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

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IMPROVING STUDENTS’ WRITING ABILITY THROUGH

WRITING TASK ON UNFORGETTABLE EXPERIENCE

( A Classroom Action Research at the second Year Students of SMA Handayani Sungguminasa Kabupaten Gowa) A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Undergraduate Education ALFIAN AKMAL 10535 3650 08 MAKASSAR MUHAMMADIYAH UNIVERSITY FACULTY OF TEACHERS TRAINING AND EDUCATION ENGLISH DEPARTMENT 2015

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SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini : Nama : ALFIAN AKMAL Nim : 10535 3650 08 Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Judul Skripsi : Improving Students’ Writing Ability Through Writing Task On Unforgettable Experince ( A Classroom Action Research at the second year of SMA Handayani Sungguminasa Kabupaten Gowa) Dengan ini menyatakan bahwa: Skripsi yang saya ajukan di depan Tim Penguji adalah asli hasil karya sendiri, bukan hasil jiplakan atau dibuatkan oleh orang lain. Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar. Makassar, November 2015 Yang Membuat Pernyataan ALFIAN AKMAL

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini: Nama : ALFIAN AKMAL NIM : 10535 3650 08 Jurusan : Pendidikan Bahasa Inggris (S1) JudulSkripsi : Improving Students’ Writing Ability Through Writing Task On Unforgettable Experince (A Classroom Action Research at the second year of SMA Handayani Sungguminasa Kabupaten Gowa) Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya , tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, 2015 Yang membuat perjanjian ALFIAN AKMAL Diketahui oleh: Ketua Jurusan Bahasa Inggris Erwin Akib, S.Pd.,M.Pd. NBM: 860 934

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ACKNOWLEDGEMENTS

Alhamdullilah Robbil ‘Alamin, the writer expresses to the Almighty Allah for His blessing and mercies so that the writer is able to finish writing this thesis as a partial fulfillment of the requirement for degree of undergraduate education at the English Department of FKIP, Muhammadiyah University of Makassar. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed the human life. The writer realizes that this thesis could not be finished without getting assistance, guidance, encouragement and correction from many people. Therefore, the writer would like to express his deepest appreciation and thanks to those people who have helped him in completing this thesis. His greatest thanks are addressed to the rector of the Muhammadiyah University of Makassar, Dr. Irwan Akib, M. Pd. the dean of teacher training and education faculty, Dr. A. Syukri Syamsuri, M. Hum. the head of English Education Department, Erwin Akib, S.Pd, M.Pd. and all lecturers and staff of English Education Department for their guidance and service during the writers academic process. His high appreciation and great thankfulness to his first consultant Prof. Dr.H. M. Basri Dalle, M. S. and his second consultant Nur Qalbi SS, M. Hum. for their advice, corrections, guidance and suggestions since the preliminary until the completion of this thesis.

vii His special thanks to the examiners who have taken an important role in finishing my study. His sincere thanks to the headmaster of SMA Sungguminasa kab. Gowa; the teachers and the staff and to the second year students who have kindly and enthusiastically participated in his research. His thanks to all of his friends in M class of EDSA 0 8 , Colonel Team, Rotasi Band and Pondok Asrama Pangkep. They have taught him the meaning of togetherness. The last but not the least the writer would like to express his deepest appreciation and thanks to his beloved parents, Alm. Juha and St. Alang who always motivate, sacrifice and pray for his success, and also to his beloved brothers, sisters and his best girl friend (Anggi Paramita) who always care and support him during his study. Love them with all my heart. Finally, the writer realizes that nobody is perfect, that is why suggestion and critic contribution for improvement of this thesis will be appreciated, and for those the writer express his thanks. May the Almighty Allah SWT always bless us. Amen. Makassar, 2015 The Writer

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APPENDICES

• B. Research Variables and Indicators
• C. Research Subject
• D. The Cycle of Research
• E. Research Instrument........................................................
  • F. Technique of Data Analysis
• CHAPTER IVFINDINGS AND DISCUSSION
  • A. Findings
  • B. Discussion
• CHAPTER VCONCLUSION AND SUGGESTION
  • A. Conclusion
  • B. Suggestion
• BIBLIOGRAPHY

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LIST OF APPENDICES

Appendix A: Lesson Plan Appendix B: Teaching Material Appendix C: Diagnostic Test Appendix D: Test Cycle I and Cycle II

number a reasons. This is strengthened by Heaton (1988:138) that. The writing skills are complex and difficult to teach requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgment element. One simple way of making writing more meaningful to students is to have students to write a narration elaborating their experiences. In this case, students learn how to recount something that is just an instance of personal experience or imagination. There are two reasons of using past experience as a source of writing material. First, such material ought to be readily available. The information is in memory, and it needs only to be retrieved in writing randomly. The past information does not take any special skills. It is needs to read well, to do library research not to perform any advanced analysis of written materials. Second, when people write about experience, they have a chance to learn something about themselves both past and future. By giving students a practice in writing narration using the Unforgettable Experience, teacher will find method of teaching in writing more effective because automatically teachers are not difficult to guide the students in doing Writing Task with sufficient practice, students will find writing easier to learn and have more involvement in learning process at the write something based on their experience or imagination. As the result, the student will find writing more stimulating and writing skill becomes achievable.

