Suggestion - CONCLUSION AND SUGGESTION - teaching creative writing to improve

CHAPTER V: CONCLUSION AND SUGGESTION

B. Suggestion

The successful teaching does not depend on the lesson program only, but more important is how the teacher presents the lesson and uses various methods to manage the class more lively and regarding to the teaching writing by using Creative Writing Technique, the researcher gave some suggestion for the teacher

and students.

The teacher should be more creative to enrich their teaching method and material. Choosing strange or unique words can stimulate them in learning English. The materials are presented in an enjoyable, relaxed and understandable way. That’s why; it is suggested for the teacher to apply creative writing in teaching English.

The students are hoped to be more goods in writing English to be active and creative in enriching their grammar to apply in writing activity. They should ask the teacher if there is word that they cannot understood.

BIBLIOGRAPHY

Ahmadi dan Narbuko. 2013. Metodologi Penelitian. Jakarta: PT Bumi Aksara.

Akhter, Nushrat. 2015. Effects of Macroeconomic Variable on Exchange Rates in Bangladesh, International Journal of Scientific and Engineering Research.

Volume 6, Issue 2, februari 2015.

Blachowicz, Camille LZ, et al. Vocabulary Instruction. Handbook of reading research, 2000, 3: 503-523.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (2^nded). New York: Longman.

Bungin, Burhan. 2001. Metodologi Penelitian Kualitatif Dan Kuantitatif.

Yogyakarta: Gajah Mada Press.

Bungin, H. Burhan. 2005.Methodology Penelitian Kuantitatif. Jakarta: Kencana.

Bungin, Burhan.2013. Metode Penelitian Sosial Dan Ekonomi: Format-Format Kuantitatif Dan Kualitatif Untuk Studi Sosiologi, Kebijakan, Public, Komunikasi, Manajemen, dan Pemasaran Edisi Pertama. Jakarta:

Kencana Prenada Media Group.

Chapman, S. J. (2003). But what’s really at stake for the barbarian warrior?

Developing a pedagogy for paraliterature. In G. Harper (Ed.), a companion to creative writing. West Sussex United Kingdom: Wiley- Blackwell.

Collins, M. 2003. A Professional Guide to Audio Plug-Ins and Virtual Instruments. Oxford: focal press.

Cruttenden. 2018. Gimson’s Pronunciation of English Seventh Edition. New York: Routledge.

Harmer, Jeremy. 2004. How to Teach Writing. Longman: pearson education.

Harper, G. (2003b). Creative writing to the future. In G. Harper (Ed.), a companion to creative writing. West Sussex United Kingdom: Wiley- Blackwell.

Heaton, J.B. 1989. Writing English Language Test. New York: Longman Group UK.

Ho, Pham. 2018. FLUENCY AS SUCCESSFUL COMMUNICATION. Van Hien University: Research Gate.

Kasnodihardjo. 1993. Langkah-langkah Menyusun Kuesioner. Media Bitlangkes.

Keith G. Diem, Ph.D. 2004. A Step-by-Step Guide to Developing Effective Questionnaires and Survey Procedures for Program Evaluation &

Research. The State University of New Jersey: Rutgers.

Kenny. 2009. Teaching Creative Writing in an ESL Context. Foreign Language Center. Tsukuba University of Japan.

Kumar, S. 2012. Creative Writing Brings Fresh Air In The Classroom. An Interview with Vishnu Singh Rai.

Lodico, Marguerite G, et al. 2010. Methods in Educational Research. San Francisco: Jossey-Bass.

Maley, A. 2009. Creative Writing for Language Learners (and Teachers). In Teachingenglish.org.uk.

Nasir, Moh. 2013. Metode Penelitian. Bogor: Ghalia Indonesia.

Nunan, David. 2003. Practical English Language Teaching. Singapore: Mc Graw Hill.

Nurgiantoro, Burhan. 2001. Penilaian Dalam Pengajaran Bahasa Dan Sastra.

Yogyakarta: BPFE.

Pawliczak, Joanna. 2015. Creative Writing as a Best Way to Improve Writing Skills of Students.

Raco, J.R, Dr. 2010. Metode Penelitian Kualitatif. Cikarang: Grasindo.

Sanggam. 2007. Issues in Linguistics. Yogyakarta: Graha Ilmu.

Syamsuri. 2009. The Effectiveness of Caricature Media in Learning Writing Of Argumentation Paragraph. Theory and Practice in Language Studies.

Tarigan. 2008. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung:

Angkasa.

