TABLE
OF CONTENTS
CHAPTER
I INTRODUCTION
A.
Background of Problem................................................................................. 1
B.
Identification of the Study............................................................................ 6
C.
Limitation of the Study................................................................................. 6
D.
Research Problem........................................................................................... 6
E.
Objective of the Study................................................................................... 6
F.
Significance of the Study.............................................................................. 7
CHAPTER II THEORETICAL
REVIEW
A. Theoretical Framework
A.1
Writing as a Language Skill.............................................................
8
A.1.1 Writing Class in Indonesia.................................................. 13
A.2 Descriptive Text............................................................................... 16
A.2.1 The Purpose of
Descriptive Text......................................... 17
A.2.2 The Types of Descriptive Text............................................ 18
A.2.3 The Linguistics
Features of Descriptive Text..................... 19
A.3 Role, Audience, Format,
Topic (RAFT) Strategy........................... 22
A.3.1 The
Procedure of RAFT Strategy....................................... 26
A.3.2 The Sample of
RAFT Strategy........................................... 28
A.3.3 The Advantages RAFT Strategy........................................ 30
B. Related
Studies.............................................................................................. 31
C.
Conceptual Framework.................................................................................. 33
CHAPTER
III METHODOLOGY OF RESEARCH
A. The Research Design ..................................................................................... 35
B. The
Subject of Research ............................................................................... 36
C. The
Location of Research.............................................................................. 36
D. The
Procedure of Research............................................................................ 37
E. The
Instrument of Collecting Data................................................................ 40
F. The
Technique of Collecting Data................................................................. 41
G. The
Technique of Analyzing Data................................................................. 44
REFERENCES........................................................................................................ 47
APPENDICES......................................................................................................... 50
CHAPTER
I
INTRODUCTION
A. Background of the Problem
English
is one of international languages. Mappiase & Sihes (2014), they said that
after Indonesia gained her independence from the Dutch in 1945, the Dutch
language was eliminated and replace by the English language as the first
foreign language in the country with official approval in 1955.[1]
Although Indonesia is never colonized by the British, the language has become a
significance part of the nation’ instruction. The need of the language for
communication and business transaction with neighboring countries made the
learning inevitable.[2] As
a consequence, English has become the only foreign language mandatorily taught
from secondary up to university level and has even been extended during the
last few years to a number of primary school in capital cities in Indonesia.[3]
The allotted time to learn English is different from one level to another.
Starting from Grade 4, English is officially taught for two to four hours a
week. English has four basic skills, they are; Speaking, Listening, Writing and
Reading. Speaking and Writing is productive skills. Listening and Reading is
receptive skills.
Although
the interest and concern about English education have been priority in
Indonesia, teaching writing has been neglected in English classroom. Writing is
regarded as a productive skill it aims at assisting students in expressing
their ide written. The process of writing integrates visual, motor and
conceptual abilities. Therefore, the students must have extensive knowledge if
they want to write something. However, in practice, writing has been only
practiced as a wrap-up activity used to reinforce the learning vocabulary and language
structures at the sentence level. The neglect of writing instruction in English
classroom can be ascribed to the teaching method and approach used by most
English teachers in Indonesia. English teaching is usually dominated by
teacher-centered activities in order to meet the language teaching goals. Based
on the school based-curriculum as endorsed by Department of National Education
of the Republic of Indonesia 2004, the teaching of English writing should cover
five different text genres, namely: recount, narrative, procedure descriptive and
report at Junior High School.[4] In
this section, the researcher focus on descriptive text. Descriptive text is one
of the monologue texts taught in the first year of Junior High school which
describe something, someone, situation and etc.
In
learning descriptive text, student have difficulties in learning it. Astri
Yanti, university student of English Education in Muhammadiyah University of
Surakarta have done a research about some of difficulties in learning
descriptive text. The research show that the mechanism is the aspect in writing
descriptive text that become the problem for the students, because based on the
fact, mechanism has smallest average. The students’ mechanism in writing
descriptive text at the seventh grade of SMPN 3 Sawit 2013/2014 academic year
can be seen that the average is 60.5, and then, the student also have
difficulties in grammar. Because it can be seen from the average of the result,
the students’ grammar is low, it can be seen that the average is 64.16.
Vocabulary also belong to average category with the average is 62.5. Based on
the result of data analysis, the researcher took the conclusion that mechanism,
grammar and vocabulary become the most problem for student in writing
descriptive text.[5]
For conducting the research, the researcher chose MTs Islamiyah Medan based on
researcher’s experience in the program of Teacher Training Practice (PPL: Program Pengalaman Lapangan) MTs Islamiyah Medan is a private school and it
is divided into Elementary School and Junior High School. MTs Islamiyah Medan
which is located in Suluh Street, Medan. When the researcher teaches at that
school unfortunately, there were some problems that were faced by the students
in learning English especially in writing descriptive text.
Based
on the teaching learning process and information sharing with other English
teachers at MTs Islamiyah Medan, the researcher found some problems regarding
to teaching writing. First, a big part of the students had low interest in
learning English. When the teacher gave a task or homework, some students did
not do it. Second, they had no idea how to make a sentence in English,
especially in developing their idea. Third, their language proficiency was
still poor. It was shown when the students wrote a sentence; they made many
mistakes because they lack of vocabulary, and sometimes the writer found errors
in spelling, grammar and punctuation in their writing. As a result, they were
not motivated to write because they were lazy and afraid to do it.
Concerning
by the facts above, there are situation that could influence students’ in
learning English. The school environment for instance, in MTs Islamiyah Medan,
there were ±45 students in each class. It made the teaching and learning
process in MTs Islamiyah Medan more difficult for the teachers, because the
number of students was large and the teacher might not control the class
effectively. Based on the preliminary study done in VII A of MTs, the
researcher found that students were difficult to compose a descriptive
paragraph about their friend. It was proved by the result of the students’
writing in preliminary study. The mean score of the students’ writing was 64.5
while the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal (KKM) for
English subject in MTs Islamiyah Medan was 70. The KKM itself was lower than
other subjects, yet it was still quite hard for the students to reach it.
To
overcome the problem, the researcher decided to apply one strategy of teaching
writing that can use in class related to the teaching writing that is called
Role, Audience, Format, and Topic or RAFT for short. RAFT is one of writing
strategies that is believed to be able to help students understand their role
as a writer, to choose the audience for their writing, to use a certain writing
format and to determine what kind of topic they will take for the writing. By
using RAFT strategy students have opportunity to explore many different
discourse forms and to use various formats for their writing exercise[6]. RAFT is a flexible writing strategy that helps
students to write. This strategy also gives opportunity for the students to
experience in creative and interesting way of writing.
In
Indonesia, some researchers have used this strategy to solve problems in
writing at junior and senior high level, and most of the result of the
researches is remain successful. Fransiska Yuniarti, university student of
English Education Study Program, Language and Art Education Department Teacher
Training and Education Faculty of Tanjungpura University, Pontianak had done a
research about RAFT strategy. The method
of this research was classroom action research. The subject of this research
were 32 students at the second semester of the eleventh grade students of SMAN
7 Pontianak in academic year 2013/2014. Based on the data analysis, the result of
the research was improved from 69.63 (average) in the first cycle to 79.90
(good) in the second cycle. Based on the result of the data analysis, the
researcher took a conclusion that RAFT strategy is work well in improving
students’ ability in writing descriptive text. Concerning with the explanation
above, the researcher is interested in
conducting a research about “Improving Students’ Skill In Writing Descriptive
Text Through Role, Audience, Format, and Topic (RAFT) Strategy”, (A Classroom
Action Research in the Seventh Grade of MTs Islamiyah Medan).
B. Identification of the Study
The problems that will be identified
based on the background of the study above are:
1. A
big part of students in MTs Islamiyah Medan have low motivation in learning
English.
2. The
students feel frustrated in learning grammar.
3. The
student lack of vocabulary.
4. The
students also have difficulty in developing their idea.
C. Limitation of the Study
This
study is limited to the seventh grade of MTs Islamiyah Medan in order to
improve the students’ descriptive writing through Role, Audience, Format, and
Topic (RAFT) strategy.
D. Research Problem
The
general question of the study is:
1. “How can RAFT Strategy improve students’ skill
in writing descriptive text at the seventh grade of MTs Islamiyah Medan”?
E. Objectives of the Research
The study have a general objective
to evaluate the English teaching and learning process especially in improving
writing skill at MTs Islamiyah Medan. The other objective are :
1. To
describe RAFT Strategy in improving student’s skill in writing descriptive text
at the seventh grade of MTs Islamiyah Medan.
F. Significance of the Research
By doing this research, the writer
expects to give valuable contributions to:
1. The
students
First,
the result of this research will be helpful for student who learn English
especially in writing descriptive text. By knowing R.A.F.T strategy for
improving writing ability, the students are more motivated to express their
ideas and develop their creativity in writing.
2. The
English teacher
The
result of this research will be helpful for the teacher to improve her teaching
in classes and to overcome the problem that have been faced in writing
descriptive text.
3. The
other researchers
This
research has purpose to stimulate other people or researcher to replicate for
further investigation about this certain issue.
4. The
school
This
research is expected to improve the school quality, especially in teaching and
learning English.
CHAPTER II
THEORETICAL REVIEW
A.
Theoretical
Framework
Theoretical
framework used to explain some concepts that concerned to the research. The aim of this study is to describe RAFT strategy in
improving students’ skill in writing descriptive text. To support the
understanding of the problem formulated in Chapter I, some theories will be
reviewed related to the concepts of writing descriptive text and RAFT strategy.
A.1
Writing as a Language Skill
Writing
is one of activities that we regularly do in our life since we have learnt to
write early in the school. When we are young we started to make scratches in a
piece of paper then by the time we grow older our hand-writing is improved so is
the ability to make more meaningful writing. On the other hand, in the book of
Gateways to Academic Writing by Alan Meyers, the word writing comes from a
verb; it means an activity or a process[7].
That is a simple way to describe writing yet there are a lot of definitions
many experts proposed about it. Still in the same source, he also explain that
one of ways to produce language is through writing; the concept is merely the
same as speaking[8].
It is possible to add or correct after we say something but the difference is
when we write we have more time to think about the intended object and to
revise the unfinished work. Moreover, it will be more difficult if we learn to
write in other languages; many aspects such as grammar, diction, etc. In order
to deliver the whole meaning to the reader.
