Enhancing Writing Skills with Unforgettable Experiences: Classroom Research, Exams of English Language

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IMPROVING STUDENTS’ WRITING ABILITY THROUGH WRITING TASK ON UNFORGETTABLE EXPERIENCE (A Classroom Action Research at the second Year Students of SMA Handayani Sungguminasa Kabupaten Gowa) A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Undergraduate Education ALFIAN AKMAL 10535 3650 08 MAKASSAR MUHAMMADIYAH UNIVERSITY FACULTY OF TEACHERS TRAINING AND EDUCATION ENGLISH DEPARTMENT 2015 UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS LEMBAR PENGESAHAN Skripsi atas nama ALFIAN AKMAL, NIM 10535 3650 08 diterima dan disahkan oleh paniia ujian skripsi berdasarkan surat Keputusan Rektor Universitas Mubammadiyah Makassar Nomor: 304 Tahun 1437 H/2015 M. tapdyal 26 Muharram 1438 H/27 Oktober 2016 M, sebagai salah Satu syarat guna ag Surjana Pendidikan pada Jurusan 3. Awalia Azis, S.Pd,, M.Pd_ 4.Dr, St. Asriati, M.Hom, terol — eh Z. Dekan POP-Lniversitas MiNgminadiyal Makassar ii SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama : ALFIAN AKMAL NIM : 10535 3650 08 Jurusan : Pendidikan Bahasa Inggris (S1) JudulSkripsi : Improving Students’ Writing Ability Through Writing Task On Unforgettable Experince (A Classroom Action Research at the second year of SMA Handayani Sungguminasa Kabupaten Gowa) Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, 2015 Yang membuat perjanjian ALFIAN AKMAL Diketahui oleh: Ketua Jurusan Bahasa Inggris Erwin Akib, S.Pd.,M.Pd. NBM: 860934 vii ABSTRACT ALFIAN AKMAL,2015. Improving Students’ Writing ability Through writing task on Unforgetable Experience. A thesis of English Education Department, Faculty of Teachers Training and Education, Makassar Muhammadiyah University. Supervisor: Basri Dalle and Nurqalbi. The objective of this research was intended to know the ability of the students in writing through writing task on unforgettable experience at the seconf year students of SMA Handayani Sungguminasa, Gowa. The method of this research was a Classroom Action Research that consisted of two cycles. One cycle consisted of four meetings. It means that there were six meetings for two cycles. This classroom action research was done at SMA Handayani Sungguminasa in Gowa regency for English subject. As subject in this research was class XI senior high school in 2015-2016 academic year with students’ number about 15 students. The instruments of this research were observation sheet and writing test or evaluation. The result of data analysis showed that the students’ achievement in learning writing was 34,5 in Diagnostic Test, become 500 in cycle I and then it become 77 in cycle II. The students participation in learning writing process at the first meeting of cycle I was 52,08% the it become 78,35% at the third meeting of cycle II. The conclusion is the use writing task on unforgettable experience strategy in teaching and learning English process can improve the students’ writing ability in terms of content and language use Keyword: Writing Ability, Writing Task, Unforgettable Experience vi ACKNOWLEDGEMENTS Alhamdullilah Robbil ‘Alamin, the writer expresses to the Almighty Allah for His blessing and mercies so that the writer is able to finish writing this thesis as a partial fulfillment of the requirement for degree of undergraduate education at the English Department of FKIP, Muhammadiyah University of Makassar. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed the human life. The writer realizes that this thesis could not be finished without getting assistance, guidance, encouragement and correction from many people. Therefore, the writer would like to express his deepest appreciation and thanks to those people who have helped him in completing this thesis. His greatest thanks are addressed to the rector of the Muhammadiyah University of Makassar, Dr. Irwan Akib, M. Pd. the dean of teacher training and education faculty, Dr. A. Syukri Syamsuri, M. Hum. the head of English Education Department, Erwin Akib, S.Pd, M.Pd. and all lecturers and staff of English Education Department for their guidance and service during the writers academic process. His high appreciation and great thankfulness to his first consultant Prof. Dr.H. M. Basri Dalle, M. S. and his second consultant Nur Qalbi SS, M. Hum. for their advice, corrections, guidance and suggestions since the preliminary until the completion of this thesis. x B. Research Variables and Indicators .................................. 21 C. Research Subject ............................................................. 22 D. The Cycle of Research ................................................... 23 E. Research Instrument........................................................ 24 F. Technique of Data Analysis ............................................ 24 CHAPTER IVFINDINGS AND DISCUSSION ............................................ 28 A. Findings .......................................................................... 31 B. Discussion ....................................................................... 38 CHAPTER VCONCLUSION AND SUGGESTION ..................................... 40 A. Conclusion ...................................................................... 40 B. Suggestion ....................................................................... 40 BIBLIOGRAPHY............................................................................................ 44 APPENDICES CURRICULUM VITAE xi LIST OF APPENDICES Appendix A: Lesson Plan Appendix B: Teaching Material Appendix C: Diagnostic Test Appendix D: Test Cycle I and Cycle II 1 CHAPTER I INTRODUCTION A. Background Writing ability is important to develop, like the other skills of language. Almost every class requires writing for some kinds of typical assignment like essay tests, write term papers, complete laboratory reports or do case histories to compete program of study. Students often do poorly in writing form, not because they don’t know what is about, but because they cannot explain their thoughts on paper. Writing is an extension of human language across time and space. Writing most likely began as a consequence of political expansion in ancient cultures, which needed reliable means for transmitting information, maintaining financial accounts, keeping historical records, and similar activities. The importance of it seems always increasing through which people can put their ideas, notion and knowledge. The teaching of writing requires the students to write accurately. Therefore to have a good command in English does not only to be fluent speakers of the language but in writing as well, a lot of varieties of occupations require skilled people with English both in speaking and writing. Like other skills of language, writing is an imortant and practical skill. The writing skill is thought as the most difficult one among the four language skill, as stated by Tylor (1989:309) that all the language skills which are taught to low level students, composition seem to be the most difficult, and neglected for a 1 4 CHAPTER II REVIEW OF RELATED LITERATURE A. Writing Task 1. Defenition of writing task Writing Task is what the students do when the students sit-down in front of blank paper and assignment is to think of the many different experience have had and to pick one which seems to be important because it sticks in our mind. In writing about this experience, the students will do two things: a) To tell about our experience in Unforgettable way by being narrative b) To state the meaning of the Experience clearly. 