teaching creative writing to improve

TEACHING CREATIVE WRITING TO IMPROVE

STUDENTS’ WRITING SKILL IN JUNIOR HIGH SCHOOL

(Pre-Experimental research in VIII Grade Students of SMPN 1 Siompu Barat)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Part Fulfillment of the Requirement for the Degree

of Education in English Department

Citra Wahyu Ningsih

10535623515

ENGLISH DEPARTMENT

TEACHING TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2019

MOTTO

“Always be yourself no matter what they say and

never be anyone else even if they look better

than you”

“Learn from the past, live for the today, and

plan for tomorrow”

“Naiklah Tanpa Menjatuhkan, Majulah Tanpa

Menyingkirkan, Dan Bahagialah Tanpa Menyakiti”.

(Ria Ricis)

ABSTRACT

Citra Wahyuningsih, 2019. This final project is About Teaching Creative

Writing to Improve Students’ Writing Skill in Junior High School (Pre-

Experimental Reaserch in VIII Grade Students of SMPN 1 Siompu Barat. A

thesis of English Department, the Faculty of Teachers Training and Education,

Makassar Muhammadiyah University, guided by Erwin Akib and Muh.

Astrianto Setiadi.

The objectives of the study was to find out the significant of students’

achievement in content and grammar through creative writing at the eighth grade

of SMPN 1 Siompu Barat. This research employed pre-experimental research

design. There were two variables, they were teaching technique use creative

writing class and effectiveness of creative writing for students in terms of content

and grammar. The population was the students at the eighth grade of SMPN 1

Siompu Barat. The sample was consisted 30 students which were taken by using

total sampling technique.

The result of the data indicated that there was a significant different

between students’ pre-test and post-test. The mean score of the students in pre-test

in content and grammar was 42.17 and 39.27. This was categorized in poor and

after post-test was 72.17 and 69.33, this was categorized as very good and good.

The final result from the research shows that t-test value for the final score of

students’ writing skill in term of content 21.88>t-table 1.669, and grammar

21.02>t-table 1.669. It is said that the alternative hypothesis (H1) is accepted and

null hypothesis (Ho) is rejected.

Keywords: writing, creative writing, students’ writing skill

ABSTRAK

Citra Wahyuningsih, 2019. Proyek akhir ini adalah tentang mengajar

penulisan kreatif untuk meningkatkan keterampilan menulis siswa di SMP

(A Pre-Experimental Reaserch in VIII kelas siswa SMPN 1 Siompu Barat.

Sebuah tesis dari Departemen bahasa Inggris, Fakultas Keguruan dan Ilmu

Pendididkan. Universitas Muhammadiyah Makassar, dipandu oleh Erwin Akib

dan Muh. Astrianto Setiadi.

Tujuan penelitian ini adalah untuk mengetahui prestasi siswa dalam isi dan

tata bahasa melalui tulisan kreatif di kelas delapan SMPN 1 Siompu Barat.

Penelitian ini menggunakan desain penelitian pra-eksperimental. Ada dua

variabel, mereka mengajar teknik menggunakan kelas menulis kreatif dan

efektivitas menulis kreatif bagi siswa dalam hal konten dan tata bahasa. Jumlah

penduduknya adalah siswa kelas delapan SMPN 1 Siompu Barat. Sampel terdiri

dari 30 siswa yang diambil dengan menggunakan total sampling technique.

Hasil dari data menunjukkan bahwa ada perbedaan yang signifikan antara

pra-tes siswa dan pasca-tes. Skor mean dari siswa dalam pra-tes dalam isi dan tata

bahasa adalah 42,17 dan 39,27. Ini dikategorikan dalam miskin dan setelah pasca-

Test adalah 72,17 dan 69,33, ini dikategorikan sebagai sangat baik dan baik. Hasil

akhir dari penelitian menunjukkan bahwa nilai t-Test untuk Skor akhir dari

keterampilan menulis siswa dalam istilah konten 21.88 > t-Table 1,669, dan tata

bahasa 21.02 > t-Table 1,669. Dikatakan bahwa hipotesis alternatif (H1) diterima

dan null hipotesis (Ho) ditolak.

Kata Kunci: Writing, Creative Writing, Students’ Writing Skill.

ACKNOWLEDMENT

Alhamdulillahi Rabbil Alamin, should be expressed for the blessings of

Allah SWT for guidance and mercy, so that researcher could successfully

complete this thesis. Salawat and Salam are addressed to the final and the chosen,

religious messenger the prophet Muhammad SAW (peace be upon Him).

The researcher would like to express her deepest prost profound and

gratitude to my parents Wa Zamaria and La Zahama for their prayer, financial,

motivations, and sacrifices for her success and their love sincerely.

Without blessing and guidance from Allah, it is impossible for the writer

to complete this thesis. And also, without the assistance of the following number

of people who have a great contribution and influences on the writing this thesis,

it seems it is very difficult for the writer to finish her work, then the writer

realized that an appropriate moment for me to deepest gratitude for:

1. Prof. H. Abdul Rahman Rahim, SE. MM, the rector of Universitas

Muhammadiyah Makassar for his advices during her study at the

university.

2. Erwin Akib, M.Pd.,PH.D, the Dekan of FKIP UNISMUH Makassar for all

advices and motivation.

3. Ummi Khaerati Syam, S.Pd., M.Pd, the head of English education

department of FKIP UNISMUH Makassar, who gave her valuable

authorities and suggestion in doing this proposal.

4. Supervisors who help very much from the beginning to the end of this

proposal (Erwin Akib, M.Pd.,PH.D& Muh. Astrianto Setiadi, S.Pd, M.Pd).

5. The mean and the staff and all of the lecturers of the FKIP Unismuh

Makassar especially to the lectures of English Department who taught me

for many years.

6. The researcher delivering thankful to all my beloved family, my Sisters

Wiwin Lustiati and Lilis Asmila Wati, and my brothers Maman Asmanto,

Firdaus, Agung Dimar, Bogar and Adit Prasetya.

7. Unforgettable thanks to my boyfriend, Syamsul Bahri, S.Pd. who was very

helpful in finished this thesis.

8. Thanks to all my friends and classmate Amazing Class 015 Universitas

Muhammadiyah Makassar always gave me motivation and support and

also prayer for success in finished this thesis.

Finally, by reciting Alhamdulillahi Rabbil Alamin, the writer has been

success to finish her theis according to the target time, nothing left or

forgotten to do.

The writer

Citra Wahyuningsih

Nim: 10535623515

TABLE OF CONTENT

TITLE ........................................................................................................... i

APPROVAL SHEET ................................................................................... ii

CONCELLING SHEET .............................................................................. iii

SURAT PERNYATAAN ............................................................................. v

SURAT PERJANJIAN ................................................................................ vi

MOTTO ........................................................................................................ vii

ABSTRACT .................................................................................................. viii

ACKNOWLEDGMENT .............................................................................. x

TABLE OF CONTENT ............................................................................... xii

CHAPTER I: INTRODUCTION

A. Background ........................................................................................ 1

B. Problem Statements ............................................................................ 4

C. Objective of the Study ........................................................................ 4

D. Significance of the Study .................................................................... 4

E. The Scope of the Study ....................................................................... 5

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Previous Research Finding ................................................................. 6

B. Theoretical Framework ....................................................................... 7

1. Concepts of Writing ....................................................................... 7

2. Concepts of Creative Writing ......................................................... 16

3. Narrative Text ................................................................................ 23

C. Hypothesis ......................................................................................... 27

D. Conceptual Framework ....................................................................... 28

CHAPTER III: RESEARCH METHOD

A. Research Design ................................................................................. 30

B. Research Variable and Indicator ......................................................... 31

C. Population and Sample ........................................................................ 31

D. Research Instrument ........................................................................... 32

E. Data Collection .................................................................................. 32

F. Data Analysis ..................................................................................... 33

CHAPTER IV: FINDINGS AND DISCUSSIONS

A. Findings ............................................................................................. 37

B. Discussions ........................................................................................ 43

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................................... 48

B. Suggestion .......................................................................................... 48

BIBLIOGRAPHY

APPENDIX

CURRICULUM VITAE

CHAPTER I

INTRODUCTION

A. Background

Writing is a medium of human communication that represents language

and emotion with signs and symbols. Trough writing students can put their

feelings and ideas on paper, to organize their knowledge and beliefs into

convincing arguments, and to convey meaning through well-constructed text.