Meyers also adds that “Writing is partly talent, but it is mostly a skill,
and like any skill, it improves with practice”.[9]
In Islam, writing also considered as one of the important skills. Allah
says that writing is one of ways to get and development the knowledge and
status in society. Allah says in the Al-Qur’an surah Al-A’laq verse 4-5 :
الَّذِيْ عَلَّمَ بِالْقَلَمِۙ,
عَلَّمَ الْاِنْسَانَ مَا لَمْ يَعْلَم
Meaning :
Verse 4 : who taught by the pen
Verse 5 : taught man
what he did not know.
The word “Qalam” in
verse 4 has meaning of the tool to write (pen). It means that pen is used to
write, and the result of using pen is written text.[10]
Based on the verse explained that Allah taught human being pen (qalam).
Discovery of pen and writing are the greatest gifts from God. By writing, one
generation can trasfer their knowledge to the next generations. It shows that
the tool of writing and writing itself have important roles.[11]
The other verse that
state the existence of writing that be stated in the holy Qur’an is Surah
Al-Qalam : 1
نۤ
ۚوَالْقَلَمِ وَمَا يَسْطُرُوْنَۙ
Meaning :
“Nun. By the pen and by
the (record) which men write”
In Tafsir by Abdullah
Yusuf Ali, in verse 1 means that the strength of the writing and the words are
outstanding. (By the pen) the apparent meaning is that this refers to the
actual pen that is used to write. The pen is the symbol
of the permanent record, the written decree and perfect order in goverment of
the world. And by that token, the man of God comes with a plan and guidance
that must win against all destriction.[12]
ثنا وَكِيعٌ، عَنْ أَبِي
كِيرَانَ، قَالَ: سَمِعْتُ الشَّعْبِيَّ، قَالَ: " إِذَا سَمِعْتَ شَيْئًا
فَاكْتُبْهُ وَلَوْ فِي الْحَائِطِ
Meaning: “Has told us wakii’, from Abu
Kiiraan, he said: I heard Asy-sya’biy
said: “when you heard some knowledges, record it even on the wall”
[Hadist shahih by Abu Khaitsamah in Al-‘Ilmu no.146][13]
Shaykh Muhammad bin
Salih Al ‘Uthaymeen rahimahullah said, “A student of science should be spirit
of memorizing what has been learned, whether by memorizing in your heart or by
writing it. In truth, mankind is the place of forget, then if he was not eager
to repeat and review the lessons learned, the knowledge that has been achieved
could be lost in vain or he forgotten.” (Kitaabul ‗Ilmi p.62)[14]
In line with Meyers, Langan in his book
English Skills has the same opinion about writing as a skill; it can be learnt
through practice, yet many people believed that writing is more likely a
natural gift rather than skill.[15]
So, we can say that even great researchers with an amazing writing skill had
spent their time through practice because practice makes perfect. Moreover, he
also states another definition that explains writing is a process of discovery.[16]
The researcher has gone through a long way to produce a good writing, and
sometimes it involves a series of steps. In other words, to have a flawless
writing we have to organize our idea, put it on a paper, and then revise it.
They are all the processes of writing which researcher has to follow.
On
the other hand, Raimes states that writing is a part of communication and it
also helps students to learn. She explains it in three reasons:
“First, writing
can foster students’ understanding about grammatical structures, vocabulary and
idiom that teacher have been taught. Second, students have a chance to explore
their language knowledge while they are writing, and they are brave enough to
make a mistake. Third, students will engage in a new language when they write,
and they use their eye, hand, and brain to express the idea in learning
process.”[17]
It
will be concluded that writing gives some benefits in linguistic competence for
students who explore their writing through practice. Moreover, Flynn and
Stainthrop argue that “Writing is such a complex activity that it makes
considerable demands upon our limited processing capacity”.[18]
In order to form a good, logic and meaningful sentences, a researcher has to
work out their feels and senses. Perhaps, it might not be easy for everyone to
do so. Another writing definition from Sale, he defines that “Writing
considered as a mechanical skill”.[19]
What he means by mechanical is performance of a process which involves a series
of sets, repeatable steps that can be listed so it turns easier to understand.
Anyone who does those activities will have an instinct that in doing a job in
this case is writing without have much effort. In other word, if someone practices
to write every day they are trying to make it as a habit. Habit is something we
do regularly and we do something we love.
Furthermore,
Sale adds that “The first writing is usually copying, and in the early stages
in writing is the same as handwriting skill”.[20]
He explains that children start to learn from letters, to spell the word and
then to tell some words. Therefore, students tend to copy a writing example
instead of making their own writing in the first time they learn to write in
school. Moreover, at the same time, their teacher does not scold them whenever
they make the same writing format. Indeed, learning to write is done through a
long process, and to have a good writing someone has to practice; it does not
have instant way. So, we have to keep in mind that a genius is once an amateur.
A.1.1
Writing Class in Indonesian
Mappiase
& Sihes (2014), they said that after Indonesia gained her independence from
the Dutch in 1945, the Dutch language was eliminated and replace by the English
language as the first foreign language in the country with official approval in
1955.[21]
Although Indonesia was never colonized by the British, the language has become
a significance part of the nation’ instruction. The need of the language for
communication and business transaction with neighboring countries made the
learning inevitable.[22]
As a consequence, English has become the only foreign language mandatorily
taught from secondary up to university level and has even been extended during
the last few years to a number of primary school in capital cities in
Indonesia.[23]
The allotted time to learn English is different from one level to another.
Starting from Grade 4, English is officially taught for two to four hours a
week. English has four basic skills, they are; Speaking, Listening, Writing and
Reading.
Although
the interest and concern about English education have been priority in
Indonesia, teaching writing has been neglected in English classroom. Al-samdani
(2010) said that writing is a complex, challenging, and difficult process
because it includes multiple skills such as identification of the thesis
statement, writing supporting details, reviewing and editing.[24]
Based on the school based-curriculum as endorsed by Department of National
Education of the Republic of Indonesia 2004, the teaching of English writing
should cover five different text genres, namely: recount, narrative, procedure
descriptive and report at Junior High School.[25] However, in practice, writing has been only
practiced as a wrap-up activity used to reinforce the learning vocabulary and
language structures at the sentence level. The neglect of writing instruction
in English classroom can be ascribed to the teaching method and approach used
by most English teachers in Indonesia. English teaching is usually dominated by
teacher-centered activities in order to meet the language teaching goals. This
is in accordance with what Lestari said about English writing class, “the
stereotype pattern of teaching writing is that the teacher gives a topic and
the students write a paper on it”.[26] Furthermore,
teachers focus more on form, i.e, syntax, grammar and mechanism rather than on the content. When responding to
students’ writing, they tend correct the grammatical structure and try to
minimize mistakes in term of forms of language. Consequently, there are a lot of
teachers who prefer to use grammar translation method principles to teach
writing skill.[27]
This traditional approach to teaching writing also views students’ writing as a
product.
Besides
the traditional teaching method, there are also some other constraints to the
practice of teaching English writing in Indonesia, such as the large class
size, the lack of educational resources and the nature of EFL learning
environment, which does not provide adequate exposure to English for the
majority of the learners.[28]
Tomlison described Indonesia EFL classrooms follow: “most learners of EFL learn
English in school together with a large class of peers of similar age and
proficiency. They typically have a coursework, they are preparing for
examination and they are taught by teacher who is not a native speaker of
English.[29]
For Example in learning descriptive text. Descriptive text is one of the
monologue texts taught in the first year of Junior High school which describe
something, someone, situation and etc. In learning descriptive text, student
have difficulties in learning it which the researcher have explained before,
there are some strategies that suitable to overcome the difficulties in writing
descriptive text. One of the strategies is RAFT Strategy. RAFT is one of
writing strategies that is believed to be able to help students understand
their role as a writer, to choose the audience for their writing, to use a
certain writing format and to determine what kind of topic they will take for
the writing. By using RAFT strategy students have opportunity to explore many
different discourse forms and to use various formats for their writing exercise[30].
A.2
Descriptive Text
Based
on the school based-curriculum as endorsed by Department of National Education
of the Republic of Indonesia 2004, the teaching of English writing should cover
five different text genres, namely: recount, narrative, procedure, descriptive
and report at Junior High School.[31]
In this section, the researcher focus on Descriptive text. Descriptive or
description is one of ways to tell about something by giving more details so we
can visualize what it actually looks, what its taste and the other, through our
senses. Descriptive is usually used by researcher to create lively object,
scene, and place in their work as they give readers more experience while
reading it. Hence, the readers will be easier to explore their imagination if
the writing is described in a well vivid description.
In
line with the researchers’ opinion about description, it has been defined by
philosophers as “a mode of perception,” or a means of knowing.[32]
It gives the researcher to record sensory details, to reflect on an experience
and think about its advantage. Furthermore, in a book Students’ Writer ,it
states that “Description adds an important dimension to our lives because it
moves our emotional and expands our experience by taking us to places we might
not otherwise know much about”.[33]
Sometimes, we do not notice that we always find descriptions in our everyday
lives. For instance, in mass media, we can easily read an article or news that
describes about popular issues or when we had a bad experience and we tell
about it to our friends in much detail, they will feel it too. But, if we
slightly talked about our vacation to someone, perhaps he or she would not get
the whole picture.