B. Problem Statement Based on the background before, the writer states that the problems of the research as follows:

1. How is the development of content in the students’ writing throug the us of writing task on unforgettable experience?
2. How is the development of language use in the students’ writing through the use of writing task on unforgettable experience? C. Objective of the Research
3. To find out, the development of content in the students’ writing through the use of writing unforgettable experience.
4. To find out, the development of language use in the students’ writing through the use or writing unforgettable experience. D. Significance of the Research The result of this research is expected to be a piece of useful information for teaching of English writing by hoping that through writing unforgettable experience can develop the students’ ability in writing narrative paragraph. E. Scope of the Research This research is focus at the use of writing task by using Unforgettable Experience. To do this research, some topics which related to daily experiences, which are fascinating, distressing, painful, and sad was presented as the topics for writing composition.

Finally, using our clustering as a guide, the students tell you story in as complete and coherent a way as possible. You can treat this first attempt as a free writing. That is, write rapidly without taking time to criticize or correct. Just get it all down, adding anything that seems important.

3. The Example of Writing Task by using Unforgettable Experience Here, the writer attached one of example of writing task by using unforgettable experience in teaching and learning process. It was used to guide how the students compose their unforgettable experience in writing An Unforgettable Experience Whenever somebody asks me to relate an experience that I can never forget, millions of different experiences come into my mind. But there is one experience which I would consider to be the most unforgettable and most scary. It was the first time I rode on a roller coaster. Why? The fear and anxiety that I felt, is beyond one's imagination. Let me recall the whole incident. It was a sunny day. I woke up early in the morning. The room that came into view was unfamiliar. "Weird!'I thought to myself. “Why couldn't I recognize my own room?" After a while, I remembered. "I'm in the United States of America.” “ We are going to Disneyland today." My sister's voice interrupted my thought. I could sense happiness in her cheerful voice. The moment we reached there, my sister suggested, "Let's go for a ride on the roller coaster. I've heard so much about the roller coaster in Disneyland and I'm dying to try it.”

"No way, man. I wouldn't want to be scared to death!" I protested, shaking my head from left to right as hard as i could. ”Come on! Mom, can we go?" my sister asked. ”No! No! No!" I answered. But my sister didn't give in. She begged my mother until my mother said, “Okay go on." Without wasting a second, my sister dragged me to where the roller coaster was. I was really nervous. “Wow!” my sister cried out loudly. She could not hide her surprise. "This is the biggest roller coaster I have ever seen." I agreed with her in my heart. The big roller coaster that stood in front of me did amaze me. "Hurry up!" urged my sister. I followed her unwillingly. I was even more nervous when I saw the sign CAUTION. My sister led me into a small room where the person-in-charge showed us our seats. I sat onmy seat reluctantly. "Relax and take it easy!" my sister tried to comfort me but it did not help. I nodded obediently and managed to flash her a smile. After a while, I heard a siren that hurt my ears. The siren warned us that the SCARY trip was about to begin. I shut my eyes tightly. Both my hands seized the seat so tightly that they ached. I guess I was panicky. I tried to calm myself down but in vain. I heard people shouting excitedly. They were so eager to begin. Finally, I felt the roller coaster move. Slowly at first, then faster, faster and faster as it began to pick up speed. I felt my stomach turning upside down. It moved so fast that I nearly fell from my seat. I felt sweat streaming down my face from my forehead. My heart was pounding loudly. I regretted taking a ride on this scary thing. "When will this big, stupid caterpillar stop moving? Please slow down, slow down or I'll get a heart attack."I pleaded in my heart but the roller coaster refused to listen to my pleas. I heard people screaming crazily. It was driving

alowance to the writer to summon up the full gamut of feeling and emotional that goes with the experience. Experience can be devised into two types: primary experience and secondary experience. The primary experience is the experience which has been directly exposed by observing and interacting with other people andwith the environment and secondary experience is the experience which is gained indirect through hearing of someone’s experience. In writing Unforgettable Experience, people have a different way to express their experience, but actually all of the experiences have several elements in common. They ought to have these things:

1. Emotion Writing is really such hard work that no one ought to bother writing something which personally the emotion involved.
2. First person narrator It is usually use “I” and “we” in each passage.
3. Concrete details Such details create image, or picture, in the readers mind and make him feel he really experiences the events in the narrative.
4. Suspense Each passage suggests that something is going to happen so that the reader eagerly anticipates the outcome of these events.
5. Action

Something happens. The action, however whether it is exterior and visible interior ad invisible, causes the situation to change so that condition are different at the end of the action from the way of the beginning. C. Writing Ability

1. Definition of Writing Writing is a composition means the writer want to tell through a written material. Writing is a major tool for learning. When the writer writes, the writer give full shape to our througt and feelings then put into written form. Lindbolm in Fatmawaty (1997:13) gives defenition of writing as studying to focus our mind on important matters, and learning about them. By this activity, a person can find the solution of difficult problem, master the fact aven by writing, a person can also communicate their mind that cannot be done through other ways. We can say that writing is the act of expressing something through the application of language system. So, when we write, there are two problematic areas namely “ what to write and how to writer it”. It is then understandable that language skills are meant as the ability to manipulate the rules of language conventionally, while extra linguistic system or knowledge of the world refers to what the writer knows about the subject to write. According to Oshima (1997:12) writing is a progressive activity. This means that when the students first write something down, the students have already been thinking about what the students are going to say it. Then after the