Harmer (2001:79) writing is a form of communication to deliver through or to

express feeling through written form.

Writing is the process of using symbols (letters of the alphabet,

punctuations and spaces) to communicate thoughts and ideas in a readable form.

To write clearly it is essential to understand the basic system of a language. In

English this includes knowledge of grammar, punctuation and sentence structure.

Vocabulary is also necessary, as is correct spelling and formatting. Lado in Elina

Syarif, Zulkarnaini, Sumarno (2009: 5) also expressed his opinion about writing,

namely: loading graphic symbols that represent other languages understood by

others.

In writing,there many problems which students have when it comes to

putting ideas down in written form. They are assume that writing is the most

difficult subject among the other language skills because the process of writing

not only writes what they feel but also convey a message to the readers.

Therefore, the students have problems to make good writing. In addition, there are

two categories problem of writing, such as linguistic problems and non-linguistic

problems.

Linguistic problem is the factors which come from the language itself and

cause difficulties to people who study it while non-linguistic problems is the

factors not come from the language itself. In the linguistic problems, the writer

only focused on pronunciation, grammar, and vocabulary.Therefore, According to

the problems, the researcher fixed the problems by using creative writing

technique.

Creative Writing is a semester long course that explores different genres

of writing, through both are reading and writing, as well as the other necessary

elements needed to improve writing and composition skills. This course is

designed with the goal of inspiring students to develop original pieces and ideas.

Through writing and thinking students will learn to become better readers, writers,

and thinkers. The skills focused on in this course will help students in other

courses as well, especially English. Writing genres covered are autobiographies,

family storytelling, fairy tales, fantasies, short stories, and journals.

According to National Association of Writers in Education (UK) creative

writing can bedefined as:Creative Writing is the study of writing (including

poetry, fiction, drama, and creative non-fiction) and its contextsthrough creative

production and reflection on process. By writing, we mean not only books and

other printed materials,but also scripted and unscripted performances, oral and

record outputs, and the variety of forms possible in electronic,digital, and other

new media.

Bennett, Clarke, Motion, & Naidoo (2008) Creative Writing can use any

form or genre of writing as an exemplary subject of study, butthe productions of

Creative Writing tend not to be informational, but imaginative interpretations of

the world that invitethe complex participation of the audience or reader. Creative

writing, though, should not be viewed as associate degree activity that happens

solely inside acourse room’s walls (Harper, 2003b).

Teachers have to support students’ development of writing habits

andpreferences also outside school. It is very good when teachers recognize that

almost all students do intensiveamounts of writing for their own purposes like

journals, poetry, short stories and formal essay. This potential can be use as the

maximum stimulus to broaden students’ writing horizons. Some of the students

evidently point out in the survey that support of the teacher concerning additional

writing activities inlife outside of the school is welcome very warmly.

The Middle School Creative Writing course offers students an

examination of the differentgenres of writing, the five elements that go into story

developments, and the importance ofkeeping a journal. The skills taught in this

course will not only help students to become bettercreative writers, but it will

develop the skills that will help them in other course as well.

In order to establish valuable opportunities for student’s writing the

teachers should know:How to interact with individual students; How to establish

what students have to gain in process of learning;How to create safe and friendly

atmosphere within the course room in order to help students to be more openand

willing to cooperate in more demanding writing projects (Chapman, 2003).

Based on the statements above, the writer formulates a topic of research as

follows: “Teaching Creative Writing to Improve Students’ Writing Skill in

Junior High School (Pre-experimental research in VIII grade students of

SMPN 1 Siompu Barat)”

B. Problem Statements

By reading the description above, the writer formulates the problem

statements about:

1. Does teaching creative writing improve the students’ writing skill in

terms of content at VIII grade students of SMPN 1 Siompu Barat?

2. Does teaching creative writing improve the students’ writing skill in

terms of grammar at VIII grade students of SMPN 1 Siompu Barat?

C. Objective of the Study

Objective of the study of this research are:

1. To find out that teaching creative writing can improve students’

writing skill in terms of content at VIII grade students of SMPN 1

Siompu Barat.

2. To find out that teaching creative writing can improve students’

writing skill in terms of grammar at VIII grade students of SMPN 1

Siompu Barat.

D. Significance of the Study

1. For Students

The result of this research is expected to be useful information and a

reference for the English students in general.

2. For Teachers

The researcher is expected to be useful information and reference for the

English teacher all over the world and to add information of teaching

learning in the class especially for writing skill.

E. The Scope of the Study

The scope of the study of this research is researcher conducted a research

at the eighth grade students of SMPN1 SIOMPU BARAT. The researcher focused

on improving students’ writing skill in terms of content and grammar.

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Finding

There are some previous researcher have conducted a study of students

writing skill. Some of them are present belows:

Laraib Nasir (2013) in his thesis “Enhancing Students’ Creative Writing

Skill: An Action Research Project” he found that creative writing not only

improve the students’ writing skill but also improve the students vocabulary,

grammar and structure. And also could be beneficial for the other researcher,

especially those who face issue pertaining to EFL because guidelines to the

teachers as to which pedagogies should they adopt to improve their students’

creative writing skills.

Nushrat Akhter (2015) in his thesis “The Effectiveness of Creative Writing

in Language Learning: A Comparative Study between Bangla Medium and

English Medium Elementary Level”, he found that creative writing in one

approach of teaching writing which is become more familiar in recent era. He

made comparison between Bangla and English Medium and it show that students

of both like creative writing classes and it influences their language learning.

Therefore, creative writing can be used as an effective language learning tool.

Joanna Pawliczak (2015), in her journal “Creative Writing as a Best Way

to Improve Writing Skills of Students” she found that almost 94% of students

respond positively that creative is important for them and it is worth developing

for future success in different tasks posed by supervisors or life in general.

The survey reveal that the most popular creative writing activity was writing

detective, horror, and what-if stories. According to the students’ opinion it could

be established that fields of positive influence of creative writing tasks are mainly

vocabulary, grammar, imagination, and even self-esteem. All things considered

we can come to the conclusion that creative writing is the best way to improve

students’ writing skill.

From three researcher findings above, the writer concludes that teaching

creative writing is can improve students’ writing skill. In teaching creative writing

the teacher should make the students interest in writing English material.

B. Theoretical Framework

1) Concepts of Writing

a. Definition of Writing

Communication can be done in two ways: in oral and written form. When

someone cannot share the ideas by speaking, he or she can use a written form to

communicate with others. There are some definitions of writing based on some

experts. Gaith (2002:1) states that writing is the complex process that allows

writers to explore thoughts and ideas, and make them visible and concrete.

Writing encourages thinking and learning. It motivates communication and makes

thought available for reflection when thought is written down, ideas can be

examine, reconsidered, add to, rearrange, and change.