A.2.1
The Purpose of Descriptive Text
We use descriptive text in various
kind of writing, such as college paper, job application, report, or other
documents. On the other hand, in different scope, in research, business, and
technical writing for example, researcher uses description to help readers
understand the material qualities and fundamental structure of physical
objects, organism, and phenomena. And, in expressive writing such as personal
essays and narratives, autobiographies, and poems, the writers will guide the
emotional responses of reader. It can be assumed that each kind of descriptive
writings has different purposes and a suitable descriptive detail can
strengthen the main idea. Therefore, successful description has a purpose:
giving details to the thesis or the point of the description so the reader will
catch the message.[34] However,
another source divides several purposes of description, and it can be seen as
follows:
Table 2.1
Think Like a Writer: Purposes for Description.[35]
|
Purpose
|
Description
|
|
To
entertain
|
An
amusing description of a teenager’s bedroom
|
|
To
relate experience
|
A
description of your childhood home to convey a sense of the poverty you grew
up in
|
|
To
Inform (for a reader unfamiliar with the subject)
|
A
description of a newborn calf for a reader who has never seen one
|
|
To
inform (to create a fresh appreciation for the familiar)
|
A
description of an apple to help the reader rediscover the joys of this simple
fruit
|
|
To
persuade (to convince the reader that some music videos degrade women)
|
A
description of a degrading music video
|
A.2.2
Types of Descriptive Text
There are two types of descriptive:
Objective descriptive and Subjective descriptive. Both types of descriptive serve
important purposes. Researchers often combine them in their writing or they
only tend to choose one. Subjective descriptive is when the researchers use
their personal feelings and reactions by using expressive language as they
describe in order to create certain feelings of the reader.[36]
On the other hand, objective descriptive is describing something objectively,
accurately, and as thoroughly as possible as the researcher report what they
see, hear, and so on.[37]
It
means that the description uses impartial and impersonal tone and it is also
literal, factual, and fair kinds of writing. In scientific and business
writing, must description is based on unbiased, objective observation.
Moreover, most journalist and historians try to remain objective by serving
facts, not opinion.
A.2.3
The Linguistics Features of Descriptive Text
1. Using Proper Noun
In order to put a descriptive
writing with concrete details and figures of speech, we might have to put a
number of proper nouns or the names of particular persons, places, and things.
Including proper nouns that readers recognize easily can make what we are
describing more familiar to them. In other words, it makes our writing more
believable.
2. Using
Effective verbs
Not only important for narration,
but effective verb can also add much to a piece of description. Researchers use
verbs to make descriptions more specific, accurate, and interesting. We can
choose chiseled to picture of the wind’s action than made does. In other words,
the right word we use can make our descriptive writer more appealing.[38]
3. Using
Concrete Nouns and Adjectives
In descriptive text, it is
important to make the details of our writing as concrete as possible. For
example, if we are describing our friends, do not just say that “He’s not a
neat dresser” or that his “Wardrobe could be improved.” The function of
concrete nouns and adjectives is to make the readers to come to the same
conclusion. Moreover, it is also used when we want to describe objects and
places.
4. Using
Figures of Speech
Figures of speech are the expressions
that convey a meaning beyond their literal sense and it has its benefit as one
of the best ways to make our writing clear and vivid. Researchers really depend
on figures of speech when they need to explain or clarify abstract, complex,
and unfamiliar ideas. Metaphor, simile, and personification can be used to compare
an aspect of the person or thing being described to something with which
readers are already familiar. In addition, figures of speech make it possible
for writers to dramatize or make vivid feelings, concepts, or ideas that would
remain abstract and difficult to understand.[39]
In short, to write a good descriptive writing, as a writer we should consider
those linguistic features in descriptive.
5. The
Generic Structure of Descriptive Text
The
schematic or generic structure of descriptive text consists of: Introduction
and Description. Introduction is the part of the paragraph that identifies
phenomenon to be described. Description is the part of the paragraph that
describes parts, qualities, and characteristics.
|
My
name is Kevin. My parents’ names are Mr. and Mrs. Steward. I have two elder
sisters. Their names are Jessica and Hanna. We like travelling. The place
that we often visit is Bali. Almost every holiday, we go to my
grandfathers’ house in Bali. He has a restaurant near Kuta Beach. The
restaurant faces directly to the beach so that the people in the restaurant
can see the sunset. The tourists like to visit my grandfather’s restaurant.
|
Introduction
Description
The language features usually found in a
descriptive text are:
1. The text is written using Simple Present
Tense
2. Comparative degree
3. Article and ‘the’
4. Preposition
A.3
Role, Audience, Format, and Topic (RAFT) Strategy
Based on the school based-curriculum as
endorsed by Department of National Education of the Republic of Indonesia 2004,
the teaching of English writing has been only practiced as a wrap-up activity
used to reinforce the learning vocabulary and language structures at the
sentence level. In Indonesian, English teaching is usually dominated by
teacher-centered activities in order to meet the language teaching goals.[40] Using of traditional approach to teaching
writing also views students’ writing as a product. Thus, to make teachers encourage
students to write creatively, to consider a topic from multiple perspectives,
and to have the ability to write for different audiences, researcher is
interested to apply one strategy namely RAFT strategy.
This
strategy is developed by Carol Santa in 1988 and it has a purpose “To increase
the quality of students’ writing by personalizing the task and transforming
students’ perception of both the writing topic and writing event.”[41]
RAFT
is an acronym for the following:
R—Role
of the writer (Who are you?)
A—Audience
for the writer (To whom are you writing?)
F—Format
of the writing (What form will your writing take?)
T—Topic
of the writing (What are you writing about?)
According to Fisher and Frey, RAFT
provides a scaffold for students as they explore their writing based on various
roles, audiences, formats and topics.[42]
As Buehl states, a RAFT activity gives a writing assignment with imagination,
creativity, and motivation. The strategy involves writing from a viewpoint
other than that of a student, to an audience other than the teacher, an in a form
other than a standard assignment or written answer to questions.[43]
The more often students write, the more proficient they become as writers.
RAFT is a writing strategy that helps
students understand their role as a writer and how to effectively communicate
their ideas clearly so that the reader can easily understand everything
written.[44]
Based on the definitions proposed by some experts, it can be concluded that
RAFT strategy gives a refreshment for the students while they are assigned to
write because it provides a new, creative, and interesting way to develop and
communicate their writing. Additionally, RAFT helps students focus on the
audience they will address, the varied formats for writing, and the topic they
will be writing about. By using this strategy, teachers encourage students to
write creatively, to consider a topic from multiple perspectives, and to have
the ability to write for different audiences. Applying RAFT is relatively easy
once students understand the fundamental elements of writing.
a. Role:
One critical element that students must understand is about all writing
reflects perspectives or point of view, and there is no writing without bias.
This idea affects students to be mature and they also realize the significance
of perspective in writing. Because students need to be familiar with the
different roles they can act as writers.
b. Audience:
it can be one of the most fun and challenging elements of writing. Students can
learn some critical lessons about writing as a medium for communication by
writing on similar topics but to varying audiences. Otherwise, students might
be assigned a topic and a single audience to address and then compare their
writing to see how each approached that particular audience. Another
possibility is to present a topic and ask if writing varies according to
audience and format. How might students present an issue if they were texting a
friend, twittering or blogging, or writing a formal letter to the president?
c. Format:
As students learn and become practiced with various writing formats, they are
putting more tools in communications toolbox. Students are often eager to learn
various formats for writing and seek alternatives to basic narrative writing.
Varying format offers opportunities for creative writing and avenues for
expressions that might not surface if students are limited to basic essay
writing.
d. Topic:
Selection of writing topic often presents the greatest struggle in content area
writing. Teachers usually have some specific essential questions for students
to address. When considering topics, it is useful to think in terms of what
kind of questions students should address; the students have to consider the
conceptual ways in which that essential point can be approached. This can be
determined through different topic prompts. Moreover, giving writers the opportunity
to think through specific writing prompts, they might like to pursue in an
effective way to engage them in writing about central issues for class.[45]
One adaptation to RAFT is by adding “S”
to make the acronym RAFT(S). The “S” refers to “Strong Verb” and suggests
students to show how strongly they feel about particular topic, whether they
are bothered, angry, curious, confused, or relieved, for example. Because there
are the times when students’ strong feeling about a topic may be important for
the presentation, yet there are times when this might be unnecessary. However,
it is an interesting adaptation to consider.[46]
Table 2.2
The Examples of
RAFT Format[47]
|
Role
|
Audience
|
Format
|
Topic
|
|
Camilla’s mother
|
Doctors
|
Friendly letter
|
Please help my
Daughter
|
|
Bob
|
His mother
|
E-mail
|
Send food
|
|
Students
|
Principal
|
Invitation
|
Come to my party
|
|
Television actors
|
Television
Audience
|
Public service
Commercial
|
The importance of
Keeping beaches
Clean
|
A.3.1
Procedure of RAFT Strategy
In teaching writing, especially when
using a certain strategy, the teacher must understand and comprehend the
procedures of its strategy. Some experts give their points of view of applying
RAFT strategy. According to Buehl, using RAFT strategy can be done as follows:
a) Analyze
the important idea or information that you want students to learn from a story,
a textbook passage, or other appropriate text.
b) Brainstorming
possible roles that students could assume in their writing. Then, decide who
the audience will be for this communication and determine the format for the
writing.
c) After
students complete the reading assignment, write “RAFT” on the chalkboard and
list the role, audience, format, and topic for their writing. Students can be
assigned with the same role for the writing or several different roles which
they can choose
d) Give
sample of authentic examples for a specific RAFT project for students to
consult as they plan their writing.[48]
Similarly
to Buehl, Sejnost also explains some steps in using RAFT strategy in classroom.
They are:
a.
First introduce the elements of the RAFT strategy to the students.
b.
R =
role of the writer (Who is the writer? What role does he or she plays?)
c.
A = audience for the writer (To whom are you writing? Who will read you
writing?)
d.
F =
format of the writing (What form will your writing take?)
e.
T =
topic of the writing (What will you be writing about?)
f.
Next, together with the students, determine the important ideas, concept, or
information from the reading assignment in order to determine the topic of the
assignment.
g.
Then, with students, brainstorm possible roles class members could assume in
their writing. This will determine the role for the assignment.
h.
Now, ask the students to determine the audience for this writing.
i.
Finally, decide the format writing will take.[49]
Based on the procedures above, the
researcher concludes that the point of applying RAFT in classroom is that the
teacher has to give a reading passage in order to introduce the students of
elements in that strategy. After students understand, they can determine the
Role, Audience, Format and Topic of their own writing, indeed, with the teacher’s
help.
A.3.2
The Sample of RAFT Strategy
To know further about the
implementation of RAFT strategy in writing, here is a sample of writing task from
When Writing Workshop Isn’t Working book. Details: Imagine you are a turkey
(Role) writing to a farmer (Audience) in the form of a letter (Format) and you
are begging the farmer to choose some other turkey for Thanks giving dinner
(Topic). Below is a sample RAFT using the details listed above:
|
November
20,2002
Dear Farmer Bob:
I understand you are
about to choose a turkey for this year’s feast. Well, you can pass right by
my coop. I have been really sick---chicken pox! Those chickens came to visit
us last week to brag about being safe for while this month, and before you
know it, I got sick. You certainly do not want your family to catch this
disease, so choose another turkey. I think Sam in coop 5 looks healthy and
fat this year. I am losing weight daily, so
I could never feed
you and your wife and kids. Maybe next year. . .
