ,(New York: Longman, 2004),4-5.
thinking they must consider the purpose of their writing, the language they use, and the information they choose.
b) Drafting
Furthermore, the writer can refer to the first version of writing as a concept. When the writing process becomes edited, a number of drafts can be produced.
c) Editing
Next, the writer makes a draft, usually, the writer reads what they have written to see if there are confusing writings. This is the stage where errors in grammar, spelling, and punctuation are corrected.
d) Final draft
The writer has edited their draft, then made the necessary changes so that they produce the final version. Harmer presents these stages like the following figure:10
Figure 1 Process of Writing
From the explanation above, it can be concluded that that writing is an activity that has several steps because in having good writing there are some processes they are called a writing process. The process of writing there are four steps planning (deciding the topic), drafting (writing keywords), editing (checking the composition), final draft (the last process of writing).
10Ibid.
3. Writing Assessment
As teachers, assessment is important. Carter and Nunan says the term assessment is a way of gathering information about a student's abilities.11 According to Jacob in Sara, the writing scoring has five components such as content, organization, vocabulary, language use or grammar, and mechanics.12 Meanwhile, the writing grade in this research is based on Heaton as follows:13
Table 3
The Scoring of writing
11 Ronald Carter and David Nunan,The Cambridge Guide To TeachingEnglish To Speakers Of OtherLanguages, (New York: Cambridge University Press, 2011), 137.
12 Sara Cushing Weigle,Assessing Writing, (New York: Cambridge University Press, 2002), 115.
13 J.B Heaton, Writing English Language Tests New Edition, (New York:Longman), 146.
The details of writing
ability
Grade Level Criteria
Content 30-27 26-22 21-17 16-13
Excellent to very good Good to average Fair to poor Very poor
Knowledgeable-substantive.
Some knowledge of subject- adequate range.
Limited knowledge of subject -little substance.
Does not show knowledge of subject-non-substantive.
Organization 20-18 17-14 13-10 9-7
Excellent to very good Good to Average Fair to poor Very poor
Fluent expression-ideas clerly stated.
Somewhat choppy-loosely organized but main ideas stand out.
Non-fluent-ideas confused or disconnected.
Does not communicate-no organization.
Source : Heaton Writing English Language Tests New Edition
Based on the table above, each category has a different high grade. That is the content 30 grades, organization 20 grades, vocabulary 20 grades, language use 25 grade, and mechanics 5 grades. Therefore, the highest grade is 100.
Vocabulary 20-18 17-14
13-10 9-7
Excellent to very good Good to Average
Fair to poor Very poor
Sophisticated range-effective word/idiom choice and usage.
Adequate range-occasional errors of word/idiom form, choice, usage but meaning not obscured.
Limited range-frequent errors of word/idiom form, choice, usage.
Essentially translation-little knowledge of English vocabulary.
Language use
25-22 21-19 17-11 10-5
Excellent to very good Good to Average Fair to poor Very poor
Effective complex construstion.
Effective but simple construstion.
Manjor problems in simple /complex construstion.
Virtually no mastery of sentence construction rules.
Mechanics 5 4 3 2
Excellent to very good Good to Average Fair to poor Very poor
Demonstrates mastery of convention.
Occasional errors of spelling, punctuation.
Frequent errors of spelling punctuation, capitalization.
No mastery of convention- dominated by errors of spelling, punctuation, capitalization,paragraphing.
Table 4
The Criteria Students Writing Grade
No Criteria Grade
1 Excellent 86-100
2 Good 68-85
3 Fair 47-67
4 Very Poor >46
B. The Concept of C-SPACE Strategy 1. Definition of C-SPACE
C-SPACE is an acronym for characters, setting, problem, action, conclusion, emotion. It can also be used to help students learn to write personal narrative text.14 In addition, C-SPACE strategy is a mnemonic strategy that provides learners with a graphic organizer for a writing a text.15 It means that C-SPACE strategy is a mnemonic strategy used to organize and to develop ideas in writing a narrative or story paragraph.
According to Chapman, C-SPACE is kind of mnemonic strategy steps that has six component such as; character, setting, purpose, action, conclusion, emotion.16 It means that C-SPACE strategy is one of mnemonic strategy used to introduce and to help the students in remembering six component steps of strategies to write a text.