Writing is a way of thinking and learning. It gives a unique opportunity to

explore ideas and acquire information. Writing is one of four skills in English that

have to be mastered by the English learners. There are several ideas about

definition of writing in general. Nurgiyantoro (2001) defined a writing activity is

the latest skills mastered by students after listening, speaking, and reading. Nunan

(2003:88) states that writing is the material work of inventing ideas, thinking

about how to express them, and organizing them into statements and paragraphs

that will be clear to a reader.

Based on experts’ opinion mentioned previously, the researcher concludes

that writing is a process to think deeply and to convey the message to the reader

by producing a sequence of sentences arranged in particular order and link

together in certain ways.

b. The Importance of writing

Writing is the complex process it means that in writing students have to

consider many things to build a good writing result. Harmer (2004:31-33) states

that there are many advantages of learning writing. They are as follows:

1) Writing is often no time-bound in the way conversation. It means that

students have longer time to think than in speaking activity. They can check

their grammar patterns.

2) Writing encourages students to focus on accurate language use because they

think as they write; it may provoke development well as they resolve

problems which writing puts in their mind.

3) Writing is often use as a means of reinforcing language that has been

thought. They use writing skill to make a note about what they have learnt

while learning process happens.

4) Writing is frequently useful as preparation for some others activity.

5) Writing can also be used as an integral part of larger activity where the

focus is on something else such as language practice, acting out, or

speaking.

For example; the teacher asks the students to make a short dialog which they

will then act out.

6) Writing is also use in questionnaire type activity.

Writing is important to face questionnaire test. In the examination,

students are asked their answer in the form of writing.

From the explanation above, the researcher can conclude that writing

skill is very important to be learnt. Writing helps us in solving and improving

others skills in learning language.

c. The component of writing

The stocks of vocabulary, grammar, and comprehend how to make a

correct sentence must be consider to make a good writing. The students’ writing

score will evaluate by the scoring system. The aspects of scoring are organizing,

content, grammar, vocabulary, and mechanic (Nurgiyantoro, 2001:48). To make it

clear, the researcher will explain each aspect.

a) Organizing

It means how the students organize their ideas. Whether each paragraph is

organize well or not. The organization of the text is fluent in expressing, reveal

clearly ideas, good organization, logic sequence, and cohesive.

b) Content

The content refers to the topic and its explanation discussion, evaluation,

and conclusion. It should be clear, specific, and relevant. The good content have

to fulfill the criteria such as full of information, substantive make a clear thesis

development and relevant with the problem.

c) Grammar

The students use effective sentence construction and make only few faults

in using of grammar.

d) Vocabulary

If the students could choose the correct words as it as function and master

information words.

e) Mechanic

Paragraph is a combination of some sentence which needs good spelling

and punctuation. If the use of punctuation is not appropriate, the paragraph will be

unreadable. So the students should be mastered in writing good paragraph.

d. Types of Writing

a. Narration

Oshima (1997: 27) explains that Narration is story writing. When you

write a narrative paragraph or essay, you write about events in the order that

happened. In other words, you use time order to organize your sentence. In model

essay, the writer uses time order to divide the essay into paragraphs. An outline of

essay narration would be like this: orientation, compilation, and resolution.

Narrative is not emerges only like; legend, fiction, or short story, but also

emerge as real life story. From that statement, it can be analyzed that daily

experiences in past time is on product form of narrative writing students by their

reality life. A narrative can tell what happened with students by their selves and

environment.

b. Description

Oshima (1997:50) explain that descriptive writing to the senses, so it tells

how something look, feels, smells, tastes, and/or sounds. A good description is

like a “word picture’, the reader can imagine the object, place, or person, in his or

her mind. A writer of a good description is like an artist which is paint a picture

that can be “seen” clearly in the mind the reader. In a description, writer often use

spatial order to organize their ideas. Spatial order is the arrangement of items in

order by space. An outline of description would be like this: introduction, body,

and conclusion.

c. Explanatory

Exposition is used in giving information, making explanation, and

meanings. It includes editorial, essays and informative instructional material.

Used in combination with narrative, it stands as an essay. Used alone or with a

narrative, exposition may be can develop in a number of ways.

d. Argumentation

Argumentation is used in persuading and convincing. It is closely related

to exposition and is often found combined with it. Argumentation is used to make

a case or to prove or disprove a statement.

e. The process of writing

In writing there are some important things that the researcher has to notice

when the researcher will make writing. According to Harmer (2004:4-5) states

that the process of writing has four main elements. Those are planning, drafting,

editing, and final version.

1) Planning

The writer has to think about three main issues:

a. The purpose of their writing skill since this will influence (among other

things) not only the type of the text they wish to produce, but also the

language they use, and the information they choose to include.

b. The audience they are writing for, since this will influence not only the

shape of the writing (how it is laid out, how the paragraphs are structured,

etc), but also the choice of language.

c. The content structure the piece that is how best of sequence the fact, ideas,

or argument which they have decide or include.

2) Drafting

One can refer to the first version of a piece of writing as a draft. A number

of drafts may be produces on the way to the final version.

3) Editing (reflecting and revising)

After writer produce a draft, then they usually read what the result of the

draft is in order to see where it works and when it does not. Perhaps, the order of

the information is not clear. Perhaps the way something is written is ambiguous or

confusing.

Reflecting and revision are often helped by other readers or editors who

moment and make suggestions. Another reader’s reaction to a piece of writing

will help the author to make appropriate revision.

4) Final Report

After the writer edits their draft, it may be different from the original plan

and the first draft because they make the changes which they consider to be

necessary. However, in the final version the writer in now ready to send the

written text to the intended audience.

One may decide to represent these stages in the following way:

Planning – Drafting – Editing – Final Draft.

Based on the description above, it can be concluded that in producing the

final draft which can be served to the readers, it need some steps such as planning,

drafting, and editing.

f. The problem of writing

According to Nurgiyantoro (2001:298-299), there are some problems

faced by students in learning writing. Those are as follows:

1) Organizing Ideas

The students usually faced the problem in writing process such as how to

organize into sentences. In writing composition, students will put their ideas and

thoughts to be develop become a good written. It will be better if we start the

writing process by choosing theme first before we write the composition. After

that we can make an outline to help us in arranging the sentences or paragraph.

2) Lack of Vocabulary

Vocabularies become complex problem especially in writing. Lack of

vocabulary makes students often write uncommunicative sentence. Besides that,

they often choose incorrect words in their composition.

3) Grammar Accuracy

Grammar becomes very important aspect in writing. A draft will be said a

good draft if grammar which is used in correct.

g. The Paragraph of Writing

There are some definitions about paragraph based on the some experts.

Sanggam (2007:11) states that paragraph in a product of written language skill to

express the topic in a piece of writing. Tarigan (2008:4) states that paragraph is a

unit of language forms which is as result of sentences merging. Lunsford and

Collins (2003:116) defines that paragraph is a group of sentences or single

sentence that forms a unit. It also defined by Syamsuri, (2009:61), paragraph is a

unity of mind, a unity which is more extensive than the sentence.

From the explanation above it can be concluded that paragraph is a written

form which is contain several sentences and relate to one main topic.

h. The tasks of the teacher in writing

Success of writing for the students is not far away from the roles of the

teachers in the classroom. The teacher has some tasks in writing class.

According to Harmer (2004:41-42), there are some of teacher’s tasks;

those are follows:

a. Demonstrating

Teacher should make the students aware of writing conventions and genre in

each type of writing and pay attention to features of writing.

b. Motivating and Provoking

Teacher has to help the students by motivating or provoking them in order

to have ideas when the students are lost for words, especially in creative writing

tasks.

c. Supporting

Students need a lot of help and comfortable feeling when they write.