Your friend,
Turkey[50]
|
From the example above we know that the
researcher uses his or her imagination to write this letter. He or she has a
role as a turkey. As we know, turkey is an animal, and animal cannot write.
Therefore, in this writing the turkey is able to write a letter to the farmer
Bob informing that he was sick to be a meal for year’s feast, and he suggested
the farmer to choose another turkey that looks healthy and bigger than him. We
can see that the writer used his or her imagination to create a scared, yet a
cunning turkey. Actually, the letter is quite fun to read, and to create such
writing, it depends on the writer’s skill to use imagination because the
concept of RAFT is to provide a creative and motivated way to write.
A.3.3
The Advantages of RAFT Strategy
When using a certain strategy, the
teacher has to know the advantages of the strategy before implementing it in
the class. There are some advantages of RAFT strategy that teacher should know,
as follows:
a) Students
give more thoughtful and often more extensive written responses as they
demonstrate their learning.
b) Students
are more active in processing information rather than simply answer to
questions.
c) Students
are given a clear structure for their writing; they know what point to assume,
and they are provided with an organizational scheme. Furthermore, the purpose
of the writing is outlined clearly.
d) Students
are more motivated to do a writing assignment because the task involves them
personally and allows for more creative responses to learning the material.
e) Students
are encouraged to reread to examine a text from perspectives other than their
own and to gain insights on concepts and ideas that may not have occurred them
during the initial reading of an assignment.
f) RAFT
is a strategy that can be used to teach all content areas, including science,
social studies, and math.[51]
Based on the advantages of RAFT above,
the researcher concludes that RAFT strategy can make the learners develops
their idea and imagination when they write and turn them to be more creative
writer. Moreover, they can explore their role as a writer, determine their
audience, use certain format, and write something based on a given topic. On
the other hand, RAFT strategy is used not only in teaching literature but also
for other content areas such as science, social studies, and math so all teachers
can use this strategy to build a new refreshing learning atmosphere.
B. Related Studies
The first journal is “The Effect of RAFT
Strategy Toward Students’ Writing Achievement in the Eight Grade of SMP N 2
Lengayang” conducted by Yutrima Nengsih from English Department of STKIP PGRI
West Sumatra.[52]
The research had an aim to know the effect of RAFT Strategy combined with
Interactive Writing Strategy to improve students’ ability in writing. The
research design used in this journal was experimental study where there were
two classes (VIII E and VIII D) used as the experimental class and the control,
class and the treatment given to those classes were 8 times. The result of the
research was there was a significant improvement from RAFT strategy; it was proved
by the calculated (4.55) was higher that t-table (2.00). The difference between
this research and the researcher research was the research design, so it would
affect the number of students, the treatment given in the class, and the
analyzing of the research. Therefore, the aim of the study was either to
improve the students’ ability in writing.
The
second is “R.A.F.T as a Strategy for Teaching Writing Functional Text to Junior
High School Students” this journal was written by Teza Peby Alisa and Rusdi Noor
Rosa from English Department of State University of Padang.[53] The
aim of the research is to motivate the students to write, and to give some
benefits to the teacher in teaching writing skill. The result of the research
is RAFT strategy could improve students’ motivation in learning writing, and
they could organize idea easier when they wrote functional text. The research
design used by the researchers are not identified because they only explained
the preparation and the steps (pre-activity, whilst, and post-activity) in
teaching using RAFT strategy. The focus of the research is to improve students’
ability in writing functional text, and it is different from the writer who
focused on improving students’ descriptive writing skill.
The
third is journal of “The Effect of RAFT Strategy and Anxiety upon Writing
Competency of the Seventh Grade Students of SMP Negeri 3 Mengwi in Academic
Year 2013/2014”, an experimental study conducted by Ni Made Elis Parilasanti, I
Wayan Surnajaya, Asril Marjohan from Universitas Pendidikan Ganesha, Denpasar.
The research had an aim to investigate the effect of RAFT strategy and anxiety
upon writing competency. The result showed that (a) there was significant
difference in writing competency between students taught by RAFT strategy and
those taught by conventional strategy, (b) there was an interactional effect
between the implementation of RAFT strategy and the students’ anxiety, (c)
there was significant different in the writing competency between the students’
with high anxiety, taught by RAFT strategy and those who are taught by
conventional technique, (d) there was significant difference in the writing competency
between the students’ low anxiety, taught by implementing RAFT strategy and
those who are taught by conventional strategy.[54]
Therefore, this research has different focus if it is compared with the writer
research. The writer did not implement an experimental study but classroom
action research, and there were two variables used in this research.
C. Conceptual Framework
Language
as a means of communication has a central role in human life. To be able to
share the ideas, thoughts, and feelings to one another, people need a language.
The communication does not necessary in the form of spoken language, but it can
also be in the form of written language. Writing is an activity or expression
opinions, thought, and feelings. Furthermore, in addition to the thought and
creativity of students in writing. The skill to write descriptive text is also
contained in graduation competency standards. This shows that writing
descriptive text is a skill that must be mastered by student. But in reality
many students who hasn’t mastered the skill to write descriptive text. This is
causes the use of learning model is not in accordance with the purpose of
learning to write descriptive text.
|
Writing
Skill
|
|
Writing
Descriptive Text
|
|
Writing
Descriptive Text Through RAFT Strategy
|
CHAPTER
III
METHODOLOGY
OF RESEARCH
A.
The
Research Design
The researcher used Classroom Action Research (CAR)
as the method of the research. This kind of research has systematic procedures
done by teachers (or other individuals in an educational setting) to gather
information about, and to improve the ways educational setting involved
teaching and students learning.[55] It
can be concluded that action research or classroom action research is a best
method that is used to improve the quality of teaching and learning condition
in a class scientifically throughout systematic processes. The processes are
planning, acting, observing, and reflecting.
Related to the processes of action
research, the researcher used design proposed by Kurt Lewin. There are four
phases in conduction CAR according to Kurt Lewin’s design, the figure can be
seen below:
|
ACTING
|
|
PLANNING
|
|
CYCLE
|
|
REFLECTING
|
|
OBSERVING
|
Figure
3.1
Kurt
Lewin’s Action Research Design
Referring to Kurt Lewin’s action
research design, the researcher makes the research procedure of classroom
action research which is to be implemented in the seventh grade of MTs Islamiyah
Medan.
A.
The
Subject of Research
The subject of the research is the seventh
grade students of MTs Islamiyah Medan in academic year 2018/2019. There are two
classes of seventh grade and researcher choses VII-A as participant of the
research. The class consists of 41 students.
B.
The
Location of Research
The research will be conducted at MTs
Islamiyah Medan for the seventh grade in the second semester the academic year
2018/2019 which is on Suluh Street, Sidorejo Hilir. The reason for choosing
this school are:
1.
This location is not far from
researchers’ house
2.
The problem about descriptive text found
in this school
C.
The
Procedure of Research
As
it can be seen in Figure 3.1 above, there are four phases that needed to be done
by the practitioner in one cycle of action research, and the cycle can be
repeated in the next cycle in order to show an evidence of any improvement done
by the subject of the research. Therefore, before the researcher do an action
in planning phase, preliminary study is done first. According to Analytic
Quality Glossary, preliminary study is an initial exploration of issues related
to a proposed quality review or evaluation.[56]
It has an aim to identify and analyze students’ problem in learning writing
that needed to be solved.
In conducting this study, the researcher will
do several activities, the activities are: (a) observing the students’
condition during teaching and learning writing, and (b) assigning students to
write a descriptive paragraph in order to identify and analyze students’
problem in writing that kind of text. After carrying out the preliminary study,
the researcher continued to the next phase. To give more understanding, the
four phases are:
1.
Planning Phase
After identifying the students’
problem through preliminary study, the researcher will prepare all things
related to the implementation of action research in class. The preparation
consisted of choosing the suitable material and media, designing the lesson
plan, preparing observation sheet, and developing evaluation for students based
on the writing result.
The lesson plan designed by the
researcher is based on the syllabus where she made four lesson plans for two
cycles. Then, the researcher chose material taken from seventh grade of junior
high school English text book, English in Focus, written by Artono Wardiman,
Masduki B. Jahur, and M. Sukirman Djusma and published by Pusat Perbukuan
Depdiknas in 2008. For RAFT writing prompt, the researcher adapted a prompt
from the internet. Then, the researcher made observation sheets to record the
students’ participation and the teacher’s performance when the teaching and
learning writing process happened in the class. Furthermore, in doing
evaluation, if the students got 70.0 score for their writing it means they will
pass the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal (KKM) The
purpose of the writing test in the cycles is to know whether there are some
improvements on the students’ writing achievement from each cycle.
2.
Acting Phase
In this phase, the researcher started
to implement what she already planned at the beginning. Firstly, the researcher
explained about the generic structures and linguistic features of descriptive
text. Secondly, the students have to identify and analyze the generic
structures and the linguistic features of descriptive text. Thirdly, the
researcher explained about Role, Audience, Format and Topic strategy concept.
Fourthly, the researcher who acted as a teacher started to give the explanation
of RAFT applied in writing especially in the descriptive paragraph. After explaining
RAFT concept, the researcher asked the students to identify RAFT elements in
several short descriptive texts. The last is the students are assigned to
produce their own writing by using RAFT writing prompt; in the first meeting,
the students are assigned to make their own prompt, and in the next meeting the
topic is determined by the teacher based on the material that they have learn.
3.
Observing Phase
After doing the acting phase, the
researcher observed all activities happened in the class. It included classroom
situation and condition, the students’ participation and responses, and the
teacher’s performance during teaching and learning process in the class. While
doing the observation, the researcher used observation checklist as a guideline
to observe students’ participation. After taking notes of students’ activities,
the writer also collected the data derived from the writing test after the
implementation of RAFT strategy. It is done to give additional evidence that
there is an improvement of the students’ descriptive writing ability. In the
other word, the important aspects of observing phase are sources of the data,
instruments used in collecting the data, and technique in collecting the data.
4.
