CHAPTER I

INTRODUCTION

A. Background of the Study

English becomes the first foreign language that must be learnt as a

compulsory subject in Indonesian schools. It is taught from elementary until

university level. In studying English language, students should master four

skills namely reading, listening, speaking and writing. All those skills are

related to each other to support the activity in daily life. There are also two

ways in using English. They can be written and spoken language. One of them

is related to writing skill. Writing is the activity, in which students are taught

to write and led to create a simple sentence, a paragraph or a text based on the

topic that the teacher gives.

When doing the writing activity, the students face some difficulties.

There are; the condition of the class which is not suitable to think deeper, the

teacher gives the limitation of the topic, and the lack of information of the

students so they find it difficult to write something. Moreover, if the students

write a text, their work is just read by the teacher. It makes them just think

about the score and they will feel bored to do the writing activity. Ur

(1996:169) states that most people feel pride and want to write if their work

1
 will be read by the other people. It means that students will be interested more

in writing if their work is appreciated by other people.

To solve that problem, the students need an appropriate technique in

the class during the writing activity. They should practice to create a text from

their own idea. Accordingly, Garffield-Vile (1998:31) noted that creative

writing is one of effective learning that will build students’ confidence and

promotes of self-discovery. Besides, from creative writing, there is a task

called imaginative writing task so the students are asked to produce a poem,

narrative or tell stories of their childhood or write about their own experience.

Based on those activities, it is hoped that students will be interested in doing

the writing activity.

B. Reason for Choosing the Topic

Writing becomes a difficult subject for several students because they

face difficulties when they try to produce a paragraph or a text, for example

when making a text, they should pay attention to each sentence. The sentence

should relate to other sentences to make it connected. The other difficulty is

about the idea. The students get difficulties to develop a sentence into a

paragraph. One of the activities that can exercise the student in writing skill is

using creative writing. Hence, the researcher has two reasons for choosing the

topic. They are: creative writing will make students interested in writing and

2
creative writing will make students motivation to find the right words in their

work.

The first reason is when the teacher gives imaginative writing task the

students will thoroughly engaged. They will be interested more to write

because they can develop a story by their imagination. They also can create

their own story from their feeling or their experience. As a result, their work

will depend on their creativity and they can choose whether their story is

fiction or nonfiction.

The second reason is students try harder than usual to produce a

greater variety than their routine assignment. It is because they should make

their own story with chronological order so they will try to compose a great

story. They also know that their story will be read by the other people. This,

for some, provides powerful motivation to find a right word to express their

idea.

In conclusion, creative writing is a technique that can build students’

confidence and interest in doing the writing activity. Through creative writing,

students will enjoy to produce a text because the contents of their work are

from their idea and feeling. As a result, this activity will involve the students’

creativity. Thus, the writer assumes that the investigation of the effect of using

creative writing activity on students’ writing ability is important to conduct.

3
C. Statement of the Problem

In conducting the research, there should be a statement of the problem

and it has discussed in background of the study. The writer states the problem

as follows: “Does creative writing affect students’ writing ability?”

D. The Aim of the Research

The aim of the research is to investigate the use of creative writing on

students’ writing ability.

E. Hypothesis

In conducting the quantitative research, the writer use an experimental

hypothesis (Ha) there is an effect of using creative writing activity on

students’ writing ability.

F. Limitation of the Problem

To limit the problem, the writer only intends to use narrative text with

the genre “adventure”. This is kind of narrative text that has the generic

structure including orientation, complication, resolution, and reorientation.

This text also uses simple past tense and simple continuose tense in the form

of the text.

4
G. Operational Definition

These are some explanations that related with the research title.

1. Creative Writing is an activity of putting the ideas or feelings about

particular topic freely with the writer’ imagination. It is related with

creative thinking, subjective statements and certain extent.

2. Narrative text is a kind of text that tells a story in the past event. It can be

real experience or imagination. It has generic structure including;

orientation, complication, resolution, and reorientation.

H. Research Significance

There are expected benefits of this research as shown below.

1. For teachers, the result of this research can be used to enrich the theory of

teaching writing through creative writing activity. It can also be used as a

consideration strategy in teaching writing.

2. For students, this research hopefully can help students to increase their

writing ability and to build their interest in writing.

3. For other researchers, it is used as consideration to conduct the relevant

research and as the comparative material.

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 CHAPTER II

THEORETICAL FOUNDATION

A. Writing

1. Definition Writing

Writing is among the most complex of human activity that is used as

communication tools in written form. It involves the development of the idea

then compose it into a writing product. Sharples in Siburian (2013: vol 3,31)

stated that, “actually, writing is an opportunity; it allows students to express

something about themselves, explore and explain ideas”. It means that writing

is a process of conveying the ideas based on the concept.