14Robert Reid, Torri Oritz Lieneman, Jessica L Hagaman, Strategy Inctruction for Students with Learning Disabilities 2nd Edition, (New York: The Guilford Press, 2013), p.185.
15Linda Tri Asmara et.,al.,“POW+CSPACE (Pick Idea, Organize, and Write + Character, Setting, Purpose, Action, Conclusion, Emotions): A Strategy To Teach Writing Viewed From Students’ Creativity”,1.
16Carolyn Chapman et.al, Differentiated Instruction in Literacy, Math, & Science, (California: Corwin, 2011), 49.
Furthermore, according to Anthony, C-SPACE is a mnemonic device referring to a planning handout where C=character, S=setting, P=problem or plot, A=action, C=conclusion, and E = emotion.17 According to Albertson and Billingsley, C-SPACE is mnemonic strategy that is introduced as a written prompt and students used it to take notes and outline prior to story-writing.18 It means that C-SPACE is a mnemonic stretagy that was introduced as a written prompt that can help students to take notes or plan before writing a story.
In addition, C-SPACE is characters, setting, purpose, action, closing, emotions, developed for older students includes explicit instraction for planning and self-regulation and for pair feedback.19 It means that C- SPACE strategy is a strategy that has six components that can help students to plan an idea and develop in an article other than that students get feedback from a partner.
Meanwhile, according to Brown et al, C-SPACE strategy is planning sheets, the purpose of C-SPACE strategy is to provide a structure for students in planning a story.20 It means that C-SPACE strategy is a strategy that facilitates students by using planning sheets so students can write in a structured manner before producing a writing or story.
17Brooke Allen Anthony,Making Students’ Writing Bloom: The Effect Of Scaffolding OralInquiry Using Bloom’s Taxonomy On Writing In Response To Reading And Reading Comprehension Of Fifth Graders, (Albama, 2007),17.
18Luann R. Albertson and Felix F. Billingsley, Improving Children's Story-Writing, (Washington: Educational Resources Information Center),6.
19Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatory, Learning Disabilities Pratice Concernes and Students with LD, (Bingley: Emerland Group, 2013),53.
20Rachel Brown,Chidsey Louise Bronaugh, and Kelly Mcgraw, RTI in The Classroom Guidelines and Recipes for Success, (New York: Guilford Press, 2009),200.
From the definition above, the researcher concludes that C-SPACE is a mnemonic strategy with a graphic organizer to teach writing a text. C- SPACE components include of six-components such as C=character, S=setting, P=purpose, A=action, C=conclusion, E=emotion.
2. Implementation of C-SPACE strategy in Teaching Writing
The implementation of teaching writing by using C-SPACE strategy as follows:21
1) The teacher introduces to the students about C-SPACE strategy mnemonic.
2) Teacher and students discuss the benefit of the strategy and pair help step improving narrative writing.
3) The teacher describes the direction for effective pair feedback, and give the model to use C-SPACE strategy.
4) Each pair identifies C-SPACE strategy step elements in example narrative by filling the C-SPACE mnemonic chart.
5) The students in pair evaluate the identification result provided in the C-SPACE mnemonic chart.
6) The students in pair develop the idea provided in C-SPACE mnemonic chart in to a simple narrative writing.
7) The students give feedback to the result of narrative writing in pair.
8) After getting the feedback, the students revise their writing in pair.
21Karen R. Harris and Lynn Meltzer, The Power of Peers in the Classroom Enhancing Learning and Social Skills, (New York: Guilford Press, 2015), 80.
3. Figure of C-SPACE Mnemonic Chart Figure 2
C-SPACE Mnemonic Chart Planning a Narrative Character
Who did become the characters in the
story?
Setting When did the story?
Where did story take place?
Purpose
What did the characters try to do?
Action What did the characters do?
Conclusion How did story end?
Emotion How did the characters
feel?