2. There are a few rules for writing task First, the students must decide on a spesific experience to write about. Begin by brainstorming. Brainstorming is nothing more than making a list of ideas as they come to mind. Take five minutes and make a list of the many different thinks the students have done. Donot make judgments while the students are writing. When the students finish, the students can close the best the disregard the junk. Second are the students trying clustering? Here the students might pick one word or phrase from our brainstorming list and write it in the middle of a page. Draw a circle around it and then write words or phrases about every aspect of the event that the students can recall. Put each word or phrase in a circle and show its relationship to other words or phrases by drawing lines to connect the. 4 5 Finally, using our clustering as a guide, the students tell you story in as complete and coherent a way as possible. You can treat this first attempt as a free writing. That is, write rapidly without taking time to criticize or correct. Just get it all down, adding anything that seems important. 3. The Example of Writing Task by using Unforgettable Experience Here, the writer attached one of example of writing task by using unforgettable experience in teaching and learning process. It was used to guide how the students compose their unforgettable experience in writing An Unforgettable Experience Whenever somebody asks me to relate an experience that I can never forget, millions of different experiences come into my mind. But there is one experience which I would consider to be the most unforgettable and most scary. It was the first time I rode on a roller coaster. Why? The fear and anxiety that I felt, is beyond one's imagination. Let me recall the whole incident. It was a sunny day. I woke up early in the morning. The room that came into view was unfamiliar. "Weird!'I thought to myself. “Why couldn't I recognize my own room?" After a while, I remembered. "I'm in the United States of America.” “ We are going to Disneyland today." My sister's voice interrupted my thought. I could sense happiness in her cheerful voice. The moment we reached there, my sister suggested, "Let's go for a ride on the roller coaster. I've heard so much about the roller coaster in Disneyland and I'm dying to try it.” 6 "No way, man. I wouldn't want to be scared to death!" I protested, shaking my head from left to right as hard as i could. ”Come on! Mom, can we go?" my sister asked. ”No! No! No!" I answered. But my sister didn't give in. She begged my mother until my mother said, “Okay go on." Without wasting a second, my sister dragged me to where the roller coaster was. I was really nervous. “Wow!” my sister cried out loudly. She could not hide her surprise. "This is the biggest roller coaster I have ever seen." I agreed with her in my heart. The big roller coaster that stood in front of me did amaze me. "Hurry up!" urged my sister. I followed her unwillingly. I was even more nervous when I saw the sign CAUTION. My sister led me into a small room where the person-in-charge showed us our seats. I sat onmy seat reluctantly. "Relax and take it easy!" my sister tried to comfort me but it did not help. I nodded obediently and managed to flash her a smile. After a while, I heard a siren that hurt my ears. The siren warned us that the SCARY trip was about to begin. I shut my eyes tightly. Both my hands seized the seat so tightly that they ached. I guess I was panicky. I tried to calm myself down but in vain. I heard people shouting excitedly. They were so eager to begin. Finally, I felt the roller coaster move. Slowly at first, then faster, faster and faster as it began to pick up speed. I felt my stomach turning upside down. It moved so fast that I nearly fell from my seat. I felt sweat streaming down my face from my forehead. My heart was pounding loudly. I regretted taking a ride on this scary thing. "When will this big, stupid caterpillar stop moving? Please slow down, slow down or I'll get a heart attack."I pleaded in my heart but the roller coaster refused to listen to my pleas. I heard people screaming crazily. It was driving 9 Something happens. The action, however whether it is exterior and visible interior ad invisible, causes the situation to change so that condition are different at the end of the action from the way of the beginning. C. Writing Ability 1. Definition of Writing Writing is a composition means the writer want to tell through a written material. Writing is a major tool for learning. When the writer writes, the writer give full shape to our througt and feelings then put into written form. Lindbolm in Fatmawaty (1997:13) gives defenition of writing as studying to focus our mind on important matters, and learning about them. By this activity, a person can find the solution of difficult problem, master the fact aven by writing, a person can also communicate their mind that cannot be done through other ways. We can say that writing is the act of expressing something through the application of language system. So, when we write, there are two problematic areas namely “ what to write and how to writer it”. It is then understandable that language skills are meant as the ability to manipulate the rules of language conventionally, while extra linguistic system or knowledge of the world refers to what the writer knows about the subject to write. According to Oshima (1997:12) writing is a progressive activity. This means that when the students first write something down, the students have already been thinking about what the students are going to say it. Then after the 10 students have finished writing, the stidents read over what the students have written and make changes and corrections. According to Lauer in Suhartini (1993:23) writing serves as the most available and the most coeval way because the outcome, visible language, is a statistically permanent record of thought and feelings. Another statement about writing skill comes from Widdowson, in Saleha, (2008) states that writing is a communicative activity and is carried out in accordance with certain general principal in which underline the use of language in communication. Wherever someone considers how other will read what they have written, they learn how their opinion compare with other. They also discover how they can make differences of what other think and say. Good writer do not know everything about their subject, but they have listened well enough to enter into conversation with others about it and their comments can make differences anywhere. As Pincas explain writing can be as a media in expressing feeling and self expression. It can be enjoyed not for the writer itself but also for the reader, that is why people want to write because they want to express their feeling, ideas, or thought and to be read by other and aggress or not with the writer. 