According to Hartley (2008:10) “writing is often characterized as a

hierarchically organized, goal-directed, problem solving process. Writing, it is

said, consist of four main recursive process-panning, writing, editing, and

reviewing”. In the other words, writing is a complex activity that involves

some steps in order to make a good writing. Moreover, Silvia (2007:9) states

that “writing is more than typing words: any action that is instrumental in

completing a writing project counts as writing”. It means that writing is not a

simple process. It is an activity of designing the idea and expressing it into a

writing product.

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 In Addition Keir (2009:7) defined “Writing is a process involving the

steps of gathering ideas and or information, organization those ideas then

making a draft will later be edited and revised ”. In this study, writing can be

defined such as the activity of collecting information and arrange it to be a

writing draft.

From the definition above, it can be concluded that writing is an

activity of expressing things, idea, thought, experience into a written form that

will be read by the other people. Besides, to improve the writing ability,

people should learn about writing in specific aspect.

2. The purpose of writing

According to Dietsch (2003:4) there are four general purposes of writing.

a. To inform

Writing is not only tool of communication but also tool for human put and

share information or knowledge with others; therefore, writing is one of

the sources of visual information for the reader.

b. To persuade

Writing is also tool to attract attention of the people. With writing the

writer will be able to tell interesting information about something. It can

7
 be about things, places, or something else, which influence or inspire

people to do or to buy it.

c. To express

Writing is also tool for the writer express ideas or opinions about anything

in the writer’s mind; it can be experiences, knowledge, news and anything

else.

d. To entertain

Writing is also tool to entertain. It means that in writing the writer can

make reader feel happy or sad. It depends on the types of writing forms.

3. Characteristics of written language

a. Performance

It is about the final submission. In the writing process, to get a good

performance, the writer needs someone help such as teacher, guide and

facilitator to revise their work and it will give them confidence in their

work related about the writing performance.

b. Production time

The production time establish the final product. It is better to make the

best possible use of time limitation. The students should give sufficient

8
 training in writing process in order to make them deal with time limitation

during the writing process.

c. Distance

The writer should anticipate their audience. The anticipation range from

general audience characteristic to how specific words, phrases, sentences,

and paragraph will be interpreted. So, a good writer can make the

perspectives of their target audience.

d. Orthography

Any extremely complex idea should be manipulated to a few dozen letters

and other written symbol by the writer in order to make the reader

understand about it. For some students, if their native language system is

not alphabetic, new symbol have to be produced by hand that may have

become accustomed to another system.

e. Complexity

The writer should understand about their writing and avoid the

redundancy sentence that refers to other elements in a text. The writer

should make the sentence systematic.

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 f. Vocabulary

Writing is an activity in written form; as a result vocabulary is more use

than does speaking. It is better to learn to take advantages of the richness

of English vocabulary.

g. Formality

The most difficult and complex convention occur in academic writing

where students have to learn how to describe, explain, compare, contrast,

illustrate, defend, criticize, and argue in formal way.

B. Creative writing

1. Definition of creative writing

Creative writing is an activity that can practice the students’ writing

skill with comprised of some qualities such as originality, extraordinariness,

exceptionality, and composing things. Creative writing refers to the

imaginative tasks, such as writing poetry, stories and plays. When teachers set

up imaginative writing tasks, their students will thoroughly engaged to write.

The students will frequently strive harder than usual to produce a greater

variety of correct and appropriate language than they routine assignment.

According to Key Hyland (2002) “We can see (creative writing as)
any writing, fiction or non-fiction that occurs outside of everyday
professional, journalistic, academic and technical forms of writing.

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 Most typically we think of novels, short stories and poems in this
category, but it can also include screenwriting and playwriting, which
are texts to be performed, and creative nob-fiction such as personal
and journalistic essays.”

It means that creative writing is an approach that covers a broad area of text

serving many different purposes.

Meanwhile, Stenberg (2009: xvi) explains “Creative writing on the

other hand can help to teach how to behave creativity in their life”. It means

that teacher can use creative writing task to exercise students’ creativity in the

classroom and train them to be a creative writer.

Oral (2012) as cited in Tok and Kandemir (2015) explain that

“Creative writing means one’s putting his or her ideas and feelings about a

particular topic on paper by using his or her imagination freely.” It means that

creative writing is a process that allow students to compose their writing

based on their imagination, feeling or experience freely, so they have chance

to create their own plot story.

Donvan (2007) in Akkaya (2014) states “creative writing requires, to

certain extent, creative thinking, imagination, and subjective statements. If the

writing is lean, based on truths, it may not be creative writing.” It means that

creative writing is an activity of producing a writing product by the

imagination that does not need a fact or evidence of a story that the writer

writes.

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 In addition, Brookes & Marshall cited in Temizkan 2011 noted that

“Creative writing is characterized by originality and imagination rather than

truthfulness or standardization of thoughts”. In other words, through creative

writing process students can imagine such kind of fiction, which engage their

ideas and creativity.

Barbot, et al (2012) mention “Teaching creative writing that is,

encouraging students to write by drawing upon their imagination and other

creative processes- may support writing development in all its component.” It

means that creative writing activity can be used as teaching method on writing

skill that will lead the students to draw their own story from their imagination

in order to give the students an interesting writing activity in the class.