Therefore, when the students are writing in class, teacher is needed to extremely,

supportive, always available (except during exam writing of course), and

overcome the difficulties.

d. Responding

Reaction to students’ written work can be in form of responding. When

responding, there are suggestions for its improvement, and there is no grading of

students’ work.

e. Evaluating

The teacher can know the real condition of the students’ ability when she or

he evaluates the students writing result. Evaluation can also use as consideration

for teacher to create a better teaching and learning process.

Those are description about the teachers’ tasks in writing classroom

activities. Hopefully by obeying the tasks, namely demonstrating, motivating,

provoking, supporting, responding, and evaluating, it can make the students have

more ability in writing.

From the explanation above the researcher can conclude that writing skill is

very important to be learnt. Writing helps us in solving and improving other skill

in language learning.

2) Concepts of Creative Writing

a) Definition of Creative Writing

Creative writing is a form of writing that expresses feelings, thoughts or

ideas in an imaginative way. It provides the students new ways to play with the

language. Creative writing enhances not only the writing skills of the learners but

also it helps students to improve all the language skills especially in writing skill.

Creative writing is any writing technique that goes outside the bounds of

normal professional, journalistic, academic, or technical forms of literature,

typically identified by an emphasis on narrative craft, character development, and

the use of literary tropes or with various traditions of poetry and poetics. Due to

the looseness of the definition, it is possible for writing such as feature stories to

be considers creative writing, even though they fall under journalism, because the

content of features is specifically focus on narrative and character development.

Both fictional and non-fictional works fall into this category, including such forms

as novels, biographies, short stories, and poems. In the academic setting, creative

writing is typically separate into fiction and poetry classes, with a focus on writing

in an original style, as oppose to imitating pre-existing genres such as crime or

horror. Writing for the screen and stage screenwriting and playwriting are often

taught separately, but fit under the creative writing category as well.

Creative Writing programs are typically available to writers from the high

school level all the way through graduate school/university and adult education.

Traditionally these programs are associates with the English departments in the

respective schools, but this notion has been challenged in recent time as more

creative writing programs have spun off into their own department. Most Creative

Writing degrees for undergraduates in college are Bachelor of Fine Arts degrees

(BFA). Some continues to pursue a Master of Fine Arts in Creative Writing, the

terminal degree in the field. At one time rare, PhD. programs are becoming more

prevalent in the field, as more writers attempt to bridge the gap between academic

study and artistic pursuit. Creative writers typically decide an emphasis in either

fiction or poetry, and they usually start with short stories or simple poems.

Creative writing is a technique that used to help the students in developing

their creative ideas. Writing technique by using creative writing can make the

students and the reader imagine or even easy to get an inspiration. Not all writing

activity can be categorize into creative writing. Naning Pranoto (2007) states that

creative writing is a writing technique that can engender imagination and

inspiration as well as critical power for the authors them self and also readers.

When the students think creatively, they discover new and original ideas. They

open their minds to possibilities rather than seeking expected answers. Creative

thinking works hand in hand with critical thinking to help students deepen their

learning.

Harmer affirmed creative writing as a term which implies “imaginative

tasks, such as writing poetry, stories and plays.” Creative writing normally refers

to the production of texts which have an aesthetic rather than a purely informative,

instrumental or pragmatic purpose. Most of the time, such texts take the form of

poems or stories, though they are not confined to these genres. Letters, journal

entries, blogs, essays, travelogues, etc. can also be defined as creative writing.

According to Maley (2009) Creative writing texts have a great deal with

intuition, imagination and personal memories. In the words of distinguished

novelist Ernest J. Gaines, creative writing is “imaginative writing, though the

creative writer draws from factual sources, sociology, psychology, politics,

religion, etc., he should use all of that information imaginatively never factually”

(Gaines, n. d.).

In an interview, Vishnu S. Rai, claimed that creative writing as an art

which can be taught. He added that as people are help to learn different arts and

crafts such as painting, drawing or music, more suitably they can be help to learn

the creative writing art. Moreover, he emphasized on two aspects of creative

writing; these are:

to be a creative writer and get published

to use creative writing in the classroom

According to him, the people who do creative writing in the classroom, the

primary purpose is to help the students develop their language skills without stress

and with fun.

b) Teaching Techniques use Creative Writing Class

Based on Vishnu S. Rai’s article “Teaching Creative Writing,” he

suggested some ways of teaching story writing. According to him, while students

are writing it should be enjoyable. Students should have opportunities to choose

their own subjects and methods of writing as the goal of creative writing is to

develop students’ cognitive and communication skills.

Moreover, he suggested that before starting their writing, students should

be rein force to have an idea of each type of creative writing. For instance, he

talked about story writing that many students do not have the sense of what story

is. However, a sense of what a story is can be reinforce at the beginning of the

discussion and if the students are led in a helpful way in these discussions. They

may begin to see similarities and differences between books of different writing

styles and contents. As a result, they will begin to form an idea of the forms and

structures that stories generally follow.

He also suggested that teachers should give feedback after the ending of

the session or class. If the teacher give the opportunity to the students to read each

other’s work and give feedback that will be helpful for both reader and writer. In

this case, their peers comment will be more attend than the teachers’. However,

the interaction of students in giving feedback needs to be monitored and modeled

by the teacher.

c) Procedure of teaching writing use creative writing

1. Brainstorming

The focus is generally more on “What happened?” What happened after

the narrator found Ray waiting for him behind the store? Did he get in the car with

him, and why? It is in answering these questions that the story

develops.Brainstorming for nonfiction writers, however, is more topic-driven: it

is, more “What do I want to write about? What compels me?”

2. Allow students to pick the topic

Guide the students through writing process are to allow them to pick their

topic. Picking their topic will allow the students to own their writing and to use

their own creative energy to craft an engaging story.

3. Have the students write a flexible outline

After the students have chosen a topic, have them create a flexible and

general outline for their story. This outline will serve as a guide as they write their

story. Because the outline is flexible, it will guide them while not limiting their

creativity.

4. Avoid teaching a story “formula”

One of the most important things to remember when teaching creative

writing is to dispense with the idea that stories should follow certain arcs or

formulas. While formulaic writing can aid students who need direction, it can also

bind students and limit their imaginations.

5. Provide feedback on rough drafts

As the students move through the writing process, the teacher should

read over drafts and provide feedback. Feedback is essential in guiding writers

and making sure they are on the right path to storytelling success.

6. Organize editing groups

An important part of the writing process is the formation of editing

groups in the class. Editing groups will enable the students to read each other's

work and give feedback during the writing process. Students should benefit by

listening to the reactions of an audience to their work

7. Evaluate the students based on their creativity

Ultimately, when it comes to evaluating the students' work and assigning

a grade, the teacher need to evaluate them based on their creativity. While it may

be tempting to assign grades based on a certain model or formula, teacher should

look deep into the students' work to see if they've succeeded at writing with

creativity.

d) Effectiveness of Creative Writing for Students

Kenny (2009), in his article, “Teaching Creative Writing in an ESL

Context,” states four majors factor for using creative writing in language learning

classroom. These are:

1. Freedom of Expression:

Most writing classes focus on grammatical structure and correct form.

There is less concentration on utilizing the creativity of the students. As a result, it

can lead to dissonance and low motivational levels as well as leave little room for

the cultivation of views, opinions and ideas.

However, he thinks that creative writing activities have a direct

connection to the students’ imaginations as these are allowing the students to

explore their interests and ideas in a spontaneous, immediate and personal way.

2. The use of the imagination:

Kenny climes that promoting the use of the imagination, the

implementation of creative approaches, activities and tasks play a vital role in the

development as a human being. If the teachers help the students to access their

creative mind and promote self-expression, it will raise the students’ motivational

levels as well as encourage them in good learning habits.