2. Characteristic of Good Writing According to Adelstein and Pival (1980:172) there are some characteristics of good writing as: a) Good writing reflects the writers’ ability to use appropriate voice. Even though all good writing conveys the sound of some one of 11 taking to someone else, the voice heard though the writing must also suit the purposes and audience of the occasion. b) Good writing reflects the writers’ ability to organize the material into a coherent whole so that it moves logically from a central dominant idea to the supporting points and finally to a coincident ending conveying to the needs a sense at well thought out plan. c) Good writing reflects writers’ ability to write clearly and unambiguously, to use sentence structure. Language and example so that the on possible meaning is the writers’ intended one. d) Good writing reflects writers’ ability it writers convincingly to interest readers in the subjects and to demonstrate a through and sound understanding of it. e) Good writing reflects the writers’ ability to critic the first draft and revises it. Revision is the key of effective writing. Good writing reflects writers’ pride in the willingness to spell and punctuate accurately and check word meaning and grammatical relationship within the sentences before submitting the finished product to the audience. 3. Writing Component Jacobs in Rahmi Takdir (1981:15) points out five significant components in writing: they are content, organization, vocabulary, language use, and mechanics. a) Content 14 each sentence contributes to the development of single topic. The paragraph generally contains an introduction, a body and conclusion. 2. Main parts of paragraph Oshima (1997:27) classifies the paragraph into three main points they are: a) Topic sentence. The topic sentence states the main idea. It means that the topic of paragraph and limit it to one or two areas that can be discussed completely in the single paragraph. It catches the reader’s interest, and enticing them to read on. b) Supporting sentence. Supporting sentence develops and explains the topic sentence of the paragraph by giving definition, reason, example, facts, comparison, and effect. The supporting sentences follow the topic sentence and make up of paragraph. c) Concluding sentence. Concluding sentence signals the end of paragraph or giving conclusion about the topic sentence or content of paragraph. A concluding sentence summarizes or ties together the paragraph ideas while bringing them to a graceful end. Concluding sentence should remain readers of argument, gives a reader a sense of completeness and relate logically to the topic sentence. Concluding sentence has two main purposes namely: the summary of main points of paragraph and final comment of the topic. 3. The characteristic of effective paragraph There are four characteristics of an affective paragraph. They are unity, completeness, order, and coherence (Saraka, 2988) 15 a) Unity. A paragraph has unity if every sentence to develop one central idea. A paragraph does not have unity if does not develop or support the main idea of the paragraph. b) Completeness. A complete paragraph provides information well enough and it develops the truth for the reader. c) Order. Order in paragraph can be achieved by presenting the information of paragraph in a desirable sequence. The order of paragraph depends on the subject matter, the purpose of the writing. d) Coherence. The word coherence means sticking together. Therefore, reader must be able to follow along from sentence to sentence within the paragraph and from paragraph to paragraph within the whole composition. Within the paragraph all the sentences must develop the purpose. The reader must see how each sentence logically follows the order. Paragraph is made of a topic sentence and a number of supporting sentences. The topic sentence is the most important device to help the writers guide their paragraph and it often comes to the beginning of the paragraph. A topic sentence is convenience for the writers and the reader. The topic sentence prepares and alerts the reader for what will follow. 16 4. Type of composition Composition in general can be classified into four types: narration, description, exposition, and persuasion. The following are the brief explanation of the four types. a) Narration Narration is the expression of sequel action in words. If a writer portrays an event or an action and tries to convey with readers the effect of witnessing the occurrence, he is using narrative form. It is a story telling, either fictional or factual, factual reports, such as reports of current events found in magazine or in newspapers, daily experiences, and history. There are two kinds of narration:  Simple narration or narrative without plot Simple of narration is two kinds, incident and anecdote. The incident is the brief narration of a subordinate event which serves to ilustrate some ideas or principle. The anecdote is short, like the story intended primarily to entertain, biographical and may be interesting because it shows some well known person is a usual situation.  Creative narration or narrative with plot Creative narration or narration with plot is a composition that shows series of events clearly with person and his character, and how the events begin until end. 19 E. Conceptual Framework The conceptual framework underlying, the research is given in the following diagram: Cycle I and Cycle II Explanation: Based on the conceptual framework of writing task, the researcher would like to use unforgettable experience in write a task as teaching approach in classroom action research (CAR). This research conduct two cycles, and each cycle consist four steps is: 1). Planning, 2). Action, 3). Observation, and 4). Reflection. The process of cycle 1 and 2 can get students’ writing ability. And finally the result of WRITING TASK UNFORGETTABLEXPERIENCEE CLASSROOM ACTION RESEARCH PLANNING REFLECTION OBSERVATIO N ACTION Student’s Writing Ability Content Language Use 20 this research is the development of content and language use in the students’ writing. 