Reflecting Phase
The researcher evaluated the
teaching and learning process, and analyzed the students’ writing achievement
after RAFT strategy is implemented in the class. Furthermore, if the cycle has
not been successful, the researcher revised and do another cycle to make sure
that there is positive changing of students’ descriptive writing skill.
D. Instrument of Collecting Data
In
this research, the instrument of the data divided into two kinds quantitative and
qualitative. The instrument of quantitative data is test. Test is a tool to
measure a person’s knowledge or performance with the aid of a numerical. In
assessing the students’ writing, the researcher used scoring rubric proposed by
Jacobs et al (1981) which focuses on five aspects of writing. They are the
content, the organization, the vocabulary, the language use, and the mechanics
aspect.
The
instrument of qualitative data is interview, Field note, observation sheet and
documentation. Interview is a tool that used to gather data from people about
opinions, beliefs, and feeling about situations in their own words. Field note
is a tool to collect the data during observation. Field note used to report all
of things that happened when the subject of research doing something. And
observation is a tool to monitor and observe people interaction. The
observation sheet will be used to observe the teaching and learning processes
and to take a record of the classroom activities during the implementation of
the actions. The documentation is a valuable source of information in qualitative
research.
E.
The
Technique of Collecting Data
In
this research, the researcher will be used qualitative and quantitative data.
The qualitative data will be collected by using observation sheet, interview,
teachers’ journal, and documentation. The quantitative data will be collected
by using test.
1.
Test
In
this research, the test will be aimed to show the result of students’ writing
by using RAFT strategy in writing descriptive paragraph. The researcher also will
compare the mean of Pre-action and Post-action score in order to know how
students’ improvement is. In calculating students’ score, the researcher will
be used a certain formula to get the mean score of each test and also the
improvement of students’ descriptive writing per cycle. To measure the test,
the researcher will be used the Jacobs et
al.
Table
3.2
|
Score
|
Level
|
Criteria
|
|
Content
|
30-27
|
Excellent to
very good: Knowledgeable, substantive, through development of thesis,
relevant to assigned topic
|
|
|
26-22
|
Good to
average: some knowledge of subject, adequate range, limited development of
thesis, mostly relevant to the topic, but lack detail
|
|
21-17
|
Fair to poor:
Limited subject of knowledge, little substance, inadequate development of
thesis
|
|
|
16-13
|
Very poor:
does not show knowledge of subject, non substantive, not pertinent.
|
|
|
Score
|
Level
|
Criteria
|
|
Organization
|
20-18
|
Excellent to
very good: fluent expression, idea clearly, well organized, logical sequencing,
cohesive
|
|
|
17-14
|
Good to
average: somewhat choppy, loosely organized but idea stand out, limited
support, logical but incomplete sequencing
|
|
13-10
|
Fair to poor:
non fluent, ideas confused, lack sequencing and development
|
|
|
9-7
|
Very poor:
does not communicate, no organization, OR not enough to evaluate
|
|
|
Vocabulary
|
20-18
|
Excellent to
very good: sophisticated range, effective word/idiom choice and usage, word
form mastery, appropriate register
|
|
|
17-14
|
Good to
average; Adequate range, occasional error word/idiom, choice, usage but
meaning not obscured
|
|
13-10
|
Fair to poor:
limited range, frequent errors of word/idiom
|
|
|
9-7
|
Very poor:
essentially translation, little knowledge of vocabulary, idioms, not enough
to evaluate
|
|
|
Language Use
|
25-22
|
Excellent to
very good: effective complex construction, few error of agreement, tenses,
number
|
|
|
21-18
|
Good to
average: effective but simple construction, minor problem of complex
constructions.
|
|
17-11
|
Fair to poor:
frequent error of spelling, punctuation, capitalization
|
|
|
10-5
|
Very poor:
virtually no mastery of construction rule
|
|
|
Mechanism
|
5
|
Excellent to
good: demonstrates mastery of conventions: few errors of spelling,
punctuation
|
|
|
4
|
Good to
Average: occasional errors of spelling, punctuations
|
|
3
|
Fair to poor:
Frequent error of spelling, punctuation, capitalizations
|
|
|
4
|
No mastery of
conventions. Dominated by errors of spelling, punctuation, capitalization
|
2.
Observation
In
this research, the researcher will be helped by collaborator to observe the
students directly in the classroom and gets the description about student’
activity and participation in learning process. It is to get implementation of
learning data. This data will be obtained from the result of the writers’ observation
which is taken in each cycle
3.
Field note
Field
note in this research is conducted by researcher during learning process to
report all of things that would happened in the classroom and related to the
students such as their responses and attitude in the classroom. Field note
written in the notebook of researcher. Field note will be done before the
implementation the action (pre-test) and after the implementation the actions
(cycle I and cycle II).
4.
Interview
Interview
is students and English teacher. The interview of the students will be done before
the implementation the actions because to know the students’ problem in
learning writing descriptive text. And also conducted after the implementation
the actions to know the effect of the RAFT strategy. For the teacher, interview
is conducted to know the teachers’ opinion about RAFT strategy in teaching
writing descriptive text.
5.
Documentation
Documentation
can be written and picture by someone that can be used to obtain information.
In conducting documentation method, the researcher can provide magazines,
books, documents, and the other. The function of documentation method is to
make credible the result of observation or interview.
F.
The
Technique of Analyzing Data
The
students’ score is calculated can be determined increase if the students get
more than 70 point for the writing score. To get the mean of students’
descriptive writing score within one cycle, the formula used is:[58]
Explanation:
M
: Mean
X
: Individual score
N
: Number of students
Next, to know the students who passed KKM
70.0, the researcher used this formula:[59]
Explanation:
P
: The class percentage
F
: Total percentage score
N
: Number of students.
For qualitative data,
the researcher used Miles and Huberman’s theory in analyzing the data. There
are three steps to do, they are : data reduction, data display, and conclusion
drawing/verification.[60]
Data
reduction become the first steps to do in analyzing the data in this research.
According to Miles data reduction refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data in written up field note or
transcript.[61]
Data reduction often forces choices about which aspects of the assembled data
should be emphasized, minimized or set aside completely for the purposes of the
project at hand. In this research the data is interview checklist and field
note. And researcher would analyze the data after writing all of things that
happened in the classroom.
The
second steps data display. According to Miles, generally a display is an
organized, compressed assembly of information that permits conclusion drawing
and action.[62]
A display could be extended piece of text or a diagram, chart or matrix that
provides a new way of arranging and thinking about the more textually embedded
data. Data display help us to understand what is happening and to do
something-further analysis or caution on that understanding. In this research, the data display is written
by giving narration word.
After
finishing the data reduction and data display, the last steps to analyze the
data in this research is drawing conclusion. According to Miles, final
conclusion may not appear until data collection is over, depending on the size
of the corpus of field notes; coding storage and retrieval methods of the
funding agency, but they often have been prefigured from the beginning even
when a researcher claims to have been proceeding inductively.[63]
Drawing conclusion is the result which is used to take the action. Researcher
took conclusion after interpreting the data taken from the interview,
observation sheet and teachers’ journal.
REFERENCES
Alisa, T. P. (2013). RAFT as a Strategy for Teaching
Writing Functional Text to Junior High School Students. Jurnal English
Department of State University of Padang.
Al-samdani,
H.A. (2010). The Relationship Between Saudia EFL Student’ Writing Competence,
L1 Writing Proficiency and Self-Regulation. European Journal of Social Sciences, 16(1), 53-63
Budiarti,
A. C. & Anggraeni, B. (2013). Facebook
Base Writing Learning for TEFL: A Case Study of ELT in Malang, Indonesia,FLLT Conference Proceding by LITU,2(1),
317-325
Buehl, D. (2013). Classroom
Strategies for Interactive Learning . New York: International Reading
Association.
Buscemi, S. (2002). Reader
for Developing Writers. New York: McGraw-Hill.
Clouse, B. (2002). The
Students Writer. New York: McGraw-Hill.
Cohen, L. (2007). Research
Methods in Education. New York: Routledge.
Creswell, J. (2012). Educational
Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research in Education Fourth Edition. New Jersey: Pearson Education Inc.
Depdiknas,
(2005) Peraturan Pemerintah Republik
Indonesia Nomor 19 tahun 2005 Tentang Standar Nasional Pendidikan, (
Jakarta: Depdiknas Republik Indonesia)
Dietsh, B. (2003). Reasoning
& Writing Well a Rhetoric, Research, Guide, Raeder, and Handbook. New
York: McGraw-Hill.
Fisher, N. D. (2007).
Checking for Understanding : Formative Assesment Techniques for Your
Classroom. Alexandria: Association for Supervision and Curriculum
Develpoment.
Flynn, N. S. (2006). The
Learning and Teaching of Reading and writing. West Sussex: Whurr
Publisher.
Hasmiati,
Hamra, A., Atmowardoyo, H., & Dollah, S. (2015). Designing an English
course book for high school students based on 2013 curriculum with local
content materials. Journal of Language
Teaching and Research, 6(6), 1240 -1249
Harvey, L. (2015,
April 20). Analytic Quality Glossary : Quality Research International.Retrievedfromhttp://www.qualityresearchinternational.com/glossary.htm
Jacobson, J. e.
(2011). Effective Instruction for English Languange Learner. New York:
The Guilford Press.
Kember, D. (2002). Action
Learning & Action Research : Improving the Quality of Teaching and
Learning. New York: Routledge.
Lestari.
L. A. (2008). The
Interactional Approach to the Teaching of writing and Its Implication for
Second Language Acquisition, TEFLIN
Journal, 19(1), 42-56
Lie,
A. (2007). Education
Policy and EFL Curriculum in Indonesia: Between the Commitment to Competence
and the Quest for Higher Score, TEFLIN
Journal,18(1), 1-14
Mappiasse,
S. S., & Sihes , A. J. B. (2014). Evaluation of English as a foreign
language and its curriculum in Indonesia:
A review. English Language Teaching, 7(10), 113-122
Meltzer, D. (2011). The
Relationship Between Mathematics Preparation and Conceptual Learning Gains in
Physic : A Possible Hidden Variable in Diagnostic Pretest Score. Lowa:
Department of Physics and Astronomy.
Meredith, K. S.
(2001). Classroom of Wonder and Wisdom : Reading, Writing, and Critical
Thinking for the 21st Century. California: Corwin Press.