3. Emotional response:

The major difference between creative writing and factual writing is

creative writing can ignite an emotional response in students and facilitate an

emotional response can have a beneficial effect on learning.

4. Connecting the known to the unknown:

Creative writing can link pre-existing knowledge with new ideas and

unfamiliar linguistic structures.

Vishnu S. Rai utters: “Creative writing is fun. Creative writing breaks the

monotony of the class. It brings fresh air in the classroom. It helps students to

learn language with fun. The most important thing is that it boosts their morale. It

gives them confidence that they can write poems and stories in English. The same

is true with the teachers. Once they are exposed to creative writing activities, their

self-confidence soars up.” (Kumar, 2012)

According to Alan Maley (2009), some benefits of creative writing for

students are:

a) Creative writing aids language development at all levels, such as

grammatical, vocabulary, phonology and discourse.

b) It fosters “playfulness” which encourages learners to take risks with the

language, to explore it without fear of reproof.

c) Creative writing put emphasis on the right side of the brain, with a focus

on feelings, physical sensations, intuition and musicality.

d) Creative writing tends to develop self-confidence and self-esteem among

learners.

e) Creative writing leads to a corresponding growth in positive motivation.

f) Creative writing feeds into more creative reading. By getting the process

of creating the text, learners come to instinctively understand how such

texts work, and this make them easier to read.

g) Moreover, creative writing helps to improve expository writing.

3) Narrative Text

a) Definition of Narrative Text

According to Martin (1985) Narrative is a story. Thus, narrative writing is writing

that tells a story. Narratives in English may be written in the first person, using in

the singular and we in the plural. In some stories, they may also be written in the

third person, using he or she in the singular and they in the plural. Most of

narrative text uses the personal pronoun to show the character of the story. It

makes the story alive, so the readers can feel the sense of the story.

Moreover, Gerot and Wignell (1994) say that the social function of

narrative texts is to amuse, entertain and to deal with actual or vicarious

experience in different ways. Narratives deal with problematic events which lead

to a crisis or turning point of some kind finds a resolution and can be adding by

re-orientation at the end of story. However, it is optional to use. Narrative texts are

told to entertain the readers or listeners about the story (fairy tales, legends, fables

etc) and take some moral values on it. Most narrative writing has the following

characteristic:

a) It tells the story of an event or events.

b) The events are usually arranged in chronological order.

c) The writer has a purpose in mind telling the story. The writer wants to

show the impression to convey to the readers. The details of the narrative

are carefully selected for the purpose.

In addition, Keraf (1989) states that narrative is a form of composition,

which has the main objectives in the form of activities that are tied together to

become an event that happened in a certain time.

From these opinions, it can be said that a narrative text is usually a product

of writing which is developed and tied together to become a story which happened

in a certain time in the past.

b) Generic Structure of Narrative Text

According Neo cited in Alberti (2014) states that a narrative has a

structure, a shape or a pattern. It can be represented graphically in this way.

Climax

Rising Action Falling Action

Exposition Resolution

Figure 2 .1: Frei tag triangle

That picture is known as the Frei tag triangle. The idea of the Frei tag

triangle is to serve as a kind of blueprint or map which can be used to guide us

systematically in our writing. The Frei tag triangle consists of:

a) The composition, it establishes the characters and the situation.

b) Rising action, it refers to a series of complication leads to the climax.

c) The climax is the critical moment when problem/conflicts 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.

Meanwhile, Siahaan and Shinoda cited in Shofiyah (2015) explained that

the structures of narrative text are orientation (setting the scene and introducing

the participants), evaluation (a stepping back evaluate the plight), complication (a

crisis arises), resolution (the crises are resolved, for better or for worse), and

reorientation (optional).

From the explanation above, it can be stated that the main structures in

narrative text are:

1. Orientation

According to Djatmika and Wulandari (2013), Orientation is part of the

opening story. As opening story, it is very important to make an interesting story

to make the reader interest to read. It should also explain the background of the

story, such as sets the mood by defining the setting, time, the main character, the

relationship between the characters and other information to give the reader a

starting point.

2. Complication

According to Djatmika and Wulandari (2013), Complication is the main

body of the story. This part includes an event that leads the characters into a

complication when the normal events are upset by some forms of conflict. There

may be more than one complication and this serves to frustrate the characters in

their attempts to achieve what they wish. This builds also tension and anticipation

for the reader.

3. Resolution

According to Djatmika and Wulandari (2013), in Resolution the crisis

resolved, for better or even worse. This part contains the ending of the character’s

problem and conflict. There are three possible resolutions. First, the story will be

ended with the happy ending. Second, the story will be ended by sad ending. The

last, the writer allows the reader to guess the end of the story.

c) Kinds of Narrative Text

According Neo cited in Karolina (2006) stated 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. Adventure

d) Linguistic Feature of Narrative Text

According Anderson and Anderson cited in Shofiyah (2015) stated there

are some language features in narrative text. Those are:

1) Nouns that identify the specific characters and places in the story,

2) Adjectives that provide accurate descriptions of the characters and

settings,

3) Time words that connect events to tell when they occur. For example,

first, then, next, while, afterward, finally, after, during, before, etc.,

4) Verb to show the action that occurs in the story. The tense used in

general is past tense.

In addition, Siahaan and Shinoda cited in Shofiyah (2015) stated that the

linguistic features of narrative are focused on specific and usually individualized

participants, use of material processes (behavioral and verbal process), use of

mental process, the use of temporal conjunction and temporal circumstance, and

use of past tense.

C. Hypothesis

1. Null Hypothesis (H0): ’’There is no significant difference the students

writing achievement before and after treatment by using creative writing

technique.

2. Alternative Hypothesis (H1): ’’There is some significant between the

students’ written text in writing skill after using creative writing technique

as the treatment at Eighth Grade students of SMPN 1 Siompu Barat.

D. Conceptual Framework

The conceptual framework is as follows:

It can be defined that writing English is very difficult for most Indonesian

students. Sometimes, they are blocked by limited ideas. Therefore, the teacher

should be use technique, strategy, method or approach in teaching writing that can

Output Process Input

Narrative

Text

Writing

Content Grammar

Students’ Writing Creative Writing

Experiment

Pretest, Treatment,

and

Posttest Design

makes the students interest and motivating to write. The students write in English

to gather ideas in the writing process by using creative writing strategy.

Based on the conceptual framework, the researcher will use creative

writing as a teaching technique. This requires the students to write a narrative

paragraph by doing planning, visualizing, developing ideas and reflection of their

assignment. By planning the students’ assignment then select it and give reflection

of their assignment help them to improve their writing skill because they can be

able to find and know their mistakes in writing.

This study will use Pre-experimental research, which use one class for

experimental that consists of 32 samples. Each sample will get pre-test, treatment,

and post-test. The first and the last will allocate to conduct the pre-test and post-

test, while the rest four meetings are allocate to implement the treatment using

creative writing strategy. In the final version of the post-test, the researcher will

get information about effectiveness of creative writing strategy to the students

writing achievement.

Input comes from writing that includes Narrative Text. Writing is process

by using creative writing technique and a research experiment with the design of

pre-test, treatment, and post-test design. The expect result is writing skill that

includes grammar and content to improving students’ writing skill by using

creative writing technique.

Thus, the main purpose of this learning and teaching process is improving

students’ writing skill in terms of grammar and content.

CHAPTER III

RESEARCH METHOD

A. Research Design

Research design is the methods that used to collect research data so that

research results can be proved. To collect the data the researcher used Pre-

Experimental Research Method with one group pre-test and post-test design. The

treatment was use conduct after pre-test and before post-test. The design is

presented in the following table below:

Table 3.1: Research Design

Pre-test Treatment Post-test

O1 X O2

(Arikunto, 2006:85)

Where: O1: Pre-test

X: Treatment

O2: Post-test

1. Pre-test

Before giving a treatment to the students, the researcher gave writing test

to know the prior level of the students. The form of writing test is essay test

and it was about 60 minutes in a classroom. The researcher asked the students

to choose their own subject based on the topic given from the researcher. It was

aim to know the students’ basic writing skill.