A

P

E

N

D

I

X

APPENDIX I

1. Mean score X = ^𝑋_𝑁 Where:

X = Mean score

Σ x = The Total of all score N = Number of student

(Gay, 1981) a. The students’ mean score of pre-test and post-test in content:

 Pre-Test X = ^𝑋_𝑁 = ¹²⁶⁵

= 42.17

 Post-Test X = ^𝑋

𝑁

= ²¹⁶⁵ 30

= 72.17

b. The students’ mean score of pre-test and post-test in grammar:

 Pre-Test X = ^𝑋_𝑁

 Post-Test X = ^𝑋_𝑁

= ¹¹⁷⁸ 30

= 39.27

= ²⁰⁸⁰ 30

= 69.33

APPENDIX II 2. Improvement Percentage Students

P = ^𝑥^{2− 𝑥1}

𝑥₁

x 100

Where:

P = percentage of the students X1 = the first mean score X2 = the second mean score

(Gay, 1981) The students’ improvement percentage in content and grammar:

 Content P = ^𝑥^{2− 𝑥1}_𝑥

1 x 100 = 72.17−42.17

42.17 x 100 = ³⁰

42.17 x 100 = 71.14 %

 Grammar P = ^𝑥^{2− 𝑥1}_𝑥

1 x 100 = 69.33−39.27

39.27 x 100 = ^30.06

39.27 x 100 = 0.765 x 100 = 76.54 %

APPENDIX III

3. Percentages of Students’ Writing in Pre-Test and Post-Test

 Content

% = ^F

N X 100

Where:

%: The percentage of students’ speaking F: The frequency of students

N: Total number of students

(Sudjana, 2017:131)

 Pre-test 1. Very Good

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 % 2. Good

% = ^F

N X 100

 Post-test 1. Very Good

% = ^F

N X 100

= ₃₀⁵ X 100 = 16.67 % 2. Good

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 % 3. Fair

% = ^F

N X 100

= ²⁴₃₀ X 100 = 80 % 4. Poor

% = ^F

N X 100

= ₃₀⁶ X 100 = 20 %

= ²⁵₃₀ X 100 = 83.33 % 3. Fair

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 % 4. Poor

% = ^F

N X 100 = ⁰

30 X 100 = 0 %

 Grammar

% = ^F

N X 100

Where:

%: The percentage of students’ speaking F: The frequency of students

N: Total number of students

(Sudjana, 2017:131)

 Pre-test  Post-test

1. Very Good

% = ^F

N X 100

= ₃₀⁰ X 100 = 0 %

2. Good

% = ^F

N X 100 = ⁰

30 X 100 = 0 % 3. Fair

% = ^F

N X 100 = ¹⁷

30 X 100 = 56.67 % 4. Poor

% = ^F

N X 100

= ¹³₃₀ X 100 = 43.33 %

1. Very Good

% = ^F

N X 100

= ₃₀² X 100 = 6.67 %

2. Good

% = ^F

N X 100 = ²⁷

30 X 100 = 90 % 3. Fair

% = ^F

N X 100 = ¹

30 X 100 = 3.33 % 4. Poor

% = ^F

N X 100 = ₃₀⁰ X 100 = 0 %

APPENDIX IV 4. T-test Analysis

Calculating the t-test analysis of students’ writing achievement mean deviation of gain ( −

𝐷 ).

−

𝐷

=

^𝛴𝐷

𝑁

=

⁹⁶⁵₃₀

=

32.17

 Content t

=

^𝑫⁻

𝚺𝑫𝟐−(𝜮𝑫) 𝟐 𝐍(𝐍−𝟏) 𝑵

= 32.17

1930−^{(931225 )}₃₀ 29(30)

= 32.17

1930−31.04 870

= 32.17

1.898 870

= ^32.17 2.18

 Grammar

=

⁻^𝑫

𝚺𝑫𝟐−(𝜮𝑫) 𝟐 𝐍(𝐍−𝟏) 𝑵

= 30.07

1804 −^{(813604 )}₃₀ 30(29)

= 30.07

1804 −(27.12) 870

= 30.07

1.776.88 870

= 30.07 2.04

= ^32.17

1.97

= 21.88

= ^30.07

1.43

= 21.02

Research Instrument Pre-test

Subject : Bahasa Inggris

Name :

Class :

Choose one of the topic bellow and create into two paragraphs!

1. Fairy Stories

 Cinderella

 Snow White 2. Fable

 The Goose and The Golden Eggs

 Kancil and crocodile 3. Legend

 Malin Kundang

 The Origin of Candi Prambanan

Research Instrument Post-test

Subject : Bahasa Inggris

Name :

Class :

Choose one of the topic bellow and create into two paragraphs!