Meyers, A. (2005). Gateways
to Academic Writing : Effective Sentences, Paragraphs, and Essays. New
York: Pearson Education Inc.
Miles, M.Q.
and Huberman. (1994). Qualitative Data
Analysis. Newbury Park. 2nd Ed
Nengsih,Y.(2011).The
Effect of RAFT Strategy Toward Students' Writing Achievement in the Eight
Grade of SMPN 2 Lengayang. E-Jurnal English Department of STKIP PGRI West
Sumatra .
Overmeyer, M. (2005).
When Writing Workshop Isn't Working. Portland: Stenhouse Publisher.
Parilasanti, N. M.
(2014). The Effect of RAFT Strategy and Anxiety upon Writing Competency of
the Seventh Grade Students of SMPN 3 Mengwi in Academic Year 2013/2014,
Denpasar.e-Journal rogram Pascasarjana Universitas Pendidikan Ganesha
Program Studi Pendidikan Bahasa Inggris .
Raimess, A. (1983). Techniques
in Teaching Writing . New York: Oxford University Press.
Ruddell, M. R.
(2008). Teaching Content Reading & Writing. New Jersey: John
Willey and Sons Inc.
Sale, R. (1970). On
Writing. Toronto: Random House Book.
Sejnost, R. T. (2010).
Building Content Literacy : Strategies for the Adolescent Learner.
California: Thousand Oaks.
Shihab,
M.Quraish. (1997). Tafsir al-Qur’an
al-Karim atas Surat-surat Pendek Berdasarkan Turunnya Wahyu. Bandung :
Pustaka Hidayah
Simon, C. (2014). Using
the RAFT Writing Strategy . Retrieved from http://www.readwritethink.org/professionaldevelopment/strategyguides/using-raft-writing-strategy-30625.html
Sudijono, A. (1997). Pengantar
Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada.
Tomlinson,
B. (2005). English as a Foreign Languange: Matching Procedures to the Context
of Learning, Handbook of Research in
Second Language Teaching and Learning (pp. 137-153). Hoboken: Lawrence
Erlbaum
Weigle, S. (2002). Assesing
Writing. Cambridge: Cambridge University Press .
Website :
http:/abul-jauzaa.blogpot.co.idat/2011/10/salaf-antara-mencatat-dan-tak-mencatat.html,
accesed on 19th January 2019
https://kunaasyaa.wordpress.com/2012/11/08/ikatlah-ilmu-dengan-tulisan.html. Accessed on January 19th 2019
APPENDIX I
LESSON
PLAN
School :
MTs Islamiyah Medan
Class/semester : VII-A
Subject
:
English
Skill
Focus : Writing
Descriptive Text
Time :
4 x 40 Minutes ( 2 Meeting)
1.
Core
Competency
KI-1. Respect and appreciate the
religion that she/he followed
KI-2. Respect and appreciate behavior of
honest, discipline, responsibility, caring (tolerance, mutual cooperation),
courtesy, confidence, in interacting effectively with the social environment
and natural within the range of society and existence.
KI-3. Understanding knowledge (factual,
conceptual, and procedural) based on curiosity about science, technology, art,
culture related to phenomena and events that appear of the eye.
KI-4. Trying, processing, and presenting
in a concrete realm (using, parsing, arranging, modifying, and making) and
abstract realms (writing, reading, counting, drawing, and making) suitable with
what is learned in school and the other sources in the same perspective
/theory.
2.
Basic
Competency and indicators
Basic
competency :
3.6. Comparing the social function,
generic structure, and language features of
some texts about something with give and take information about
something such as things, place, and person shortly and simply, based on the
context.
4.6. Arranging descriptive text, very short
and simple, based on their environment, with looking the social function,
generic structure and language feature as true and based on the context.
Indicators
:
Students
can communicated as interactive with the teacher and friends in short
interaction and simple, about give and take information about something such as
things, place, and person related their environment, house, school and society
during learning process as contextual with looking three aspects as follows :
1.
Social function
-
Reporting, and
giving information
2.
Generic structure of text
-
Identification,
Description
3.
Language
feature
a.
Simple present
tense, Comparative degree, Article ‘a’ and ‘the’, Preposition
3.
Learning
Object
a.
Students can implemented the generic structure
and language feature about descriptive text
b.
Students can explain and ask about descriptive
text
c.
Students can understand meaning of descriptive
text shortly and simply about something such as things, person and place.
4.
Learning Material
a.
Social function
-
To describe
particular person, thing and person
b.
Generic
structure of text
Identification and description
c.
Language
feature
-
Simple present
tense
-
Comparative
degree
-
Article and
‘the’
-
Preposition
5.
Source and Media
a.
Source : Internet, textbook
b.
Media : Pictures, Projector
Example of a descriptive text based on the
picture
My
Cat
That is my cat. Its name is Amy. Amy is an
adorable cat. It has beautiful paws and cute ear. It has big eyes, clean fur
and long whiskers. Although its fangs are so sharp. Amy never bites me. I love
Amy very much
6.
Learning Method
Method : Cooperative learning
7.
Learning Activity
First Meeting
|
No
|
Teachers’ activities
|
Students’ activities
|
Time
|
|
1.
OPENING
|
-
The teacher opens the class by
greeting the students
|
-
Students greet back the teacher
|
10 minutes
|
|
-
Pray together before starting
lesson
|
-
Students pray
|
||
|
-
The teacher checks the students’
attendance
|
-
Students say present if come
|
||
|
-
The teacher asks about last
material
|
-
Students explain about last
material
|
||
|
-
The teacher motivates the
students and arise their attention to the topic which will be learned
|
-
Students pay attention
|
||
|
-
The teacher introduces the topic
and explain the purpose of the topic
|
-
Students pay attention
|
||
|
2.
MAIN ACTIVITIES
|
-
The teacher ask the students about something that they see in their environment,
such as things, person
|
-
Students tells that they see
|
60 minutes
|
|
-
The teacher explain shortly
about descriptive text, definition, and language features
|
-
Students pay attention about
teachers’ explanation
|
||
|
-
The teacher divided students
into some group
|
-
Students sit into a group
|
||
|
|
-
The teacher asks every group to
identify language features of the descriptive text
|
-
Every group identify the language features of the descriptive text
|
|
|
-
The teacher walks around to help
students if they face any difficulties in writing
|
-
Students ask to the teacher if
they face any difficulties in writing
|
||
|
-
The teacher together the
students discuss about language feature and generic structure in a
descriptive text
|
-
Students together the teacher
discuss about simple present tense in a descriptive text
|
||
|
-
The teacher explain the reason
used RAFT strategy in learning writing descriptive text
-
The teacher asks the students to
write a descriptive paragraph about something that they see like things, place and person
|
-
Students pay attentiond
-
The students pay attention.
|
||
|
3.
CLOSING
|
-
The teacher together with
students make a conclusion about descriptive text
|
-
Students together with teacher
make a conclusion
|
|
|
-
The teacher introduces the next
topic
|
-
Students pay attention
|
||
|
-
The teacher close the lesson by
saying alhamdulillah
|
-
Students say alhamdulillah
together with the teacher
|
Second Meeting
|
No
|
Teachers’ Activities
|
Students’ Activities
|
Time
|
|
1.
OPENING
|
-
The teacher opens the class by
greeting the students
|
-
Students greet back the teacher
|
10
minutes
|
|
-
Pray together before starting
lesson
|
-
Students pray
|
||
|
-
The teacher checks the students’
attendance
|
-
Students say present if come
|
||
|
-
The teacher motivates the
students and arise their attention to the topic which will be learned
|
-
Students explain about last
material
|
||
|
|
-
The teacher introduces the topic
and explain the purpose of the topic
-
The teacher askes the students
to collect their descriptive paragraph
|
-
Students pay attention
-
Students collect their descriptive paragraph
|
|
|
2.
MAIN ACTIVIES
|
-
The teacher explains about
generic structure of descriptive text.
-
The teacher asks the students to
sit on their group and give their discussion about language features on descriptive text from
last meeting
-
The teacher together with the students identify the
generic structure of diary
|
-
Students pay attention about
teachers’ explanation
|
60 Minutes
|
|
|
-
The teacher asks every students
to write a descriptive paragraph
and the topic is up to them
|
- Students write descriptive paragraph
|
|
|
|
-
The teacher walks around to help
students if they face any difficulties in writing
|
-
Students ask to the teacher if
they face any difficulties in writing
|
|
|
|
-
The teacher asks students to
collect their descriptive paragraph
|
-
Students collect their
descriptive paragraph
|
|
|
3.
CLOSING
|
-
The teacher together with
students make a conclusion about descriptive
text
|
-
Students together with teacher
make a conclusion about descriptive text
|
10
minutes
|
|
|
-
The teacher introduces the next
topic
|
-
Students pay attention
|
|
|
-
The teacher close the lesson by
saying alhamdulillah
|
-
Students say alhamdulillah
together with the teacher
|
8.
Assessment
a.
Technique : Written Text
b.
Form : Essay Text
Writing Task :
Write
down a descriptive paragraph about your chairmate consisting 5 sentences.
9.