2. Treatment

In an experiment, treatment is the way of teaching. It was conduct as follows:

a) The teacher decided a topic to be discuss by the students.

b) The teacher gave examples how to explore ideas based on the given

topic by using creative writing technique.

c) The students found another topic and discuss with their friends and

tough about the topic.

d) The teacher guides the students to explore their ideas about the related

words and topic.

e) The students write essay based on the given topic and guide by the

teacher.

f) The teacher gives feedback to the students essay text.

3. Post-test

After giving treatment, the researcher conducted post-test to know the

students’ progress in writing skill, especially related to the grammar and

content used by the students in writing skill.

B. Research Variable and Indicator

The indicator of this research was teaching creative writing to improve

students’ writing skill in junior high school. The researcher divided into two

categories, they were teaching strategy use creative writing class and effectiveness

of creative writing for students in terms of content and grammar.

C. Population and Sample

1) Population

Population is the subject of research. Population is a source of data and

information for the benefit of research or a group of subjects, whether human,

values, tests, objects or events. Bungin (2013:101) population is the whole

(universe) of the object of research which can be in the form of humans, animals,

plants, air, symptoms, values, events, attitudes of life, etc., so that these objects

can become research data sources.

The population of this research was the eighth grade students at SMPN 1

Siompu Barat. It consists of 30 students.

2) Sample

The researcher used total sampling technique. Total sampling is a

sampling technique where the number of samples is equal to the population. The

researcher used total sampling technique because the population of this research

relatively small. Therefore, the samples of this research were 30 students.

D. Research Instrument

Research instrument is a tool that used by researchers to facilitate work in

collecting data. The research instrument that used in this study was writing essay

test. The students asked to create a paragraph from the topic given. The aim of the

test was to found information about students’ development after teaching learning

process.

E. Data Collection

The researcher conducted pre-test and Post-test. The tests were gave to the

students by asking them to choose one topic and write essay based on the given

topic. The students did the test for 60 minutes.

F. Data Analysis

1. To find the scores of each students, the following rubric was use:

Table 3.2: data analysis

Variables Criteria Score Classification

Grammar

Use of complex and correct

complex sentences

80-100 Very good

Effective use, but the

construction tends to be simple.

60-79 Good

There are many problems in

sentence construction

40-59 fair

The use of sentence construction

is really inappropriate.

≤39 poor

Content

Substantial mastery of

knowledge. 80-100

Very good

Mastery of some adequate

knowledge about substance. 60-79

Good

Mastery of limited knowledge

about the topic or content. 40-59

Fair

Mastery of knowledge about

topics and substances is very

lacking.

≤39 Poor

2. To find the mean score of the students, the following formula was use:

X = 𝑋

𝑁

Where:

X = Mean score

Σ x = The Total of all score

N = Number of student

3. Finding the improvement’s percentage of students’ writing skill after

using creative writing technique. The formula as follows:

P = 𝑥2− 𝑥1

𝑥1 x 100

Where:

P = percentage of the students

X1 = the first mean score

X2 = the second mean score

(Gay, 1981)

4. To know the percentage of students’ writing in Pre-test and Post-test by

using the following formula:

% = F

N X 100

Where:

%: The percentage of students’ speaking

F: The frequency of students

N: Total number of students

(Sudjana, 2017:131)

5. To know the significant difference between the score of the pre-test and

post-test. The researcher calculated the value of the test by using the

following formula:

t=−𝐷

Σ𝐷2−(𝛴𝐷) 2

𝑁 N (N−1)

Note :

t : Test of significance

−𝐷 : Mean deviation

(Σ𝐷) 2 : The square of the sum score for difference

ΣD : The sum of total score for difference

N : The number of subject

(Gay, 2006:356)

The formula explained about the significance difference between pre-

test and post-test found by calculation the value of the t-test. The aim of the

formula was to know the method effective or not in improving the students’

writing skill of the eighth grade of SMPN 1 Siompu Barat.

6. Testing hypothesis

After got the students’ significance scores (value of t) it was compared

with the value of t-table. When it was found that the value of t-test was equal

or greater than the value of t-table, it means that Null Hypothesis (H0) was

rejected and Alternative Hypothesis (H1) was accepted because there is

significance difference between pre-test and post-test and after taught writing

by using creative writing technique. The criteria for the hypothesis testing as

follows:

Table 3.3 Criteria for the hypothesis testing

Testing

Hypothesis

H0 H1

t-test >t-table Rejected Accepted

t-test <t-table Accepted Rejected

(Sugiyono, 2014:317)

To find out The Effectiveness of creative writing in improving Students’

writing skill in term of content and grammar of Eighth Grade at SMPN 1

Siompu Barat.

CHAPTER IV

FINDINGS AND DISCUSSION

A. The Findings

After conducting the research, the researcher obtained two kinds of data;

the score of pre-test and the score of post-test. Pre-test was given before the

treatment and post-test was given after the treatment. The results presented as

follows:

1. The Students’ Mean Score of Content and Grammar in

Pre-test and Post-test

To find out the answer of the research question in the previous chapter, the

researcher used essay test. A pre-test was administrated before the treatment and

post-test was administrated after doing the treatment which aimed to know

whether there was a significant difference of the students’ writing skill before and

after the treatments were given to the students.

After calculating the result of the students’ score, the mean score of both the

pre-test and post-test could be presented in the following table:

Table 4.1 The students’ mean score of content and grammar in

pre-test and post-test

Variables

Mean score

Percent Improvement

Pre-test Post-test

Content 42.17 72.17 71.14%

Grammar 39.27 69.33 76.54%

The table above shows that, the students’ mean score of the content in pre-test

was 42.17 and the students’ mean score of grammar in pre-test was 39.27. While

the students’ mean score of content in post-test was 72.17 and the students’ mean

score of grammar in post-test was 69.33. The improvement of the students’ mean

score of content in pre-test and post-test was 30.00 (71.14%) and the improvement

students’ mean score of grammar in pre-test and post-test was 30.06 (76.54%).

In the other words we can say that, the improvement was significantly

different and the students’ ability progressed, because the mean score of post-test

was higher than pre-test. To know the percentage of the students’ mean score of

content and grammar in pre-test clearly, following the table was presented:

Table 4.2 Mean score of pre-test, post-test, and improvement of content

Variables

Mean score

Improvement

Pre-test Post-test

Content 42.17 72.17 30

Based on the table above, it shows that the mean score in pre-test of content is

(42.17) and the post-test is (72.17) and the improvement is (30). It’s clearly seen

that they were significantly different. In brief, it shows that the mean score of the

students’ writing skill by using Creative Writing Technique can be achieved.

Table 4.3 Mean score of pre-test, post-test, and improvement of

grammar

Variables

Mean score

Improvement

Pre-test Post-test

Grammar 39.27 69.33 30.06

Based on the table above, it shows that the mean score in pre-test of grammar

is (39.27) and the post-test is (69.33) and the improvement is (30.06). It’s clearly

seen that they were significantly different. In brief, it shows that the mean score of

the students’ writing skill by using Creative Writing Technique can be achieved.

Table 4.4 Total mean score between pre-test and post-test in term

of content and grammar

Variable

Score

Pre-test (X1) Post-test (X2)

Total 81.44 147.68

Average 2.72 4.92

The table 4.2 above shows that, there was an improvement of students’

writing skill in term of content and grammar before and after treatment was given.