21 CHAPTER III RESEARCH METHOD A. Research Design 1. Research Setting This research was Classroom Action Research and Location of this research would be done in SMA Handayani Sungguminasa Kabupaten Gowa. The duration research would be executed during 1 month, from starting data early have data which in fact. 2. Planning of Action In this plan action, the writer makes a good planning before started to research. The planning of the writer’s were : the writer asked the students to writing task to get data before give treatment, after that the writer would gave treatment to increase their writing ability and to overcome their problem to get valid data. 3. Preparation of Research There were many things that the writer prepares to conduct this research before doing research in the field. The first step was the writer have arrange pass permission and then the writer asked permission to side school if the writer will be done research in that school, the last was the writer equip indicator to will be research. 21 24 3) Observation In this step, the writer observes what happen in the classroom, what the student write and the writer observes at using experience in writing can give motivation to student or not. 4) Evaluation and Reflection In this step, the writer analyze the weakness that he got in observing then, the writer looks for problem solving for the weakness. After that the writer made planning for the next cycle. E. Research Instrument The instrument that would be used, there were: 1. Observation Sheet It is used to observe and to record the students’ activities during the teaching and learning process for each cycle. 2. Test It was designed to measured the students’ ability in English writing in each cycle. The test format was writing a short paragraph based on unforgettable experience. The test was administered in the last meeting of each cycle. F. Techique of Data Analysis The data from the students was calculated in the mean score to find out the students’ writing skill. 1. Scoring and classifying the students’ skill into the following criteria: 25 a. Content Classification Score Criteria Excellent to very good 39-50 Clear, well focused, knowledge, and relevant to the topic. Good to average 27-38 Clear and focused, lack of logical sequence and development ideas, effective but simple construction. Fair to poor 16-26 Does not clear, do not communicated, information is very limited Very poor 0-15 No organization, not enough to evaluate because no meaningfully. (sources: Boonde, 2003:27; Depdikbud, 1985:6) score= × 100 b. Language Use Classification Score Criteria Excellent to very good 39-50 Effective complex construction, few errors of agreement, tense, number, word/ order function, article, pronoun and preposition. Good to average 27-38 Few errors of agreement, tense, 26 number, word/ order function, article, pronoun and preposition meaning confused or obscured. Fair to poor 16-26 Dominant by errors of grammar, cannot be understood and evaluated. Very poor 0-15 Virtually no mastery of sentence consist rules, etc. (sources: Boonde, 2003:27; Depdikbud, 1985:6) score= × 100 2. Calculating the mean score using formula: X = ∑X / N Note: X : the mean score ∑ X : the sum of all score N : the total number of subject (Gay in Yakkop, 2006) 3. Calculating the percentage of the students’ activity in learning process using formula: P = x 100% Note: P : Percentage F : Frequency N : Total number of subject (Hatch and Hassen in Yakkop, 2006) 29 b. Action 1) The First Meeting The first meeting in the first cycle, conducted pre test to 35 students to determine students' language skills by asking students to relate their daily activities. At the initial meeting was conducted on 12 October 2013 started on 12.45. am - 13.50 am o’clock (based on the school schedule). In this meeting based on the procedure of writing task on unforgettable experience:  The writer introduced to the students about the writing narrative essay using experience,  The writer explained about topic in writing experience  The writer explained about how to start writing about unforgettable experience.  The writer explained to the students about nerrative, writing and essay.  The writer explained about introductory paragraph and concluding paragraph. 2) The Second Meeting At the second meeting held on 19October 2013 it was started on 07.30 pm - 09.00 pm o’clock (based on the school schedule), at this meeting the learning process was similar to the first meeting based on the writing task on unforgettable experience. Because at the first meeting was the provision of pretest to the students to determine their writing ability, so in this second meeting the writer have begun to distribute or provide the material considered helpful to their ability 30 to write, such as the provision of vocabulary. The material in this case was the "fascinating experience", the students wrote in paragraph based on their experience. 3). The Third Meeting. At the third meeting which was held in class on May, 26 October 2013 it was started on 10.30 am - 11.50 am o’clock (based on the school schedule) The activities began by reminding the students what they did at the previous meeting. Subsequently, for approximately 15 minutes, the teacher explained the activities that they will do on that along day with providing examples of implementation. In this meeting, the writer still refers to the instructions of information where as many students were not very capable active in the classroom, especially in the English language. Therefore, the writer tried to activate it by giving students a new topic. The topic was "sad experience ", this topic was believed to be able to motivate students to wrote in narrative essay. c. Observation Based on observations made by researchers and collaborators in the first cycle, the data obtained as follows: 1. In the first cycle of learning, especially at the first meeting which made a test using unforgettable experience although the students still looks confused and still full of noise and some students did not seem enthusiastic about their new learning. This was caused by the habitual with teachers who teach in their class and teacher attention that trend had not been equitable. But with a learning system provided by the 31 researchers believed to be able to attract students’ motivation, particularly in interacting with other students. 2. At the second meeting of the first cycle of learning, students are still combine English language and Indonesia language in their writing. Because of this problem, the researcher work hard to guide and motivate the students to be more active and willing to asked the writer about these the less they understand. d. Reflecting Table 1Result of content Assessment at the First Cycle Classification Score Criteria F % Excellent to very good 39-50 Clear, well focused, knowledgeable, and relevant to the topic. 