In the other hand, Atman (2008) as cited in Akkaya (2014) argues

“Some studies have revealed that by using their imaginative world in the

creative writing process, students were observed to gain the target outcomes

and write with pleasure during their creative writing process.” It means that

producing writing product based on imagination will promotes an effective

learning. Through this activity the students will do the writing activity with

pleasure and it will make the students easier to product a good writing.

From those explanations, it can be concluded that creative writing is

an activity that promotes an effective learning to engage the students in

producing a good writing with their creativity. Creative writing is an activity

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 involving students’ imagination, feeling, and experience during the process. It

will make them produce a writing product with pleasure.

2. Types of creative writing

Morely (2007) devides creative writing into three kinds; Fiction, non-fiction

and poetry.

a. Fiction

1. Flash Fiction

A flash fiction (or short-short) is a subgenre of short story characterized by

limited word length of anything between 250 and 1000 words.

2. Short Story

A short story usually bigin with a single character or two characters. Short

story follows by rising action until the climax, a fall in action and an

ending. Short story take place over a short period; endings are often abrupt

or open.

3. Novella

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 Novella is a short novel that allows greater character and theme

development than a short story. Commonly, a novella has fifty to hundred

page long.

4. Novel

Novel is a kind of narrative with a great deal more characters, varied scene

and a more open-handed coverage of time

5. Essay

An essay can base on the writer imagination or fact. Some example includes

personal essay, descriptive essay, and persuasive essay.

6. Storytellings

Storytelling is one of the most popular types of creative writing. It can be

either fiction or non-fiction. Popular forms include flash fiction, short stories,

novellas, and full-length novels.

7. Scripts

Scripts is a writing that relate with the stage by writing screenplays (for film),

scripts (for plays) or teleplays (for TV)

b. Non-Fiction

1. Memoir and memory

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 Memoir is a personal accounts or stories with narrow themes and specific

topic. Memoir usally focuses on specific experiences rather than providing a

broad life story.

2. Journals

Similar with diary, journal is a writing in a written log. It can be gratitude

journal, memory journal, a dream journal, or a goals journal

3. Diaries

Diaries are shown in a specific kind of journal where you write down the

events of each day, resulting in a chronicle of your life.

c. Poetry

Poem is made up of lines of words that do not usually reach the far

side of the page. Colin Macfarlane states that “In poetry, a good

description gives a new way of seeing”. Poetry is a fresh look and fresh

listen. It can encourage people to aim for something ‘fresh’ in term of what

we are writing about, thinking about a subject, a language, and the

imaginary that we used.

3. The Basis event-oriented genres of Creative Writing

As cited in Tamizkan (2011) there are mainly event-oriented genres in

creative writing activities.

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a. Content

The writer should consider the main idea, character, setting, time, point of

view and narrator in this section.

b. Organization

In the organization there is should be an introduction, development and

conclusion. In the introduction, the event and the characters are defined.

The introduction part of narration contains setting, time and decoration

parts in which characters witness the event and there are enterprise,

reaction, result parts in which a chapter of events are related to each other.

In development part, the problem is displayed in all its clarity. In the

conclusion the events are tied up and summarized. The state of characters

and settings or habits and activities of characters in narration is described

in this section.

c. The characters

When the writer tells the story, narrates a plot of events, naturally there

will be a need for humans or human like beings involved in these events.

So, it is needed some characters to build the story. The writer should

classify the characters in stories under the categories of protagonist,

antagonist, and helping characters.

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 d. Place

In the story, place refers to which the events happen. For this reason

without a place it is not possible to talk about a plot of events. In the

novel, play, and other genre of creative writing, it is essential for the

characters to have a fictitious life (Çetin, 2006; Çetişli, 2004). The setting

in narration is the place or places where the event exist (Adali, 2003)

e. Time

In every short story, events take place within a certain period of time. It is

necessary to mention a few concepts under the heading time.

4. Process of creative writing

Creative writing includes some types of text: flash fiction, novella, novel,

short story, poem, prose, etc. Morley (2007) explains the eight stage of

creative writing process in general.

a. Preparing

In this stage, creative writing start with preparation that include some

activities like reading, thinking, researching, playing and reflecting. The

researcher should collect the factual data if they want to make creative

non-fiction. They also can chose to make a creative fiction. They should

know what they are going to do.

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b. Planning

In this stage, the writer usually begins with the subject, plot, and the

journey of their story. In this time the writer should arrange the project

and make an outline of their story.

c. Incubation

In this stage, the writer can see the contradiction in this stage because

planning and preparation overlaps. In this sense, a writer is always at

work. Incubation creates an incoming wave of the subconscious that

washes over the pages that writer will write.

d. Beginning

This is the most difficult stage because the writer starts to write their story

by making a short paragraph and then develop it into a chronological order

story.

e. Flowing

In this stage, the writer should keep to discipline and habit of daily

writing. The continuing writing will help the writer do the creative writing

because it will make them enjoy the exploration and actively look forward

to seeing what happens next. These activities apply as much to poem and

creative nonfiction as to prose fiction.