The average of total mean score of pre-test (X1) was derived from the total score

of content and grammar (81.44) divided by the total number of students (30) and

the result got was (2.72), and the average of total mean score of post-test (X2) was

derived from the total score of content and grammar (147.68) divided by the total

number of students (30) and the result got was (4.92). The improvement of the

students’ writing skill is shown in this table below:

Table 4.5 Total mean score of pre-test, post-test, and improvement of

content and grammar

Variables

Mean score

Improvement

Pre-test Post-test

Average 2.72 4.92 2.2

To sum up the table above, it can be seen clearly that the average of total mean

score of content and grammar improved from pre-test to post-test. In pre-test

(2.72), in post-test (4.92), and improvement by pre-test to post-test is (2.2).

2. The Classification of Students’ Pre-test and Post-test Scores

The percentage of the pre-test and post-test calculated the content score

and grammar. The result can be seen the following tables:

Table 4.6 the Rate Percentage of Content Pre-test and Post-test Score

No. Classification Score

Content

Pre-test Post-test

f % F %

1 Very Good 80-100 0 0% 5 16.67%

2 Good 60-79 0 0% 25 83.33%

3 Fair 40-59 24 80% 0 0%

4 Poor ≤39 6 20% 0 %

Total 30 100% 30 100%

The table shows that from 30 students, there was 0 students who categorized

to “Very good”, 0 students who categorized to “Good”, 24 students (80%) who

categorized to “Fair”, and there were only 6 students (20%) who categorized

“Poor”

While, there were 0 students who categorized to “Very good”, but in this

table 5 students (16.67%) who categorized into “Very good”, and there were 25

students (83.33%) who categorized to “Good”, and 0 students (0 %) categorized

to “Fair and poor”

If we compare, it can be seen clearly that the number are different, because in

(Pre-test of content) the student who categorized “Very good” and “Good” was 0

and (Post-test of content) the “Very good” increased to 5 students and 25 students

who categorized to “Good”. In table above (Pre-test of content) the student who

categorized “Fair” was 24 and (Post-test of content) the “poor” was 6 students.

Table 4.7 The Rate Percentage of grammar Pre-test and Post-test Score

No. Classification Score

Vocabulary

Pre-test Post-test

f % F %

1 Very Good 80-100 0 0% 2 6.67%

2 Good 60-79 0 0% 27 90%

3 Fair 40-59 17 56.67% 1 3.33%

4 Poor ≤39 13 43.33% 0 %

Total 30 100% 30 100%

The table shows that from 30 students, there were 0 students who categorized

to “Very good” and “Good”, 17 students (56.67%) who categorized to “Fair”,

while 13 students (43.33%) categorized to “Poor”. The table shows that from 30

students, in this table 2 students (6.67%) who categorized to “Very good”, but in

the table (Pre-test of grammar) there were 0 students who categorized to “Very

good”, and there were 27 students (90%) who categorized to “Good”, while in

table (pre-test of grammar) there were 0 students who categorized to “Good”, than

this table (Post-test of grammar) just 1 students who categorized to “Fair”, and 0

(0%) students who categorized into ”Poor”,

If compare both of the tables above, it can be seen clearly that the number are

different, because in table (Pre-test of grammar), the student who categorized

“Very good” was 0 and in table (Post-test of grammar) the “Very good” category

were 2 students. In table (Pre-test of grammar) the student who categorized

“Good” was 0 and in this table the “Good” increased to 27 students. In table (Pre-

test of grammar) the student who categorized “Fair” was 17 and in this table the

“Fair” was 1 students. While in table the student who categorized “Poor” was13

and in this table (Post-test of grammar) “Poor” category was 0 students.

3. The Comparison of the Test Result

The distribution the value of t-test value and t-table can be seen in the

following table 4.9 below:

Table 4.8 Distribution the value of t-test and t-table

Variables

Pre-

test

Post-

test

t-test t-table Comparison Classification

Content 42.17 72.17 21.88 1.699 t-test>t-table Significance

Grammar 39.27 69.33 21.02 1.699 t-test>t-table Significance

The data on the table 4.5 above shows that the value of the t-test is higher than

the value of t-table. It is indicated that there is a significance difference between,

the result of the students’ content and grammar in writing by using Creative

Writing Technique after treatment.

4. Hypothesis Testing

If the t-test value is higher than t-table at the level of significance 0.05 and

degree freedom (df) 29 (N-1=30-1), thus the alternative hypothesis (H1) is

accepted and null hypothesis (Ho) is rejected. In contrary, if the value is lower

than t-table at the level of significance 0.05 and the degree freedom (df) 29 (N-

1=30-1) thus the alternative hypothesis is rejected and null hypothesis is accepted.

B. Discussion

The description of data collected from the students’ writing skill in term

(content and grammar) as explained in the previous section showed that the

students’ writing skill in term of content and grammar was achieved. It was

supported by mean score and the total score, also the percentage of the

improvement of the students’ pre-test and post-test result. Based on the finding

above, the using Creative Writing Technique made students had mean score that

was higher is writing skill than before they used Creative Writing.

Based on the findings of the students’ score, the mean score of content pre-test

was (42.17). It shows the achievement of students’ writing before the treatment

and the mean score of post-test was 72.17 after treatment and the improvement

was 30.00 (71.14%). The mean score of the students’ pre-test in grammar was

(39.27). It shows the achievement of students’ before treatment and the mean

score of post-test was 69.33 after treatment and the improvement was 30.06

(76.54%). Nevertheless, the difference mean score of the post-test was higher than

the pre-test. It means that teaching creative writing to improve students’ writing

skill in junior high school was effective in teaching writing in the class.

From the result of calculation, it is obtained the value of the t-test in content is

18.01 the degree of freedom (df) is 29 (obtained from N-1) = (30-1=29), the value

of the t-test in grammar is 17.46 the degree of freedom (df) is 29 (obtained from

N-1) = (30-1=29). The researcher used the degree of significance of 0.05 the value

of degree of significance are 1.699. If the test compared with each value of the

degrees of significance, the result of content is 15.065>1.699, the result of

grammar is 12.575>1.699. Since t-test score obtained from the result of

calculating, the alternative hypothesis (H1) is accepted and the null hypothesis

(H0) is rejected.

1) If the result of t-test is higher than t-table (t-test>t-table), the null

hypothesis (H0) is rejected and alternative hypothesis (H1) is accepted. It

means that there is a significance difference between variable X1 and

variable X2.

2) If the result of t-test is lower than t-table (t-test<t-table), the null

hypothesis (H0) is accepted and alternative hypothesis (H1) is rejected. It

means that there is no significance difference between variable X1 and

variable X2.

Based on the result of the data analysis, it is proven that the students’

improvement in writing in term of (content and grammar) and taught by using

Creative Writing Technique got better. It means that creative writing technique in

teaching writing can achieved. Another reason based on the students’ responses,

because most of students found that learning English could be more fun by

writing so that they could putting their creative ideas. When the researcher

compared with previous research finding from Nushrat Akhter (2015) in his thesis

“The Effectiveness of Creative Writing in Language Learning: A Comparative

Study between Bangla Medium and English Medium Elementary Level”, he

conclude that using is creative writing technique is effective in language learning

tool. He made comparison between Bangla and English Medium and it show that

students of both like creative writing classes and it influences their language

learning.

1. The achievement of the students’ writing in term of content

One of the important elements in writing is content. The teacher needs more

effort training the students to practice how the writing have a good content in

order to make the reader understand what the people write.