Rubric Writing Score by Jacob et. al (1981)
|
Score
|
Level
|
Criteria
|
|
CONTENT
|
30-27
|
Excellent
to very good : knowledgeable, substantive, through the development of idea,
relevant to assigned topic.
|
|
26-22
|
Good to
average : some knowledge of subject, adequate range, limited development of
ideas, mostly relevant to topic, but lacks detail.
|
|
|
21-17
|
Fair to
poor : limited knowledge to subject, little substance, inadequate development
of topic.
|
|
|
16-13
|
Very poor
: limited knowledge of subject, non substantive, not pertinent or not enough
to evaluate.
|
|
|
ORGANIZATION
|
20-18
|
Excellent
to very good : fluent expression, ideas clearly stated, succinct, well
organized, logical sequencing, cohesive.
|
|
17-14
|
Good to
average : somewhat choppy, loosely organized but main idea stand out, limited
support, logical but in complete sequencing.
|
|
|
13-10
|
Fair to
poor : non-fluent, ideas confused or disconnected, lacks logical sequencing
and development.
|
|
|
9-7
|
Very poor
: doesn’t communicate, no organization, or not enough to evaluate.
|
|
|
VOCABULARY
|
20-18
|
Excellent
to very good : sophisticated range, effective word/idiom choice and usage,
word form mastery and appropriate register.
|
|
17-14
|
Good to
average : adequate range, occasional error of word/idiom form, choice, usage,
but meaning not obscured or confused.
|
|
|
13-10
|
Fair to
Poor : limited range, frequent errors of word/idiom form, choice usage and
meaning obscured or confused.
|
|
|
9-7
|
Very poor
: essentially translation, little of English vocabulary, idioms or word form
or not enough to evaluate.
|
|
|
LANGUAGE
USE
|
25-22
|
Excellent
to very good : effective complex, construction, few error of agreement,
tense, number, word order/function, articles, pronoun and preposition.
|
|
21-18
|
Good to
average : effective but simple construction, minor problems in complex constitution,
several errors of agreement, tense, number, word order/function, articles,
pronoun and prepositions, but meaning seldom obcured.
|
|
|
17-11
|
Fair to
poor : major problems in simple/complex construction, frequent errors of
negation, agreement, tense, number, word order/function, articles, pronoun
and preposition or fragments, deletions and meaning confused of obscured.
|
|
|
10-5
|
Very poor
: virtually no mastery of sentence construction rules, dominated by errors,
does not communicate, or not enough to evaluate
|
|
|
MECHANICS
|
5
|
Excellent
to very good : demonstrates mastery of conventions, few errors of spelling,
punctuation, capitalization and paragraphing.
|
|
4
|
Good to
average : occasional errors of spelling, punctuation, capitalization, and
paragraphing but meaning not obscured.
|
|
|
3
|
Fair to
poor : frequent errors of spelling, punctuation, capitalization paragraphing,
poor handwriting and meaning confused of obscured.
|
|
|
2
|
Very poor
: dominated by errors of spelling, punctuation, capitalizations,
paragraphing, illegible handwriting or not enough to evaluate.
|
APPENDIX
II
PRE-ACTION
TEST
Write down a descriptive paragraph about your
chairmate consisting 5 sentences !
|
|
APPENDIX
III
POST-TEST
I
Write a descriptive paragraph about your hobby! You
have to think about the RAFT elements before you start to write.
|
Role
:
|
Format
:
|
|
Audience
:
|
Topic
:
|
|
Write
your paragraph here!
|
|
APPENDIX
IV
POST-TEST
II
Write a descriptive paragraph based on what do you
want ! Don’t forget think about the RAFT elements before you start to write.
|
Role
:
|
Format
:
|
|
Audience
:
|
Topic
:
|
|
Write
your paragraph here!
|
|
APPENDIX
V
OBSERVATION
SHEET FOR STUDENTS CYCLE I (FIRST MEETINGS)
|
No
|
Observation
item
|
Cycle I
|
|
|
Yes
|
No
|
||
|
|
Pre-teaching
|
|
|
|
|
-
Students greet back the
teacher’s greeting and tell their condition
-
The students pray together
-
The students give attention to
teacher’s explanation about reviews the previous materials
-
The students give attention to
teacher’s explanation about new topic
-
The students give attention to
teacher’s explanation about the objective and learning process
|
|
|
|
|
Whilst-teaching
|
|
|
|
|
-
The students can use RAFT elements
-
The students can answer
teacher’s question
-
The students give question to
the teacher
-
The students find some problem
in learning process
-
The students get bored when the
teacher explaining
-
The students are enthusiastic in
responding teachers’ question
-
The students are active in
learning process
|
|
|
|
|
Post-teaching
|
|
|
|
|
-
The students can make summarize
about the lesson
-
The students give attention
about upcoming materials from the teacher
-
The students pray together
|
|
|
Medan,
June 2019
The Observer
APPENDIX
VI
OBSERVATION
SHEET FOR STUDENTS CYCLE I (SECOND MEETING)
|
No
|
Observation
item
|
Cycle I
|
|
|
Yes
|
No
|
||
|
|
Pre-teaching
|
|
|
|
|
-
Students greet back the
teacher’s greeting and tell their condition
-
The students pray together
-
The students give attention to
teacher’s explanation about reviews the previous materials
-
The students give attention to
teacher’s explanation about new topic
-
The students give attention to
teacher’s explanation about the objective and learning process
|
|
|
|
|
Whilst-teaching
|
|
|
|
|
-
The students can use RAFT
element
-
The students can answer
teacher’s question
-
The students give question to
the teacher
-
The students find some problem
in learning process
-
The students get bored when the
teacher explaining
-
The students are enthusiastic in
responding teachers’ question
-
The students are active in
learning process
|
|
|
|
|
Post-teaching
|
|
|
|
|
-
The students can make summarize
about the lesson
-
The students give attention
about upcoming materials from the teacher
-
The students pray together
|
|
|
Medan, June 2019
The Observer
APPENDIX
VII
OBSERVATION
SHEET FOR STUDENTS CYCLE II
|
No
|
Observation
item
|
Cycle II
|
|
|
Yes
|
No
|
||
|
|
Pre-teaching
|
|
|
|
|
-
Students greet back the
teacher’s greeting and tell their condition
-
The students pray together
-
The students give attention to
teacher’s explanation about reviews the previous materials
-
The students give attention to
teacher’s explanation about new topic
-
The students give attention to
teacher’s explanation about the objective and learning process
|
|
|
|
|
Whilst-teaching
|
|
|
|
|
-
The students can use RAFT elements
-
The students can answer
teacher’s question
-
The students give question to
the teacher
-
The students find some problem
in learning process
-
The students get bored when the
teacher explaining
-
The students are enthusiastic in
responding teachers’ question
-
The students are active in
learning process
|
|
|
|
|
Post-teaching
|
|
|
|
|
-
The students can make summarize
about the lesson
-
The students give attention
about upcoming materials from the teacher
-
The students pray together
|
|
|
Medan, July 2019
The Observer
APPENDIX
VIII
OBSERVATION
SHEET FOR TEACHER CYCLE I (FIRST MEETING)
|
No
|
Observation
item
|
Cycle
I
|
|
|
Yes
|
No
|
||
|
|
Pre-teaching
|
|
|
|
|
- The
teacher greets and asks the students’ condition
|
|
|
|
- The
teacher leads a prayer
|
|
|
|
|
- The
teacher reviews the previous materials
|
|
|
|
|
- The
teacher introduces the new topic to the students
|
|
|
|
|
- The
teacher tells the objective and learning process
|
|
|
|
|
|
Whilst-teaching
|
|
|
|
|
-
The teacher explains material by
using RAFT strategy
|
|
|
|
-
The teacher gives question to the
students
|
|
|
|
|
-
The teacher can answer students’ question
|
|
|
|
|
-
The teacher tries to solve the
students problem
|
|
|
|
|
-
The teacher observes the students
who answer the question about descriptive text
|
|
|
|
|
-
The teacher manages the condition
and situation in the classroom
|
|
|
|
|
-
The teacher manages the time
effectively and efficiently
|
|
|
|
|
C
|
Post-teaching
|
|
|
|
|
- The
teacher summarizes and reflects the lesson
|
|
|
|
|
- The
teacher previews on the upcoming materials
|
|
|
|
|
- The
teacher closes the teaching and learning process and praying together
|
|
|
Medan,
june 2019
The
Observer
APPENDIX
IX
OBSERVATION
SHEET FOR TEACHER CYCLE 1(SECOND MEETING)
|
No
|
Observation
item
|
Cycle
I
|
|
|
Yes
|
No
|
||
|
|
Pre-teaching
|
|
|
|
|
- The
teacher greets and asks the students’ condition
|
|
|
|
- The
teacher leads a prayer
|
|
|
|
|
- The
teacher reviews the previous materials
|
|
|
|
|
- The
teacher introduces the new topic to the students
|
|
|
|
|
- The
teacher tells the objective and learning process
|
|
|
|
|
|
Whilst-teaching
|
|
|
|
|
-
The teacher explains material by
using RAFT strategy
|
|
|
|
-
The teacher gives question to the
students
|
|
|
|
|
-
The teacher can answer students’ question
|
|
|
|
|
-
The teacher tries to solve the
students problem
|
|
|
|
|
-
The teacher observes the students
who answer the question about descriptive text
|
|
|
|
|
-
The teacher manages the condition
and situation in the classroom
|
|
|
|
|
-
The teacher manages the time
effectively and efficiently
|
|
|
|
|
C
|
Post-teaching
|
|
|
|
|
- The
teacher summarizes and reflects the lesson
|
|
|
|
|
- The
teacher previews on the upcoming materials
|
|
|
|
|
- The
teacher closes the teaching and learning process and praying together
|
|
|
Medan,
June 2019
The
Observer
APPENDIX
X
OBSERVATION
SHEET FOR TEACHER (CYCLE 2)
|
No
|
Observation
item
|
Cycle
II
|
|
|
Yes
|
No
|
||
|
|
Pre-teaching
|
|
|
|
|
- The
teacher greets and asks the students’ condition
|
|
|
|
- The
teacher leads a prayer
|
|
|
|
|
- The
teacher reviews the previous materials
|
|
|
|
|
- The
teacher introduces the new topic to the students
|
|
|
|
|
- The
teacher tells the objective and learning process
|
|
|
|
|
|
Whilst-teaching
|
|
|
|
|
-
The teacher explains material by
using RAFT strategy
|
|
|
|
-
The teacher gives question to the
students
|
|
|
|
|
-
The teacher can answer students’ question
|
|
|
|
|
-
The teacher tries to solve the
students problem
|
|
|
|
|
-
The teacher observes the students
who answer the question about descriptive text
|
|
|
|
|
-
The teacher manages the condition
and situation in the classroom
|
|
|
|
|
-
The teacher manages the time
effectively and efficiently
|
|
|
|
|
C
|
Post-teaching
|
|
|
|
|
- The
teacher summarizes and reflects the lesson
|
|
|
|
|
- The
teacher previews on the upcoming materials
|
|
|
|
|
- The
teacher closes the teaching and learning process and praying together
|
|
|
Medan,
July 2019
The
Observer
APPENDIX
XI
INTERVIEW
SHEET FOR STUDENT BEFORE IMPLEMENTING RAFT STRATEGY
1.
Apakah kamu tahu apa itu deskriptif
teks?
2.
Strategi apa yang biasa guru gunakan
dalam belajar Bahasa Inggris terutama dalam writing?
3.
Media apa saja yang digunakan guru dalam
proses pembelajaran bahasa inggris terutama dalam writing?