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 f. The silence reservoir

From all the stage above, the writer might feel like running battles with

language, so this is the time to stop writing and give the time to recover

his/her eloquence through silence. It is a time to finish for the day and go

for a walk and refresh the brain.

g. Breakthroughs and Finish lines

This is the final finishing the content of the story. The writer aware of this

and watch for such jumps and steps in the evolution of writer talent. It is

difficult to comprehend just how to write the piece. In this stage many

writers revise their work even after publication.

h. On titles

This is a time to give the title or secure the title of work. Spend a great

deal of conscious time on titles. Title requires a reader’s eyes and many

titles come to their authors a long time after composing. Choose the titles

wisely and precisely.

5. Creative writing and motivation

As supported by various professionals in the field of language teaching,

creative writing is beneficial for students in many respects. Not only it

entertains students, but it also fosters their artistic expression, explores the

19
function and value of writing. Clarifies thinking, stimulates their

imagination, helps them in their search for identity and last but not least it

enables them to learn to read and write (Tomkins, 1982, p. 718-721). Its

engaging nature allows students to express themselves and present their

world views also helps teachers to raise students’ motivation.

Creative writing might be then seen as an activity boosting students’

motivation because it allows learners to express their ideas freely, create

something brand new as well as enjoy playing with language. This view is

supported by Maley (2009) who states in his article about creative writing

that:

“Perhaps most notable is the dramatic increase in self-confident

and self-esteem which CW tends to develop among learners.
Learners also tend to discover things for themselves about
language… and about themselves too, thus promoting personal as
well as linguistic growth. Inevitably, these gains are reflected in
corresponding growth in positive motivation”.

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C. Narrative text

1. Definition of Narrative

Boardman (2008) states “Narrative paragraph tells a story about

something that happens in the past”. It means narrative paragraph is a text that

uses past event when telling its story. The writer uses past tense when

composing every sentence in narrative paragraph.

According to Pardiyono, (2007) cited in Andayani (2015) “Writing

narrative is a kind of text to tell the activities or events in the past, which give

priority to the problematic experience and resolution with the purpose to

amuse and often be intended to give moral lesson for the reader”. In this

study, narrative text is a text that has some generic structure that includes

some problems and its resolution to entertain the reader.

Thus, Grace and Sudarwati (2007) as cited in Nurhasanah (2014)

“Narrative text has a social function to amused, entertain and to deal with

actual or vicarious experience in different way”. It means the main purpose of

narrative text is to amuse and entertain the reader about the story. The writer

should pay attention to the event of each organization of the text to make the

reader understand about the story.

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2. Generic Structure of Narrative Text

According to Anderson and Anderson (1997:3) there are four generic

structures of narrative text: orientation, complication, resolution, and

reorientation/coda.

a. Orientation

In this part, the writer introduces the character, the setting, atmosphere and

the time of the story. In this part, the writer usually gives the picture of

the character’s personalities, attitude, and appearance.

b. Complication

In this part, the problem begins to appear. This section reaches the crisis

point and the main character has to resolve it.

c. Resolution

In this part, the main character starts to resolve the problem or challenge

in the story.

d. Reorientation/coda

Some narratives have a coda or reorientation that gives the conclusion and

moral value of the story (optional).

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3. Types of Narrative text

Annandale (1990:16) there are some types ofnarrative text that cab be

alteratives as follow:

a) Adventure: a story that tell about something exciting and dangerous,

such an adventure or journey in order to solve the problems occur; e.g.

junior detective stories, stories about journeys, spies.

b) Horror story: a story which tells something scary with frightening

events but usually ends happily; e.g. ‘Dracula’, ‘the missing mummy’

etc.

c) Romance: a story which deals with romantic love. There are often

some obstacles but ‘True love’ usually wins out in the end.

d) Fairy tales: a well-known story from folklore for children which often

involves fairies or other magical characters. Sometimes, it tells about

kingdom, princess etc.

e) Epic: a story which deals with big themes and heroic achievements

and events by characters that is ‘larger than real life e.g. “star wars”

4. Language feature of narrative text

Linda gerot and peter wignell states that language feature of narrative text are
a) focus on specific and usually individualized participant

E.g. Malin Kundang, Aladin, and Cinderella

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 b) Use of relational processes and mental processes

E.g. Tigress was unhappy, everything was so weird.

c) Use a temporal conjuctions and temporal circumstances
E.g. A few years ago, sometimes, once upon a time
d) Use of past tense
E.g. went, lived, and was
e) Use of verbal processes
E.g. Said, told, and promised.
f) Use of material processes.
E.g.: The bomb Exploded

5. Time order signal

According to Oshima and Hogue (2007:24), when the writer makes a

narrative text, they should use time order signals to connect each events.