0 0 Very good to goodGood 27-38 Clear and focused, lack of logical sequence and development ideas, effective but simple construction. 4 11,43 % Fair to poor 16-26 Does not clear, do not communicated, information is very limited 20 57,14 % Very poor 0-15 No organization, not enough to evaluate because no meaningfully. 11 31,43 % Mean Score 35 100% Based on the data of the results of the observation indicated that some students still lack of content, whereas 57,14% got poor and 31,43 % got very poor 34 Changing the warming up activity in the first meeting and the thirds meeting to entertain students before starting the materials. b. Action 1. The First Meeting The first meeting in the second cycle was conducted on November, 23, 2013. It was started at 12.45pm - 13:40 pm (Based on Schedule), as for the material or topic that is given is entitled "distressing experience. The topics above are considered interesting for students so that it can stimulate students to wrote. In order for the learning process was going well, so at this meeting had provided researchers with a topic-related vocabulary to discussed and explained the purpose of the topic. In this meeting based on the procedure of writing about experience as follows:  The writer introduced to the students about the writing narrative essay using experience,  The writer explained about topic in writing experience  The writer explained about how to star writing about unforgettable experience.  The writer explained to the students about nerrative, writing and essay. 2. The Second Meeting The second meeting was conducted on November, 30. 2013; it was started at 07.30 am – 09.00 am. The topic that students analyzed was pleasurable 35 experience, the rwriter conclude that this topic is interesting topic. It same with the first meeting that students still was given some vocabularies to help students in writing. All the activities of the class were not different with the activities in the first meeting. The most important things in the second meeting were to motivate the students to be active on the class, to improve the students’ writing ability and to overcome the students’ problems, and to decrease the weaknesses in the first meeting. b. The Third Meeting The third meeting was conducted on December, 07 in 2013; it was started at 10:30 am - 11:45 pm. This meeting was different from previous meetings, where students were given material in the third meeting students were given the Post Test to test their skills during the lesson. The post test is meant to asked the student activities in a full day to remember at the second meeting of the second cycle had been an increased in students' self. c. Observation Based on observations made by writer and collaborators on the second cycle, the data obtained as follows: a) At the first meeting, students began to show signs of interest in learning methods, although many of among the students still need teachers’ guidance. 36 b) Students were very enthusiastic about teaching methods, students were also seen had been able to write well, and some of the students asked the teacher if they do not know. c) The change was very visible on the second and third meetings where the students seemed happy in writing by using this method. d) The third meeting was a meeting which was considered adequate and clear, e) Although there among the students still need guidance. d. Reflecting This second cycle, learning was already showing encouraging results. Table 3Result of content Assessment at the Second Cycle Classification Score Criteria F % Excellent to very good 39-50 Clear, well focused, knowledgeable, and relevant to the topic. 9 25,71% Very good to good 27-38 Clear and focused, lack of logical sequence and development ideas, effective but simple construction. 20 57,14% Fair to poor 16-26 Does not clear, do not communicated, information is very limited 4 11,43% Very poor 0-15 No organization, not enough to evaluate because no meaningfully. 2 5,71% Mean Score 35 100% 39 Seeing in the comparison of the students pretest and post test in each component of writing, the writer can conclude that there is development of the students’ ability in writing for each component of writing efter giving treatment in the second cycle. 2. The effectiveness of writing task on unforgettable experience to improve students’ writing ability of the second Class Students of SMA Handayani Sungguminasa Kab. Gowa. The two indicators that have analyzed, namely: content and language use.Showed that writing task on unforgettable experience was very effective to improve students’ writing ability especially in paragraph narrative.It is very reasonable if unforgettable experience can improve the students writing ability because it is can make the student develop their ideas. The main point in this study was to improve the students’ writing ability and overcome the students’ problems in writing task on unforgettable experience it was happened because the students’ achievements and performances improve from the first cycle to the second cycle. Even though, it still needs some stabilization, but it has to be stopped because it has limited time and all students have passed in this lesson and get good scores. 40 CHAPTER V CONCLUSION AND SUGGESTION This chapter, the writer presents the conclution and suggestion of the research. They are as follows: A. Conclusions 1. The data show that, the students’ abilities in improving students’ writing ability through writing task on unforgettable experience was able to improve writing students’ ability espesially in narrative essay. 2. Writing task on unforgettable experience was very effective to improve the students’ writing ability of the second class of SMA Handayani Sungguminasa Kab. Gowa. B. Suggestions Considering to the conclusion above, the writer further gives suggestion as follows: 1. It was suggested to english teachets to use unforgettable experience in teaching English writing 2. It was suggested to the students, should write an English essay based on their unforgettable experiences in order to develop their ideas easily. 40 41 BIBLIOGRAPHY Adelstein. M.E. Pival. 1980. The Writing Commitment. 2nd Edition. New York: Harcaout Brace JovanovicInc Corbin, Richar. 1996. The Teaching of Writing in our School. In New York: The McMillan Company, Inc Gay, L.R 1981. Education Research. USA: Bell and Howel Company. Hasnawati 2003, Personal Experience a Source of Material for Writing Class. Thesis FPBS UNM Makassar Heaton, J.E. 1988. Writing English Language Test. Longman Handbooks for Language Teacher (UK) Ltd. Jacobs Holley L et al. 1981.Testing ELS Composition: A Practical Approach. London: New Bury house Publisher Inc. Jafar, M. Basri 1988.Paragraph Development Performed by the Seventh Students of the English Education Department of FPBS IKIP Ujung Pandang. Thesis FPBS IKIP Ujung Pandang M. Echols, John and Shadily, Hasan. An English Indonesian-Dictionary. Jakarta: PT Gramedia Jakarta. Muidin. 