Source: Harris and Meltzer,The Power of Peers in the Classroom Enhancing Learning and Social Skills
4. Advantage or Disadvantage of C-SPACE Strategy a. Advantage of C-SPACE
The researcher believes that C-SPACE has the potential advantages to be used in writing class especially writing narrative text. This consideration is caused by the advantages offered by C-SPACE, as follows:
1) The C-SPACE mnemonic device helps students remember the elements of a story (C-characters, S-setting, P-problem, A-action,
C-conclusion, E-emotion).22 It means that C-SPACE strategy can helps students remember six elements of the story such as C- characters, S-setting, P-problem, A-action, C-conclusion, E-emotion before resulting writing text.
2) C-SPACE strategy includes the specific instruction for planning and self-regulation.
3) C-SPACE strategy provides peer feedback in the process of writing so there could be positive and helpful feedback for writing.23 It means that C-SPACE strategy give peer feedback so the students could be discuss with a peer in the process of writing it is a positive to students.
4) C-SPACE is used to help students plan writing a story.
5) C-SPACE strategy is an effective, evidence-based narrative writing strategy that can be used for fiction or nonfiction.24 C-SPACE strategy is an effective narrative writing can be used for fiction or nonfiction.
6) C-SPACE strategy can help students to use a graphic organizer with the mnemonic to guide idea generation and organization during planning, then use their written plan for composing a story.
22Janette K. Klinger, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficulties, (New York: A Division of Guilford, 2007), 79. 23
Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatory,Learning Disabilities Pratice Concernes and Students with LD,53.
24Steven G. Little and Angeleque Akin Little, Academic Assessment and Intervention, (New York: Routledge, 2014), 249.
7) C-SPACE mnemonic is used to help plan writing story, and fill it in during planning.25 It means that C-SPACE mnemonic is used to provied students writing a plan before students resulting a writing a text.
8) C-SPACE prompts students to think about the Characters, Setting, Purpose, Action, Conclusion, and Ending of a story before writing.
9) This strategy supports students as they gather and organize their ideas before writing, with an end goal of a more complete and a cohesive story.26 It means that students collect and organize their ideas before writing, which aims to produce a more complete and cohesive writing.
10) The C-SPACE strategy helps students generate story elements when writing personal narratives.27 It means that C-SPACE helps students produce more complex story elements especially when writing personal narratives.
25Connie Monaghan, Effective Strategies for Teaching Writing,(A Project Submitted to the Faculty of The Evergreen State College in Partial Fulfillment of the Requirements for the Degree Master in Teaching,2007),62.
26Tanya Santangelo And Natalie G. Olinghouse, “Effective Writing Instruction for Students Who Have Writing Difficulties”, Journal,Volume 42, Number 4, December 2009,9.
27Diane D. Painter,“The Computer-based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices”,A Journal of the Association of Teacher Educators Virginia, Volume 9,2016,126.
b. Disadvantage of C-SPACE
Besides the advantages, C-SPACE strategy has several disadvantages, as follows:28
1) The implementation of C-SPACE stretegy is time consuming because it needs a large amount of time.
2) The intensive learning practice is required to perform each stage of C-SPACE strategy. It means that this strategy contains the complex steps.
C. Action Hyphothesis
The action hypothesis of this research is “C-SPACE strategy can improve the students' writing ability and learning activity among the tenth grade at SMAN 1 Punggur Central Lampung.”
28Paula López et al.,“Effects of Direct Instruction and Strategy Modeling on Upper- Primary Students’ Writing Development”Educational Psychologya section of the journal Frontiers in Psychology,June 2017 , Volume 8,1.
CHAPTER III RESEARCH METHOD
This chapter discusses the methodology used by the researcher in this research. It consists of variable and operational definition of variable, research setting, subject of the research, research procedure, data collecting technique, research instrument, data analysis method, and indicator of success.
A. Variables and Operational Definition of Variables 1. Variables of Research
This research consists of two variables; they are independent and dependent variables. The independent variable of this research is C- SPACE strategy that was implemented to improve the students’ writing ability.
The dependent variable of this research is writing as one of the four language skills that should be masteredby the students to be able to write their ideas effectively.
2. Operational Definition of Variable
An operational definition is a definition based on the characteristic of the things that was defined, andit can beobserved or measured. Based on the statement, the definition operational of the variable in this research are:
a. Dependent Variable