These signals can be in the form of word or phrases. The following is the table

of the time order signal takes by Oshima and Hogue (2007:25)

2.1 Time order signal

By Oshima and Hogue (2007:25)

Words Phrases
Finally, At last,
First (second, third, etc.) At 10.00 am,
Later, After awhile
Meanwhile, After that
Next, Before come to the party
Now, In the morning
Soon The next day

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 After using time order signal, the writer should use comma before the subject

of the sentence. But it is exception for some signal, there are then, soon and

now.

D. Related Research

There are three journals related to this research. The first one is written by

Temizkan (2011) entitled “The effect of creative writing activities on the story

writing skill”. The result shows that creative writing activities were more effective

than traditional writing education to improve story writing skill. This research was

conducted in Turkish Language Teaching Department of Gazi Education Faculty

of Gazi University constitute. According to the scale of story writing skill of the

students in experimental and control group, it was determined that there was a

significant difference between the points [t(29)= -5,172; p≤, 05] students got from

the post-test in conclusion of the research.

The second journal is written by Tok and Kandemir (2015) entitled “Effect

of creative writing activities on students’ achievement in writing, writing

disposition and attitude to English”. The research was conducted in elementary

school in the city center of Denizli, Turkey. The result of the research shows that

the application of creative writing activities is effective in increasing 7th grade

students’ writing achievement in English. On the other hand, it is also found that

25
using creative writing activities has a positive effect on writing disposition of 7 th

grade students. Based on the result, it can be suggested that creative writing

activities can be used in 7th grade English course to increase student’s achievement

in writing skill and let them to write more.

The third journal is written by Pelcova (2015) entitled “Using creative

writing as a tool for teaching English as a foreign language”. The research proves

that the teacher would be willing to use creative writing activities in their

classroom as an effective teaching method.

Those results of the reseach show that screative writing as a kind of writing

activity can improve students’ ability and interest in writing. It contributes as a

consideration and comparative material to conduct the relavant reseach. Through

creatve writing, the students write and explore their imagination easily. When they

are interested in the teaching and learning process, the teacher can also practice the

students writing continuously. So, it is hoped that creative writing will be effective

to develop students’ writing skill.

CHAPTER III

26
 RESEARCH METHODOLOGY

A. Population and sample

The research will be conducted in 11 th grade students of SMAN 01

Ciawi. Itl is located in JL. Banjarwangi Ciawi- Bogor. The researcher chooses

this school because it uses curriculum 2013 and there is a narrative text in that

syllabus which is related with the pre-test post-test material that will be given

by the researcher. The total number of the population is 280 students. There

are eight classes in the eleventh grade. In conducting the research, the writer

chooses one class by lottery system. They consist of 35 students that will be

taught by creative writing activities.

B. Research method and design

In conducting the research, the writer uses Pre-Experimental design

with one group pre-test post-test. Here is the design of the research. The

design is taken from Sugiono (2015:11) as follows:

O1 X O2

Note:

27
 O1 = Writing test before giving the treatment (pre-test)

X = Creative writing activity (treatment)

O2 = Writing test after giving the treatment (post-test)

They will be given pre-test, treatment, and post –test. X is a treatment that will

be given to the students, that is creative writing activity. O1 is the symbol of

the test pre-test before giving the tretment and O2 is the symbol of the post-test

after giving the treatment that will be given to measure the students’ ability in

making narrative text.

C. Research Instrument

This research will be conducted in four meetings with several steps.

First, the researcher chooses a class as the experimental group through lottery

system. Two writing tests would be given. The first test will be given before

the treatments (pre-test). The students are asked to make a simple narrative

text. After that, they will be given a treatment. The group will be taught

English subject by using creative writing activity. The last, the group will be

given a post-test; the result of the test will be compared. The assessment will

be focused on some criteria; reasoning, communication, organization, and

convention by Ontario curriculum ministry of education and training (1999).

Table 3.1
Rubric for a short Narrative text

28
 By Ontario curriculum ministry of education and training (1999)
Categories Level 1 Level 2 Level 3 Level 4
Reasoning The students:
1. Complexity of - Uses very - Uses simple - Uses - Uses well-
ideas and simple ideas ideas that are developing developed
connection to the that are not connected to ideas that are interesting ideas
story line connected to the story line usually that advance the
2. Number and the story line - Uses some connected to story line
relevanceof - Uses very supporting the story line - Uses
supporting facts few details, but not - Uses supporting
and details supporting enough to sufficient details that
details clarify the supporting clarify and
point of the ideas to clarify enhance the
story the point of the story
story
Communication In the students work:
1. Purpose: to - The - The - The adventure - The adventure
relate a true adventure is adventure can unfolds clearly developes in an
adventure not clear be discerned - There is clear engaging way
(narrative) - The writer’s - There is evidence of the - The writer’s
2. Voice (feeling, voice is not some evidence writer’s voice voice is clear
opinion, and evident of the writer’s - Uses many and sustains the
attitudes) - Uses few voice descriptive reader interest
3. Word uses and descriptive - Uses some words - All or almost
vocabulary words descriptive effectively all the
4. Sentence effectively words - Some descriptive
structure - Connecting effectively connecting words are used
words are use - Few words are used effectively
-conned
connecting to link simple - A variety of
words (with sentences connecting
little words are used
variation) are to link sentences
used to link effectively
simple
sentence
Organization The student’s writing:
- Overall - Shows little - Shows some - Has a - Has a clear
structure evidence of a evidence of a beginning, a beginning,
(beginnin beginning, a beginning, a middle, and an middle and end
g, middle , and middle, and an end - Imcludes
middle, an end end - Includes events or ideas
end, liks) - Includes - Includes events or ideas organized
few events or some events organized in a logically and
ideas that are or ideasthat logical effectively
organized are organized sequence