4. Fairy Stories

 The Prince Frog

 Sleeping Beauty 5. Fable

 The Greedy Crocodile

 Rabbit and Snail 6. Legend

 Sangkuriang

 The Origin of Tangkuban Perahu

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 1 SIOMPU BARAT Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 1

Aspek / Skill : Writing Materi Pokok : Narrative Text Alokasi Waktu : 2 x 40 Menit A. Kompetensi Inti (KI)

1. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

2. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar (KD).

3.10. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakanfungsi sosial teks naratif dengan menyatakan dan menanyakan tentangdeskripsi orang, binatang, dan benda serta tempat pendek dan sederhana, sesuaidengan konteks penggunaannya.

4.12. Menyusun teks naratif tulis, pendek dan sederhana, tentang orang, binatang, benda dan tempat dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

C. Indicator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks naratif.

3. Dapat menuliskan key word untuk mengembngkan topic.

4. Focus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topic yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengatahui fungsi sosial, struktur teks, dan unsure kebahasaan dari teks naratif sederhana.

2. Siswa dapat membuat central image pada penulisan sbuah teks naratif.

3. Siswa dapat menuliskan key word untuk mengembangkan topic.

4. Siswa focus pada basic ordering ideas untuk mendapat informasi untuk mengembangkan topik.

5. Siswa dapat menyusun paragraf narrative text pada topic yang telah diberikan.

E. Materi Pembelajaran

 Writing Narrative Text Fungsi Sosial:

Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration.

Tujuan:

The purpose of Narrative Text is to amuse and entertain the reader with a story.

Jenis-Jenis Narrative Text There are many kinds of narrative text:

1. Personal experience Ex: when I was Vacation 2. Legend

Ex: Malin kundang, the legend of Tangkuban Perahu and the story of Toba Lake

3. Fable:

Ex: The smartest Parrot and The story of Monkey and Crocodile.

4. Fairy Tale

Ex: Cinderella, Snow White, The story of Rapunzel and Painting the Wall.

Generic structure:

A Narrative text will consists of the following structure:

1. Orientation:

Introduce the participants and informing thetime and places.

2. Complication:

Describe the rising crises which the participants have to do with.

3. Resolution

Show the way of participant to solve the crises, better or worse or solution to the problems.

Language features in narrative

Narrative text usually uses the language features as follows Past tense : killed, drunk, etc

Adverb of time :Once upun a time, one day, etc Time conjunction : When, then, suddenly, etc

Specific character :The character of the story is specific, not general.

(Cinderella, Snow White, Alibaba, etc)

Action verbs : A verb that shows an action. (killed, dug, walked) Direct speech : It is to make the story lively. (Snow White

said,”My name is Snow White). The direct speech uses present tense.

Example of Narrative Text:

The Fox and the Grapes (fable)

One afternoon there was a fox that was walking through the forest and spotted a bunch of grapes hanging from over a lofty branch. “Just the thing to quench my thirst,” quoted the fox. Taking a few steps backward, the fox jumped but unfortunately he missed the hanging grapes. Again the fox took a few paces backward, ran, and tried to reach them but he still failed.

Finally, giving up, the fox turned up his nose and said, “They’re probably sour anyway,” and proceeded to walk away.

F. Model dan Metode Pembelarajan

 Creative Writing Strategy G. Media, Alat dan Sumber Belajar

1. Media : (Worksheet) dan lembar penilaian 2. Alat : Papan tulis dan spidol

3. Sumber Belajar : Kurikulum 2013, Buku Teks wajib.

H. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi

Kegiatan

Alokasi Waktu

Pendahuluan

1. Mengucapkan salam dan berdoa 2. Mengecek kehadiran siswa 3. Guru memberi motivasi belajar

4. Memberi brainstorming berupa pertanyaan yang sesuai dengan materi yang akan disampaikan.

5. Mengajukan pertanyaan-pertanyaan yang

10 Menit

sudah didapat berkaitan dengan materi.

6. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan di capai.

7. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

Inti

1. Guru menjelaskan materi tentang narrative text.

2. Guru menjelaskan tentang langkah-langkah menyusun narrative text.

3. Guru meminta siswa mengembangkan topik dalam bentuk teks narrative.

4. Guru meminta siswa untuk bertanya tentang hal yang belum dipahami berkaitan dengan materi.

60 menit

Penutup

1. Guru meminta siswa untuk mengumpulkan tulisannya.

2. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.