4.
Bagaimana proses pembelajaran bahasa inggris
di kelas selama ini?
5.
Apa kendala yang anda alami saat proses
belajar bahasa inggris terutama dalam menulis writing?
APPENDIX
XII
INTERVIEW
SHEET FOR STUDENT AFTER IMPLEMENTING RAFT STRATEGY
1. Apakah
kamu suka dengan penerapan strategi RAFT ketika belajar bahasa inggris terutama
dalam writing?
2. Bagaimana
proses pembelajaran bahasa inggris terutama dalam writing saat menggunakan strategi RAFT?
3. Bagaimana
menurut kamu penggunaan media poster ketika pembelajaran writing di kelas?
4. Manfaat
apa yg kamu rasakan setelah penerapan RAFT dalam pembelajaran bahasa inggris?
APPENDIX
XIII
INTERVIEW
SHEET FOR TEACHER BEFORE IMPLEMENTING RAFT STRATEGY
1. Strategi
apa yg biasa anda gunakan dalam mengajar bahasa inggris?
2. Media
apa yg biasa anda gunakan dalam mengajar bahasa inggris terutama dalam writing?
3. Bagaimana
hasil belajar siswa terutama dalam writing
selama ini?
4. Apakah
anda melihat adanya permasalahan dalam pembelajaran bahasa ingris terutama dalam
writing selama ini?
APPENDIX
XIV
INTERVIEW
SHEET FOR TEACHER AFTER IMPLEMENTING RAFT STRATEGY
1. Bagaimana
pendapat anda mengenai penerapan strategi RAFT dalam pembelajaran bahasa
inggris?
2. Bagaimana
menurut anda penggunaan media poster dalam pembelajaran bahasa inggris terutama
dalam writing?
3. Bagaimana
menurut anda hasil writing siswa
setelah penerapan RAFT strategi?
4. Apakah
ada masukan terhadap penerapan RAFT strategi ini agar lebih efektif?
5. Apakah
anda tertarik untuk menggunakan RAFT strategi dalam proses pembelajarn bahasa
inggris?
[1]
Mappiase
& Sihes, (2014), Evaluation of English as a foreign language and its
curriculum in Indonesia: A review.
English Language Teaching,7(10), p.113
[2]
Lauder,
(2008), The status and function of English in Indonesia: A review of key
factors. Makara, Social Humaniora,12(1), p.9
[3]
Hamra
Hasmiati, (2015), Designing an English course book for high school students
based on 2013 curriculum with local content materials. Journal of Language Teaching and Research, 6(6), p.1240
[4]
Depdiknas,
(2005), Peraturan Pemerintah Republik
Indonesia Nomor 19 tahun 2005 Tentang Standar Nasional Pendidikan, Jakarta:
Depdiknas Republik Indonesia.
[5]
Astri
Yanti, (2014), Students’ Ability in Writing Descriptive Text At The Seventh
Grade of SMPN 3 Sawit in 2013/2014 Academic Year, e-Journal English Department of Muhammadiyah University of Surakarta,
Retrieved from http://ejournal-S1.UMS.ac.id
[6]
Martha
Rapp Ruddell, John Wiley and Sons, (2008), Teaching
Content Reading & Writing fifth edition, New Jersey: John Wiley and
Sons. Inc, p. 304.
[7]
Alan
Meyers, (2005), Gateways to Academic
Writing: Effective Sentences, Paragraphs, and Essays, New York: Pearson
Education, Inc, p. 1.
[10]
M.Quraish
Shihab. (1997). Tafsir al-Qur’an al-Karim
atas Surat-surat Pendek Berdasarkan Turunnya Wahyu. Bandung : Pustaka
Hidayah. p. 98
[13]http:/abul-jauzaa.blogpot.co.idat/2011/10/salaf-antara-mencatat-dan-tak-mencatat.html,
accesed on 19th January 2019
[14]https://kunaasyaa.wordpress.com/2012/11/08/ikatlah-ilmu-dengan-tulisan.html. Accessed on January 19th 2019
[17]
Ann Raimes,(1983) Techinques in Teaching Writing, New York: Oxford University Press,
p. 3.
[18] Naomi Fylnn and Rhone
Stainthroph, (2006) The Learning and
Teaching of Reading and Writing, West Sussex: Whurr Publishers, p. 63.
[19]
Roger
Sale, (1970) On Writing, Toronto:
Random House Book, p. 15.
[21]
Mappiase
& Sihes, (2014), Evaluation of English as a foreign language and its
curriculum in Indonesia: A review.
English Language Teaching,7(10), p.113
[22]
Lauder, (2008),
The status and function of English in Indonesia: A review of key factors. Makara, Social Humaniora,12(1), p.9
[23]
Hamra
Hasmiati, (2015), Designing an English course book for high school students
based on 2013 curriculum with local content materials. Journal of Language Teaching and Research, 6(6), p.1240
[24]
Al-samdani,
(2010), The Relationship Between Saudia EFL Student’ Writing Competence, L1
Writing Proficiency and Self-Regulation. European
Journal of Social Sciences, 16(1), p.53
[25]
Depdiknas,
(2005) Peraturan Pemerintah Republik
Indonesia Nomor 19 tahun 2005 Tentang Standar Nasional Pendidikan, Jakarta: Depdiknas Republik Indonesia
[26]
Lestari, (2008),The
Interactional Approach to the Teaching of writing and Its Implication for
Second Languange Acquisition ,TEFLIN
Journal,19(1), p.43
[27]
Budiarti
& Anggraeni, (2013), Facebook Base Writing Learning for TEFL: A Case Study
of ELT in Malang, Indonesia,FLLT
Conference Proceding by LITU,2(1),p. 317
[28] Lie, (2007),
Education Policy and EFL Curriculum in Indonesia: Between the Commitment to
Competence and the Quest for Higher Score, TEFLIN
Journal, p. 272
[29]
Tomlison,
(2005), English as a Foreign Languange: Matching Procedures to the Context of Learning,
Handbook of Research in Second Language
Teaching and Learning (Hoboken:Lawrence Erlbaum), p.137
[30]
Martha
Rapp Ruddell, (2008), John Wiley and Sons, Teaching
Content Reading & Writing fifth edition. New Jersey: John Wiley and
Sons. Inc, p. 304.
[31]
Depdiknas,
(2005) Peraturan Pemerintah Republik
Indonesia Nomor 19 tahun 2005 Tentang Standar Nasional Pendidikan, Jakarta: Depdiknas Republik Indonesia
[32]
Betty
Mattix Dietsh, (2003), Reasoning &
Writing Well a Rhetoric, Research Guide, Reader, and Handbook, New York:
McGraw-Hill, p. 138.
[33]
Barbara
Fine Clouse, (2002), The Student Writer,
New York: McGraw-Hill,
p. 142.
[37]
Santi V.
Buscemi, (2002) A Reader for Developing
Writers, New York: McGraw-Hill, p. 265.
[40]
Depdiknas,
(2005) Peraturan Pemerintah Republik
Indonesia Nomor 19 tahun 2005 Tentang Standar Nasional Pendidikan, Jakarta:
Depdiknas Republik Indonesia
[41]
Sons, op. cit., p. 301.
[42]
Douglas
Fisher and Nancy Frey, (2007), Checking
for Understanding: Formative Assessment Techniques for Your Classroom, Alexandria:
Association for Supervision and Curriculum Development, p, 67.
[43]
Doug Buehl, (2013), Classroom Strategies for Interactive Learning, New York: International
Reading Association, p. 173.
[44]Cathy Allen
Simon, (2014),Using the RAFT Writing
Strategy,http://www.readwrite think.org/professional-development/strategy-guides/using-raft-writingstrategy-30625.html
retrieved on December
[45]
Kurtis S.
Meredith and Jeannie L. Steele, (2011), Classrooms
of Wonder and Wisdom: Reading, Writing, and Critical Thinking for the 21st
Century, California: Corwin Press, pp. 137-138.
[47]
Julie Jacobson,
Kelly Johnson, and Diane Lapp., (2011), Effective
Instruction for English Language Learners, New York: The Guilford Press, p.
60.
[49]
Roberta
Sejnost and Sharon Thiese, (2010) Building
Content Literacy: Strategies for the Adolescent Learner, California:
Thousand Oaks, p. 85.
[50]
Mark Overmeyer, (2005),When Writing Workshop Isn’t Working, Portland:
Stenhouse Publishers, pp. 28-29.
[52]
Yutrima
Nengsih, (2011), The Effect of RAFT Strategy Toward Students’ Writing
Achievement in the Eight Grade of SMP N 2 Lengayang, e-journal English Department of STKIP PGRI West Sumatra, Retrieved
from http://ejournal-s1.stkip-pgri-sumbar.ac.id.
[53]
Teza Peby
Alisa, and Rusdi Noor Rosa, (2013), R.A.F.T as a Strategy for Teaching Writing
Functional Text to Junior High School Students, Jurnal English Department of State University of Padang, (Vol 1). Retrieved from
http://ejournal.unp.ac.id/index.php/jelt/ article/view/1094.
[54]
Ni Made
Elis Parilasanti, I Wayan Surnajaya, Asril Marjohan, (2014), The Effect of RAFT
Strategy and Anxiety upon Writing Competency of the Seventh Grade Students of
SMP Negeri 3 Mengwi in Academic Year 2013/2014. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program
Studi Pendidikan Bahasa Inggris (vol. 2). Retrieved from
http://download.portalgaruda.org/article.php
[55]
John W.
Creswell, (2012), Educational Research:
Planning, Conducting, and Evaluating Quantitative and Qualitative Research in
Education fourth edition, New Jersey: Pearson Education Inc, p. 578.
[56] Lee Harvey, (2015) Analytic Quality Glossary: Quality Research International,
(http://www.qualityresearchinternational.com/glossary/preliminarystudy.htm)
retrieved on April.
[57]
Sara Cushing Weigle. (2009).
Assessing Writing. UK : Cambridge
University Press. p. 116
[58]
Anas
Sudijono, (1997), Pengantar Statistik
Pendidikan, Jakarta: PT RajaGrafindo Persada, p.77.
[60]
M.Q. Miles
and Huberman. (1994). Qualitative Data
Analysis. Newbury Park. 2nd Ed. p 10
[61]
Loc.cit
No comments:
Post a Comment