29
 sequentially sequentlly
Conventions The students:
- Grammar - Correctly - Correctly - Correctly uses - Correctly uses
- Spelling uses very few uses some of most of the all or almost
- Punctuation of the the convention convention convention
- Visual convention studied studied studied
presentation studied - Uses - Uses phonetic - Spells most
- Shows phonetic and spelling only words
some conventional for more accurately, but
evidence of spelling for difficult words may make
spelling familiar words - Makes few occasional errors
strategies - Makes some errors with more
- Makes errors - Produce a difficult word
many error - Produce a clear visual - Make almost
- Produce a visual presentation no error
visual presentation - Produce a clear
presentation that is visual
that is basically clear presentation that
basically enhances tha
clear narratve

Scoring

_________________________

Grading Range

A 80-100
B 70-79
C 60-69
D 50-59
E <50

30
D. Data analysis

The result of pre-test and post-test will be compared using t-test formula to

find out the effect of using creative writing activity on students ability to make a

narrative text. There are several steps to analyze the data as follows

1. Scoring the writing test

2. Finding the difference between variable I and variable II with the formula D=

X-Y

3. Calculating the mean

∑D
MD=
N1

MD = Means of different (experimental group)

∑D = Total score (experimental group)

N1 = Number of students (experimental group)

4. Calculating standard deviation

√
SD D ¿ ∑ D2− ( ∑ND ) 2
5. Finding Standard Error of Mean of Difference

SDD
SEMD =
√ N −1
6. Finding T-observe with formula

31
 MD
tɒ =
SEMD

7. Testing the hypothesis

The formula degree of freedom is taken from Sudijono (2014:316)

Df : N-1

Df : Degree of freedom

N1 : Number of students of experimental group

It is used to compare the t-table and t-calculated to present how many value

involved in the calculation.

32
 BIBLIOGRAPHY

Anderson , Mark., and Anderson, Kathy. 1997. Text Types in English 3. Melbourne:
Macmillan Education
Arikunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT
Rineka Cipta.
Bolat, S. 2005. Oyku Yazma teknikleri. Istanbul: Varlik Yayinlari.
Brookes, I., Marshall, M. (2004). Good Writing Guide. Newyork: Harap
Publishers Lid.
Brown, H. Douglas. 1994. Teaching by Principle. Englewood Cliffs, NJ: Practice
Hall regents.
Brown, H. Douglas. 2009. Language assessment principle and classroom practices.
California: Pearson Longman.
Diane.2000. Techniques and Principles in Language Teaching. New York:
Oxford.
Dinas Pendidikan Kabupaten Bogor.2012. Lembar kerja siswa Bahasa Inggris
untuk SMA/MA semester ganjil. Bogor:CV Dian Bogor.
Donovan, M (2007) What is creative writing? Retrieved from
[Link] -writing-2
Earnshaw, Steven. 2007. The handbook of Creative Writing. Edinburgh: Edinburgh
University Press.
Harmer, Jeremy. 2012. The Practice of English Language Teaching. Harlow: Pearson
Education Limited.
Harmer, Jeremy. 2004. How to Teach Writing. Harlow:Pearson Education Limited.
Hatch, Evelyn and Anne Lazaraton. 1991. The Research Manual: Design and
Statistics for Applied Linguistics. Massachusetts: Newbury House Publishers.
Inc.