3. Guru mengakhiri kegiatan proses belajar mengajar dengan memberikan beberapa nasehat.

10 menit

I. Evaluasi Pembelajaran

 Evaluasi : Writing Text J. Penilaian Pembelajaran

1. Bentuk Penilaian:

a. Teknik : Performance Assessment b. Bentuk : Tulisan (Written Text)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 1 SIOMPU BARAT Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 2

Aspek / Skill : Writing Materi Pokok : Narrative Text Alokasi Waktu : 2 x 40 Menit A. Kompetensi Inti (KI)

1. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar (KD).

C. Indicator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks naratif.

3. Dapat menuliskan key word untuk mengembngkan topic.

4. Focus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topic yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengatahui fungsi sosial, struktur teks, dan unsure kebahasaan dari teks naratif sederhana.

2. Siswa dapat membuat central image pada penulisan sbuah teks naratif.

3. Siswa dapat menuliskan key word untuk mengembangkan topic.

4. Siswa focus pada basic ordering ideas untuk mendapat informasi untuk mengembangkan topik.

5. Siswa dapat menyusun paragraf narrative text pada topic yang telah diberikan.

E. Materi Pembelajaran

 Writing Narrative Text Fungsi Sosial:

Tujuan:

The purpose of Narrative Text is to amuse and entertain the reader with a story.

Jenis-Jenis Narrative Text There are many kinds of narrative text:

5. Personal experience Ex: when I was Vacation 6. Legend

Ex: Malin kundang, the legend of Tangkuban Perahu and the story of Toba Lake

7. Fable:

Ex: The smartest Parrot and The story of Monkey and Crocodile.

8. Fairy Tale

Ex: Cinderella, Snow White, The story of Rapunzel and Painting the Wall.

Generic structure:

A Narrative text will consists of the following structure:

4. Orientation:

Introduce the participants and informing thetime and places.

5. Complication:

Describe the rising crises which the participants have to do with.

6. Resolution

Show the way of participant to solve the crises, better or worse or solution to the problems.

Language features in narrative

Narrative textusually uses the language features as follows Past tense : killed, drunk, etc.

Adverb of time :Once upun a time, one day, etc Time conjunction : When, then, suddenly, etc

Specific character :The character of the story is specific, not general.

(Cinderella, Snow White, Alibaba, etc)

Action verbs : A verb that shows an action. (killed, dug, walked)

Direct speech : It is to make the story lively. (Snow White said,”My name is Snow White). The direct speech uses present tense.

Example of Narrative Text:

Thumbelina (fairy stories)

Once upon a time, there was a kind woman who had no children, longed for a baby and would often say, “How I would love to have a baby girl, even a tiny little one.” A beautiful fairy heard her wish one day, and gave her a little seed to plant in a flowerpot. When the seed bloomed into a tulip, the woman saw a tiny, beautiful girl inside, no bigger than her thumb. She decided to call her Thumbelina. She was so small that she had a walnut shell for a bed and used petals as a blanket. Then, an ugly toad fell in love with Thumbelina.

One night when she was sleeping, he carried her off to his lily pad in a pond. Thumbelina was very unhappy. A swallow was passing by and saw how sad she looked, and said, “Come south with me to warmer lands.” Young Thumbelina flew away on the swallow’s back. They flew across the seas and came to a land of sunshine. The swallow said,” This is my home. You can live in one of the loveliest and biggest flowers.” When Thumbelina stepped inside, she found a handsome fairy, as tiny as her, in its heart. He was the son of the king of flowers and he fell in love with Thumbelina. He asked her to marry him. So Thumbelina became queen of the flowers and the two lived happily ever after.

F. Model dan Metode Pembelarajan

 Creative Writing Strategy

G. Media, Alat dan Sumber Belajar

4. Media : (Worksheet) dan lembar penilaian 5. Alat : Papan tulis dan spidol

6. Sumber Belajar : Kurikulum 2013, Buku Teks wajib.

H. Langkah-Langkah Pembelajaran

Kegiatan Deskripsi

Kegiatan

Alokasi Waktu

Pendahuluan

8. Mengucapkan salam dan berdoa 9. Mengecek kehadiran siswa

10. Guru memberi motivasi belajar

11. Memberi brainstorming berupa pertanyaan yang sesuai dengan materi yang akan disampaikan.

12. Mengajukan pertanyaan-pertanyaanyang sudah didapat berkaitan dengan materi.

13. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan di capai.

14. Menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

10 Menit

Inti

5. Guru menjelaskan materi tentang narrative text.

6. Guru menjelaskan tentang langkah-langkah menyusun narrative text.

7. Guru meminta siswa mengembangkan topik

60 menit

dalam bentuk teks narrative.

8. Guru meminta siswa untuk bertanya tentang hal yang belum dipahami berkaitan dengan materi.

Penutup

4. Guru meminta siswa untuk mengumpulkan tulisannya.

5. Guru memberikan umpan balik terhadap proses dan hasil pembelajaran.

6. Guru mengakhiri kegiatan proses belajar mengajar dengan memberikan beberapa nasehat.

10 menit

I. Evaluasi Pembelajaran

 Evaluasi : Writing Text J. Penilaian Pembelajaran

2. Bentuk Penilaian:

c. Teknik : Performance Assessment d. Bentuk : Tulisan (Written Text)

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMPN 1 SIOMPU BARAT Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/1

Pertemuan Ke : 3

Aspek / Skill : Writing Materi Pokok : Narrative Text Alokasi Waktu : 2 x 40 Menit A. Kompetensi Inti (KI)

1. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar (KD).

3.10. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks naratif dengan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda serta tempat pendek dan sederhana, sesuai dengan konteks penggunaannya.

C. Indicator Pencapaian

1. Mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif sederhana.

2. Dapat membuat central image pada penulisan sebuah teks naratif.

3. Dapat menuliskan key word untuk mengembngkan topic.

4. Focus pada basic ordering ideas untuk mendapatkan informasi mengembangkan topik.

5. Dapat menyusun paragraf narrative text berdasarkan pada topic yang telah diberikan.

D. Tujuan Pembelajaran

1. Mengatahui fungsi sosial, struktur teks, dan unsure kebahasaan dari teks naratif sederhana.

2. Siswa dapat membuat central image pada penulisan sbuah teks naratif.

3. Siswa dapat menuliskan key word untuk mengembangkan topic.

4. Siswa focus pada basic ordering ideas untuk mendapat informasi untuk mengembangkan topik.

5. Siswa dapat menyusun paragraf narrative text pada topic yang telah diberikan.

E. Materi Pembelajaran

 Writing Narrative Text Fungsi Sosial:

Tujuan:

The purpose of Narrative Text is to amuse and entertain the reader with a story.

Jenis-Jenis Narrative Text There are many kinds of narrative text:

1. Personal experience Ex: when I was Vacation 2. Legend

Ex: Malin kundang, the legend of Tangkuban Perahu and the story of Toba Lake

3. Fable:

Ex: The smartest Parrot and The story of Monkey and Crocodile.

4. Fairy Tale

Ex: Cinderella, Snow White, The story of Rapunzel and Painting the Wall.

Generic structure:

A Narrative text will consists of the following structure:

1. Orientation:

Introduce the participants and informing the time and places.

2. Complication:

Describe the rising crises which the participants have to do with.

3. Resolution

Show the way of participant to solve the crises, better or worse or solution to the problems.

Language features in narrative

Narrative text usually uses the language features as follows Past tense : killed, drunk, etc.

Adverb of time : Once upun a time, one day, etc Time conjunction : When, then, suddenly, etc

Specific character : The character of the story is specific, not general.

(Cinderella, Snow White, Alibaba, etc)

Action verbs : A verb that shows an action. (killed, dug, walked)

Direct speech : It is to make the story lively. (Snow White said,”My name is Snow White). The direct speech uses present tense.

Example of Narrative Text:

The Origin of Surabaya City (Legend)

Once upon a time, there were two animals, Sura and Baya. Sura was the name of a shark and Baya was a crocodile. They dwelled in an ocean. Once Sura and Baya were looking for some nourishment. Abruptly, Baya saw a goat.

“Yummy, this is my lunch,” said Baya.

“No way! This is my midday meal. You are greedy” said Sura.

Then they battled for the goat. After several hours, they were very exhausted.

Feeling exhausted of battling, they lived in the different places. Sura dwelled in the water and Baya dwelled in the land. The border was the sandy shore, so they would never battle afresh.

One day, Sura went to the land and looked for some nourishment in the stream. He was very famished and there was not much nourishment in the sea.

Baya was very furious when he knew that Sura broke the pledge. They fought afresh. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura eventually provided up and A went back to the sea. Baya was happy.

F. Model dan Metode Pembelarajan

 Creative Writing Strategy G. Media, Alat dan Sumber Belajar

Dalam dokumen teaching creative writing to improve - Admin Digital Library (Halaman 61-104)