1994. The Ability To Produce Complete Sentene in Writing by the Seventh Semester Students S1 Program Students of English Education Department Of FPBS Ujung Pandang. Thesis FPBS IKIP Ujung Pandang Oshima, Alice. 1997 .Introduction to Academic Writing. Second Adition, Addison Wesley Longman. Pincas. Anita 1982. Teaching English writing: Essential Language Teaching Series. The Macmillan Publisher Inc. London. Rami Takdir.1999, Problem in writing Composition Faced By the third Years Students of SLTP Negri 6 Buntu Barana. Thesis FPBS IKIP Ujung Pandang. Saleha.2008. Increasing The students’ Writing Skill trough Think-Talk-Write Method. Skripsi. Makassar. Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar Saraka. 1988. From Paragraph to Essay. Jakarta :Depdigbud APPENDIX A Rencana Pelaksanaan Pembelajaran Nama Sekolah : SMA Handayani Sungguminasa Kab. Gowa Mata Pelajaran : Bahasa Inggris Kelas : XI (sebelas) Standar kompetensi : Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar : Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. Indikator : Menulis teks tulis fungsional dan esei pendek sederhana berbentuk narrative. Tema : Fascinating experience Aspek skill : Writing Waktu : 2 x 45 menit Tujuan pembelajaran : Siswa diharapkan mampu membuat teks atau paragraph sederhana berbentuk narrative. Metode : unforgettable experience Langkah-langkah kegiatan :  Kegiatan awal  Member salam  Mengecek absensi siswa  Kegiatan inti  Guru memberikan penjelasan kepada siswa tentang cara menulis paragraph berbentuk narasi dengan menggunakan pengalaman yang tak terlupakan.  Guru memberikan penjelasan tentang topic dalam menulis pengalaman.  Guru memberikan penjelasan tentang bagaimana memulai menulis dengan pengalaman yang tak terlupakan.  Guru memberikan penjelasan kepada siswa text narrative  Guru memberikan penjelasan tentang memulai sebuah paragraph dan menyimpulkan sebuah paragraph.  Guru memeriksa hasil pekerjaan siswa dan member nilai.  Kegiatan Akhir  Menyuruh siswa membaca hasil pekerjaannya di depan kelas  Memberikan penguatan tentang materi yang telah di pelajari.  Menutup kelas. Sumber pembelajaran: Look ahead and dictionary Penilaian : a. Content Classification Score Criteria Excellent to very good 39-50 Clear, well focused, knowledge, and relevant to the topic. Good to average 27-38 Clear and focused, lack of logical sequence and development ideas, effective but simple construction. Fair to poor 16-26 Does not clear, do not communicated, information is very limited Very poor 0-15 No organization, not enough to evaluate because no meaningfully. (sources: Boonde, 2003:27; Depdikbud, 1985:6) b. Language Use Classification Score Criteria Excellent to very good 39-50 Effective complex construction, few errors of agreement, tense, number, word/ order function, article, pronoun and preposition. Good to average 27-38 Few errors of agreement, tense, number, word/ order function, article, pronoun and preposition meaning confused or obscured. Fair to poor 16-26 Dominant by errors of grammar, cannot be understood and evaluated. Very poor 0-15 Virtually no mastery of sentence consist rules, etc. (sources: Boonde, 2003:27; Depdikbud, 1985:6 Teaching Material First meeting in cycle 1 A. Narrative text is a story that is created in a constructive format that describes a sequence of fictional or non-fictional events. B. Generic Structure of Narrative A narrative text consists of the following structure:  Orientation: Introducing the participants and informing the time and the place  Complication: Describing the rising crises which the participants have to do with  Resolution: Showing the way of participant to solve the crises, better or worse C. Language Features of Narrative  Using processes verbs  Using temporal conjunction  Using Simple Past Tense D. The example of narrative text with fascinating experience Memories during school days It is indeed true that high school life is the most unforgettable experience in our teenage life. We have had unforgettable memories together with our friends, former classmates and crushes! We may not realize during those times how to treasure each moment we spent in school during our high school days. Maybe right at this moment you're already wishing you could go back those times wherein all you did was having fun with your classmates and friends. Cutting classes with your partners in crime as well as sending letters to whoever your crush. We had all those kinds of memories, camping, field-trips, and the night you spent with your so called partner at the JS prom. Those are the sweet memories you can hardly forget and you will hardly forget even at your old days. Even if you say you have 5 or more children right now, still you're being reminded by those memories. The song of Sharon was exactly right! high school life is indeed the best! stress free unlike when you go to college you have to take everything seriously! A. Narrative text is a story that is created in a constructive format that describes a sequence of fictional or non-fictional events. B. Generic Structure of Narrative A narrative text consists of the following structure:  Orientation: Introducing the participants and informing the time and the place  Complication: Describing the rising crises which the participants have to do with  Resolution: Showing the way of participant to solve the crises, better or worse C. Language Features of Narrative  Using processes verbs  Using temporal conjunction  Using Simple Past Tense D. The example of narrative text with unforgettable experience My Unforgettable Experience Two years ago, my mother, sisters, and I went to Bandung. We went to Bandung by train. We needed 12 hours from Jombang to Bandung. In the train, I was sitting at the back. It are the executive class. We felt comfortable with this situation. For the time, the train went so fast. Suddenly the train stopped. A trader said that this train hit a car. I though it was a joke, we just laughed. Because we waited too long, my sister dicided to see it. Actually, the train hit a car. We were so surprised. Howefer thanks God,there was no victim in this accident. And that was the first time I saw a bad accident E. The simple past tense Simple Past used to express the idea that an action started and finished at a specific time in the past.  Form of simple past Subject + Verb (past) + C/O Example:  I walked to school yesterday  They bought a new car three years ago.  