33
Hyland, K & TSE, P. Hooking The Reader: Acorpus Study of Evaluate that in
abstract. In Biber, D. & Reppen, R. (eds) Sage Bencmark in Language and
Linguistic: Corpus linguistic vol 2: Grammar 2012.
Keir, J. 2009. Text Type Book 3: Informative Text. Greenwood:Beady-Ed
Publication.
L. Gerrot and P. Wignell. 1995 Making sense of functional Grammar, Sidney:
Antepodean Educational Enterprises
Maley, A. (2009). Creative Writing for Learners (and Teachers). In
[Link] from
[Link]
teachers.
Morley, David. 2002. The gift: New Writing for The National Health Service.
Exeter: Stride.
Morley, David. 2007. The Cambridge introduction to Creative writing. New York:
Cambrige university press.
Oral, G. 2003. Yine yazi yaziyoruz. Ankara: Pagema yayncilik
Oshima, Alice &Ann. Houge. 2007. Introduction to academic writing. Third edition.
New York:Pearson Education.
Pelcova, Michaela. 2015. Using Creative writing as a toolfor teaching English as a
foraign language. Brno: Masaryk Univeristy.
Sugiono, 2016. Metode Penelitian Kombinasi (Mixed Method). Bandung: Alfabeta.
Sadarwati, M. Th. And Grace Eudia. 2007. Look Ahead Book 1. Jakarta: Erlangga.
Sharples, M. 1999. How We Write; Writing as Creative Design. London: Routledge.
Siburian, T.A. 2013. Improving students’ achievement on writing Descriptive Text
Through Think-Pair-Share. International journal of language learning and
applied linguistc word (IJLLALW). Vol , pp. 30-43.
Silvia, Paul J. 2007. How to Write A Lot. Washington DC:AFA Life Tools.
Stenberg, R. J. 2009. Foreword, Scott Barry Kaufman and James C. Kaufman (eds).

34
 The physicology of Creative Writing. Cambridge University Press.
Sugiono. 2010. Statistika Untuk Penelitian. Bandung: Alfabeta, CV.
Tamizkan, M. 2011. The Effect of Creative Writing on Students Story Writing
[Link] sciences: Theory and Practice, 11 (1), 933-939.
Tomkins, G.E. 1982. Seven Reason Why Children Should Write a Story. Language
Arts, 59(7), 718-721.

35
APPENDICES

36
 RENCANA PELAKSANAAN PEMBELAJARAN 1

Satuan Pembelajaran : SMA Negeri 1 Ciawi

Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/1
Tema : Teks Naratif
Alokasi Waktu : 2 x 40 menit

A. Kompetesi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori

37
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
2.10 Menganalisis fungsi sosial, 2.10.1 Menganalisis fungsi sosial,
struktur text, dan unsur struktur text, dan unsur kebahasaan text
kebahasaan text naratif naratif sederhana mengenai rencana
sederhana berbentuk legenda liburan.
rakyat, sesuai dengan konteks 3.15.1 Menangkap makna text naratif
penggunaannya. lisan dantulis berbentuk rencana liburan
3.15 Menangkap makna teks naratif 3.15.2 Membuat kalimat sederhana yang
lisan dan tulis berbentuk sesuaidengan tema yang diberikan
legenda sederhana

C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Menangkap makna tentang teks naratif lisan dan tulis, sangat pendek dan
sederhana mengenai liburan impian
2. Teks naratif tulis sangat pendek dan sederhana terkait liburan impian

D. Materi Pembelajaran
1. Materi pembelajaran regular
Teks naratif lisan dan tulis, sangat pendek dan sederhana terkait liburan
impian.
 Fungsi Sosial
Menangkap makna dan menyusun teks naratif mengenai orangdan
lingkungan sekitar peserta didik
 Struktur Teks
- Memulai
- Menanggapi (diharapkan/ diluar dugaan)
 Unsur kebahasaan

38
 - Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya
yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
- Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Orang yang terdapat dirumah, sekolah, dan lingkungan sekitar peserta didik
yang dapat menumbuhkan perilaku yang termuat dalam KI.
 Prosedur

Struktur teks dapat mencakup:

- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang

2. Materi Pembelajaran Pengayaan

Teks naratif lisan dan tulis sangat pendek dan sederhana terkait liburan impian.

3. Materi Pembelajaran Remedial

Unsur Kebahasaan teks naratif lisan dan tulis sangat pendek dan sederhana
terkait liburan

E. Metode Pembelajaran
Pendekatan : Saintifik / student - centered
Model : Discovery learning
Metode : Diskusi, tanya jawab, penugasan, kerja kelompok

F. Sumber
1. Media/Alat : Papan tulis, spidol, sticker

39
 2. Bahan : Gambar, Teks, Lembar Latihan
3. Sumber Belajar :
Diane.2000. Techniques and Principles in Language Teaching. New York:
Oxford
Dinas Pendidikan Kabupaten [Link] kerja siswa Bahasa Inggris
untuk SMA/MA semester ganjil. Bogor:CV Dian Bogor.

G. Langkah-Langkah Kegiatan Pembelajaran:

Pertemuan I
1) Kegiatan Pendahuluan
Guru Siswa Waktu
- Memberi salam kepada - Membalas salam kepada
siswa guru
- Mengajak siswa untuk - Berdoa bersama guru
berdoa
- Menanyakan keadaan - Menjawab pertanyaan guru
siswa
- Mengecek kehadiran siswa - Menyatakan kehadiran
13’
dengan berkata “ I am
here/ Present”
- Memperkenalkan diri dan - Mendengarkan penjelasan
menjelaskan tujuan dari yang diberikan
kedatangan ke sekolah
tersebut
- Memberikan Ice Breaking - Bermain game bersama
berupa game guru
- Mengulas kembali apa - Menjawab pertanyaan guru
yang telah dipelajari
minggu lalu
- Memberikan pertanyaan - Menjawab pertanyaan
umum seperti umum yang diberikan oleh