The use of creative writing technique made the students’ writing skill in term

of content increased. The table 4.1 indicated that the students’ content in post-test

is greater than pre-test (72.17>42.17). The process that could be explained from

pre-test to post-test and giving of treatment as follows:

At the first meeting when the researcher gave a pre-test for the students, there

were some findings that researcher could find, they were:

a. Most of students’ essay still limited knowledge about the topic.

b. Most of the students’ essay in mastery of knowledge about topics and

substances was very lacking.

Therefore, most of them were difficult to write a good content. As a result,

the mean score of the students’ writing content in pre-test was still low. After the

researcher gave treatment by the application of Creative Writing Technique then

gave a post-test, the findings were:

a. Some of students’ essay is substantial mastery of knowledge

b. Some of students’ essay in mastery of knowledge about the topics was

good.

The explanation above indicates that, the use of Creative Writing Technique

can achieve the students’ good content. It is because the students has prepared

their ideas before delivering it. In this case, the teacher help them in doing

preparation and expanding the idea.

2. The achievement of the students’ writing in term of grammar

One of important elements in speaking is grammar. The use of creative

writing technique made the students’ writing in term of grammar increased. After

the researcher applied the method, the students’ grammar increased. The table 4.1

indicated that the students’ grammar in post-test was greater than pre-test

(63.33>39.27). The process that could be explained from pre-test to post-test and

the giving of treatment as follows:

At the first meeting when the researcher gave a pre-test for the students, there

were some findings that researcher could find, they were:

a. The students still poorly achievement in grammar.

b. Some students’ writing was containing with irrelevant words and the

meaning of their grammar still confused and obscured.

Example: /UN also every year increasingly very hard/

/student enterprising learn the value is almost the same/

Therefore, most of them were lack of grammar and difficult to compose what

they are going to express in writing. As a result, the mean score of the students’

grammar in pre-test was still low. After the researcher gave treatment by the

application of creative writing technique then gave a post-test, the findings were:

a. Students already achieve the grammar.

b. Students were effectively using grammatically words, so the meaning of

their writing was usage.

The explanation above indicate that, the use of creative writing technique can

improve students’ writing skill in term of content. It is make the students’

grammar increased.

Furthermore, creative writing is very good technique to apply in the class

because by applying the creative writing technique the students’ got more chance

to put their ideas on writing form. Moreover, the teachers are easy to control the

class and measure the students’ writing skill easily. It’s mean both students’ and

teachers get the advantages of this method.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of data analysis and the discussion of the result in the

previous chapter, the researcher concludes that:

1. The use of teaching creative writing is able to improve the students’

writing skill in term of content at VIII Grade Students of SMPN 1 Siompu

Barat Kab. Buton Selatan. It was prove by the mean score of post-test

(72.17) is higher that pre-test (42.17).

2. The use of teaching creative writing is able to improve the students’

writing skill in term of grammar at VIII Grade Students of SMPN 1

Siompu Barat Kab. Buton Selatan. It was prove by the mean score of

post-test (69.33) is higher that pre-test (39.27).

The students who are taught by using Creative Writing have better

writing skill. So, Creative Writing Technique is effective in improving

students’ writing skill.

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.

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ed). New York: Longman.

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York: Routledge.

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companion to creative writing. West Sussex United Kingdom: Wiley-

Blackwell.

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UK.

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University: Research Gate.

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Research. The State University of New Jersey: Rutgers.

Kenny. 2009. Teaching Creative Writing in an ESL Context. Foreign Language

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Kumar, S. 2012. Creative Writing Brings Fresh Air In The Classroom. An

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

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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.

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

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

Syamsuri. 2009. The Effectiveness of Caricature Media in Learning Writing Of

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

Angkasa.

A

P

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

30

= 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 = 𝑥2− 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 = 𝑥2− 𝑥1

𝑥1 x 100

= 72.17−42.17

42.17 x 100

= 30

42.17 x 100

= 71.14 %

Grammar

P = 𝑥2− 𝑥1

𝑥1 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

= 0

30 X 100

= 0 %

2. Good

% = F

N X 100

Post-test

1. Very Good

% = F

N X 100

= 5

30 X 100

= 16.67 %

2. Good

% = F

N X 100

= 0

30 X 100

= 0 %

3. Fair

% = F

N X 100

= 24

30 X 100

= 80 %

4. Poor

% = F

N X 100

= 6

30 X 100

= 20 %

= 25

30 X 100

= 83.33 %

3. Fair

% = F

N X 100

= 0

30 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

= 0

30 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

= 13

30 X 100

= 43.33 %

1. Very Good

% = F

N X 100

= 2

30 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

= 0

30 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

= 965

30

= 32.17

Content

t=−𝑫

𝚺𝑫𝟐−(𝜮𝑫) 𝟐

𝑵 𝐍(𝐍−𝟏)

=32.17

1930−(931225 )

30

29(30)

=32.17

1930−31.04

870

=32.17

1.898

870

= 32.17

2.18

Grammar

t=−𝑫

𝚺𝑫𝟐−(𝜮𝑫) 𝟐

𝑵 𝐍(𝐍−𝟏)

=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.

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:

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.

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 melaksanakan

fungsi sosial teks naratif dengan menyatakan dan menanyakan tentang

deskripsi orang, binatang, dan benda serta tempat pendek dan sederhana,

sesuai dengan 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 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

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

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.

10 Menit

Inti

1. Guru menjelaskan materi tentang narrative

text.

2. Guru menjelaskan tentang langkah-langkah

menyusun narrative text.

60 menit

3. Guru meminta siswa mengembangkan topik

dalam bentuk teks narrative.

4. Guru meminta siswa untuk bertanya tentang

hal yang belum dipahami berkaitan dengan

materi.

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 : 4

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:

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 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 Lion and the Mouse (Myth)

When he was awakened by a tiny Mouse running across his body, a mighty

Lion was sleeping in his lair. The lion then grabbed the frightened mouse with his

huge paws and opened his mouth to swallow him directly. "Please, King," begged

the Mouse, "Spare me this time and of course I will never forget your kindness.

Someday I may be able to repay you. "The Lion thought that it was such an

amusing idea that he let the poor creature go.

Sometimes later the Lion was caught in a net laid by some hunters. Despite

his great strength, the Lion could not break free. Soon the forest echoed with

angry load roars.

The Little Mouse heard the Lion and ran to see what was wrong. As soon as

he succeeded to make the Lion free "There!" said the Mouse proudly, " You laugh

at me when I promised to repay your kindness, but now you know that even a tiny

Mouse can help a mighty Lion."

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 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-pertanyaan yang

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

dalam bentuk teks narrative.

8. Guru meminta siswa untuk bertanya tentang

hal yang belum dipahami berkaitan dengan

materi.

60 menit

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 eni

t

I. Evaluasi Pembelajaran

Evaluasi : Writing Text

J. Penilaian Pembelajaran

2. Bentuk Penilaian:

c. Teknik : Performance Assessment

d. Bentuk : Tulisan (Written Text)

Learning process

Pre-test

Post-test

CURRICULUM VITAE

Citra wahyuningsih was born on March 30th, 1997 in Pulau Siompu, Buton

Selatan Regency from the marriage of his parents Wa Zamaria and La Zahama.

She is the fourth child and has 2 sisters and four brothers.In 2003 She was started

her elementary school at SD Negeri 1 Lalole and in 2009 she continued her junior

high school at SMP Negeri 1 siompu barat and 2012 she continued her senior high

school at SMA Negeri 1 Siompu Barat. And in 2015, she was accepted as students

at English Department, Faculty of Teacher Training and Education, Universtitas

Muhammadiyah Makassar. She was active in regional organization “HIMPUNAN

MAHASISWA SIOMPU BARAT-BUSEL MAKASSAR”. At the end of her

study, she could finished her thesis in 2019.