She dropped my cup last night. F. Task  Direction 1. Choose one of the topics bellow and make a narrative text by using your unforgettable experience. a. Pleasure experience b. Painful experience c. Distressing experience 2. Look up your dictionary if you find some difficult or strange words to translate. Rencana Pelaksanaan Pembelajaran NamaSekolah : SMA Handayani Sungguminasa Kab. Gowa Mata Pelajaran : Bahasa Inggris Kelas : XI (sebelas) Standar kompetensi : Mengungkapkan maknadalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar : Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. Indikator : Menulis teks tulis fungsional dan esei pendek sederhana berbentuk narrative. Tema : Beautiful experience Aspek skill : Writing Waktu : 2 x 45 menit Tujuan pembelajaran : Siswa diharapkan mampu membuat teks atau paragraph sederhana berbentuk narrative. Metode : unforgettable experience Langkah-langkah kegiatan :  Kegiatan awal  Memberi salam  Mengecek absensi siswa  Kegiatan inti  Guru memberikan penjelasan kepada siswa tentang cara menulis paragraph berbentuk narasi dengan menggunakan pengalaman yang tak terlupakan.  Guru memberikan penjelasan tentang topic dalam menulis pengalaman.  Guru memberikan penjelasan tentang bagaimana memulai menulis dengan pengalaman yang tak terlupakan.  Guru memberikan penjelasan kepada siswa text narrative  Guru memberikan penjelasan tentang memulai sebuah paragraph danm enyimpulkan sebuah paragraph.  Guru memeriksa hasil pekerjaan siswa dan memberi nilai.  KegiatanAkhir  Menyuruhsiswamembacahasilpekerjaannya di depankelas  Memberikanpenguatantentangmateri yang telah di pelajari.  Menutupkelas. Sumber pembelajaran : Look ahead and dictionary Penilaian : a. Content Classification Score Criteria Excellent to very good 39-50 Clear, well focused, knowledge, and relevant to the topic. Good to average 27-38 Clear and focused, lack of logical sequence and development ideas, effective but simple construction. Fair to poor 16-26 Does not clear, do not communicated, information is very limited Very poor 0-15 No organization, not enough to evaluate because no meaningfully. (sources: Boonde, 2003:27; Depdikbud, 1985:6) b. Language Use Classification Score Criteria Excellent to very good 39-50 Effective complex construction, few errors of agreement, tense, number, word/ order function, article, pronoun and preposition. Good to average 27-38 Few errors of agreement, tense, number, word/ order function, article, pronoun and preposition meaning confused or obscured. Fair to poor 16-26 Dominant by errors of grammar, cannot be understood and evaluated. Very poor 0-15 Virtually no mastery of sentence consist rules, etc. Teaching material Third meeting in cycle 1 A. Narrative text is a story that is created in a constructive format that describes a sequence of fictional or non-fictional events. B. Generic Structure of Narrative A narrative text consists of the following structure:  Orientation: Introducing the participants and informing the time and the place Waktu : 2 x 45 menit Tujuan pembelajaran : Siswa di harapkan mampu membuat teks atau paragraph sederhana berbentuk narrative. Metode : unforgettable experience Langkah-langkah kegiatan :  Kegiatan awal  Memberi salam  Mengecek absensi siswa  Kegiatan inti  Guru memberikan penjelasan kepada siswa tentang cara menulis paragraph berbentuk narasi dengan menggunakan pengalaman yang tak terlupakan.  Guru memberikan penjelasan tentang topic dalam menulis pengalaman.  Guru memberikan penjelasan tentang bagaimana memulai menulis dengan pengalaman yang tak terlupakan.  Guru memberikan penjelasan kepada siswa text narrative  Guru memberikan penjelasan tentang memulai sebuah paragraph dan menyimpulkan sebuah paragraph.  Guru memeriksa hasil pekerjaan siswa dan memberi nilai.  Kegiatan Akhir  Menyuruh siswa membaca hasil pekerjaannya di depan kelas  Memberikan penguatan tentang materi yang telah di pelajari.  Menutup kelas. Sumber pembelajaran : Look ahead and dictionary Penilaian : a. Content Classification Score Criteria Excellent to very good 39-50 Clear, well focused, knowledge, and relevant to the topic. Good to average 27-38 Clear and focused, lack of logical sequence and development ideas, effective but simple construction. Fair to poor 16-26 Does not clear, do not communicated, information is very limited Very poor 0-15 No organization, not enough to evaluate because no meaningfully. (sources: Boonde, 2003:27; Depdikbud, 1985:6) b. Language Use Classification Score Criteria Excellent to very good 39-50 Effective complex construction, few errors of agreement, tense, number, word/ order function, article, pronoun and preposition. Good to average 27-38 Few errors of agreement, tense, number, word/ order function, article, pronoun and preposition meaning confused or obscured. Fair to poor 16-26 Dominant by errors of grammar, cannot be understood and evaluated. Very poor 0-15 Virtually no mastery of sentence consist rules, etc. (sources: Boonde, 2003:27; Depdikbud, 1985:6) Teaching Material First meeting in cycle 1 A. Narrative text is a story that is created in a constructive format that describes a sequence of fictional or non-fictional events. B. Generic Structure of Narrative A narrative text consists of the following structure:  Orientation: Introducing the participants and informing the time and the place  Complication: Describing the rising crises which the participants have to do with  Resolution: Showing the way of participant to solve the crises, better or worse C. Language Features of Narrative  Using processes verbs  Using temporal conjunction  Using Simple Past Tense D. The example of narrative text with fascinating experience My unforgettable experience Everybody must have an unforgettable experience, including me. I have an unforgettable experience when I was about 5 years old maybe, because at that time I did not entered an elementary school yet. This story happened in my village in Sukoharjo around the year of 1987. Here is my unforgettable experience. It was in the middle of the night when I suddenly woke up and cried loudly. Then I walked to llook for my Father. I came into his bedroom. My father got up and shocked, then asked me, “What happens honey”? I answered, ”Pak, let’s go to Semarang to meet Ibu. Let’s go! Hurry up!”. From his face I knew that my father confused and wondered why, but he followed me walking to the door after taking his sarung. Then he unlocked and opened the door. We walked through the front yard, then through the gate. After walking approximately 5 meters from the gate, he stopped his step. He said “Honey, I am sorry I forgot to close and lock the door. Look! It is still open”. I looked back to our home, and it was. “I will close and lock it for a moment, ok?” He asked me and I said “OK, then ”. Then he turned back to our home. He had leaved me alone in the street. I looked around where I was standing. It was so dark. There was only a small lamp in each intersection. The distance between one and another home was so far. And the distance filled by the tall trees. There was no body I could see. I heard nocturnal animals singing cheerfully. But I did not. After waiting for a while, I felt scared. My father did not turn back to the place where I was standing. I was so scared. Scared of ghost and other scary creature would come to me. Suddenly there was a loud sound from the top of the trees. I did not know what was that. Therefore I knew that it was at night, not at noon. I run as fast as I could, turning back to my home. The door was still open. I came into the house and looked for my father. He was in his bedroom, slept soundly. Then I went back to my bedroom too. I tried to remember what had happened to me, but I could not find the matters, so I decided to sleep again. In the morning, my father did not say anything. It seemed nothing happened. Maybe he did not want me to be ashamed. But I still remember that night vividly. Maybe at that time I missed my mother so much, because she had been working in Semarang for long time and went home rarely. And when she went home, she only stayed for few hours then turned back to Semarang again. E. Task  Direction personal breath-taking experience, which I am sure I will carry with me until my last days: my first hike to the mountains. Though traveling is not a big deal for me today, before my trip to the mountains, I used to be a homebody. I had friends to hang out with, several hobbies, and I felt completely comfortable spending weeks or even months in my hometown—or sometimes even on my block—without going anywhere. All my demands of novelty were satisfied by the Discovery and National Geographic channels, and I seriously thought there was no difference between seeing something on the TV or with one’s own eyes. The situation changed when one day David, my best pal who always got a couple of colorful bugs in his head (or, in other words, was always carrying out several crazy plans at once) tumbled into my room and proclaimed his disgust for civilization. I will not describe how he managed to persuade me to join him on his journey to the Rocky Mountains; all I will say is we departed in five days. This was my first time in the mountains, so I was turning my head in all directions. Unfortunately, the weather was foggy most the time, and the higher we got into the mountains, the worse the visibility was. Even despite this fact, I still enjoyed the hike—I felt like I was Bear Grylls, whose show I used to watch with excitement: in the wild, with food and water in my backpack, carrying a flashlight and a knife. On the first day, we were making our way along the foothills; but the next day, we started to climb on one of the peaks. Though it was not that steep and high, I was still excited. I regularly hastened, and because of that I ran out of energy long before we got to the top; David, on the other hand was more well-paced. When we finally got to the top, nothing had really changed. The same fog was covering the surroundings, and even though I was teeming with positive emotions, I felt disappointed, because I counted on seeing the view from above and perhaps being able to take some photos. We spent a couple of hours on the top, and decided to turn back, when the wind suddenly dispersed the clouds, and the plateau we were standing on became illuminated with the sun. I saw a fantastic panorama in front of me, and for some moments I couldn’t believe my eyes. Seeing all those mountain ridges, cliffs, and edges on my own, not on TV, was like a revelation for me. The strong wind blew right into my face, and I just stood there and watched shreds of fog gliding over the ground far beneath me. At that moment, I realized that I won’t be able to live a life without visiting the mountains at least twice a year. The next day we returned my legs started to hurt so bad that I could hardly walk. But every time as my face wrinkled because of an ache, I remembered the feeling of being high above, with my head touching the skies and the clouds swimming below. D. Fascinating Experience My Unforgettable Experience Everybody must have an unforgettable experience, including me. I have an unforgettable experience when I was about 5 years old maybe, because at that time I did not entered an elementary school yet. This story happened in my village in Sukoharjo around the year of 1987. Here is my unforgettable experience. It was in the middle of the night when I suddenly woke up and cried loudly. Then I walked to llook for my Father. I came into his bedroom. My father got up and shocked, then asked me, “What happens honey”? I answered, ”Pak, let’s go to Semarang to meet Ibu. Let’s go! Hurry up!”. From his face I knew that my father confused and wondered why, but he followed me walking to the door after taking his sarung. Then he unlocked and opened the door. We walked through the front yard, then through the gate. After walking approximately 5 meters from the gate, he stopped his step. He said “Honey, I am sorry I forgot to close and lock the door. Look! It is still open”. I looked back to our home, and it was. “I will close and lock it for a moment, ok?” He asked me and I said “OK, then ”. Then he turned back to our home. He had leaved me alone in the street. I looked around where I was standing. It was so dark. There was only a small lamp in each intersection. The distance between one and another home was so far. And the distance filled by the tall trees. There was no body I could see. I heard nocturnal animals singing cheerfully. But I did not. After waiting for a while, I felt scared. My father did not turn back to the place where I was standing. I was so scared. Scared of ghost and other scary creature would come to me. Suddenly there was a loud sound from the top of the trees. I did not know what was that. Therefore I knew that it was at night, not at noon. I run as fast as I could, turning back to my home. The door was still open. I came into the house and looked for my father. He was in his bedroom, slept soundly. Then I went back to my bedroom too. I tried to remember what had happened to me, but I could not find the matters, so I decided to sleep again. In the morning, my father did not say anything. It seemed nothing happened. Maybe he did not want me to be ashamed. But I still remember that night vividly. Maybe at that time I missed my mother so much, because she had been working in Semarang for long time and went home rarely. And when she went home, she only stayed for few hours then turned back to Semarang again. APPENDIX C Diagnostic Test Direetion: Write a narrative essay using your experience. Choose one of the following topics for your narration. a. Fascinating experience b. Distressing experience c. Pleasuruble experience qd. Painful experience e. Sad experience pi