40
 “Do you have your guru sesuai dengan
favorite place?” pendapat masing-masing
“What is that?”
“Do you like holiday?”
“Where do you usually go
on holiday?”
“Do you have your dream
holiday?
- Menyampaikan tujuan - Memperhatikan dengan
pembelajaran dan seksama dan mencatat
menuliskan di papan tulis dibuku catatan
- Memberikan Pre-test - Menuliskan teks naratif
berupa membuat teks sederhana
naratif sederhana sesuai
dengan imajinasi mereka

2) Kegiatan Inti
Guru Siswa Waktu
a. Mengamati (Observing)
- Bercerita mengenai - Mendengarkan cerita yang
liburan impian dengan diberikan oleh guru. 5
menggunakan gambar
sepeti Eiffel tower, kuta
beach, etc beserta
runtutan kejadian yang
ada disana

41
 b. Mempertanyakan (Questioning)
- Meminta siswa bertanya - Bertanya mengenai cerita
mengenai cerita yang telah yang telah diberikan oleh 2’
diberikan guru

c. Mengeksplorasi (Exploring)
- Menjelaskan bagian- - Siswa memperhatikan
bagian yang ada pada penjelasan yang diberikan
narrative text seperti oleh guru
generic structure, kind of 30’
narrative text dan
language feature of
narrative text
- Meminta siswa untuk - Mengerjakan latihan dan
mengisi latihan nomber 1- mendiskusikannya bersama
5 dan mendiskusikannya
bersama dengan guru

Mengasosiasi (Associating)
- Meminta siswa untuk - Menyusun teks naratif
membuat kelompok sederana mengenai liburan
berjumlah 4 orang dan dengan memperhatikan
meminta siswa menuliskan fungsi sosial, struktur teks,
sebuah teks naratif dan unsur kebahasaan,
sederhana mengenai secara benar dan sesuai
liburan sesuai dengan konteks
imajinasi mereka dengan
menggunakan teknik Write
Around

Mengkomunikasikan (Communicating)

42
 - Meminta siswa untuk - Mempresentasikan hasil
mempresentasikan hasil diskusi mereka di depan
diskusi mereka di depan kelas
kelas
- Mendiskusikan hasil kerja - Mendiskusikan bersama-
siswa dan memberikan sama hasil kerja tiap 10’
feedback berupa pujian kelompok dan mendengarkan
dan perbaikan. feedback yang diberikan oleh
guru

3) Kegiatan Penutup
Guru Siswa Waktu
- Memberi panduan - Menyimpulkan apa yang
menyimpulkan hasil telah mereka dapatkan pada
pembelajaran hari itu
- Menanyakan perasaan - Menjawab pertanyaan yang
siswa mengenai kegitan diberikan oleh guru
belajar pada hari ini
5’
- Memberikan penugasan - Mencatat tugas yang
lanjut diberikan oleh guru
- Menutup pertemuan - Mengucapkan “hamdalah”
dengan mengucapkan dan menjawab salam yang
“hamdalah” dan diberikan oleh guru
memberikan salam

F. Penilaian, Pembelajaran Remedial, dan Pengayaan

1. Teknik penilaian : Tes dan Non-tes

2. Instrument penilaian : Rubrik Penilaian Sikap dan
Pengetahuan

43
3. Pembelajaran Remedial dan Pengayaan : -

Format penilaian terlampir

Bogor, Desember 2017

Mengetahui
Guru, Praktikan,

Sulaeman [Link] Restu Novyanti

NPM 03111305

INSTRUMENT

- Eiffel Tower - Kuta Beach

- Maldives - Gili Trawangan

44
Activity 1
Name :

Class :

One day, you are going on a vacation and you are expected to write a text on a list.
Please answer this question. Use your imagination.

1. Where do you want to go?

2. Why do you choose that place?
3. Who do you go with?
4. How many days do you want to stay there?
5. What things do you want to bring with you?

45
6. What is your planning to do there?
7. What transportation do you use?
8. Where do you want to sleep?
9. What food do you want to eat there?
10. How much money do you want to bring with you?

INSTRUMENT
PRE-TEST

Name :

Class :

Write a simple narrative about adventure based on your imagination and give the title
of the story.

______________________

46
 ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Aspects Teacher Observer

Reasoning
Communication
Organization
Convention
Total Score
Average Score 47
 RENCANA PELAKSANAAN PEMBELAJARAN 2

Satuan Pembelajaran : SMA Negeri 1 Ciawi

Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/1
Tema : Teks Naratif
Alokasi Waktu : 2 x 40 menit

A. Kompetesi Inti
5. Menghargai dan menghayati ajaran agama yang dianutnya
6. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

48
 efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
7. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.
8. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi
2.10 Menganalisis fungsi sosial, 2.10.1 Menganalisis fungsi sosial,
struktur text, dan unsur struktur text, dan unsur kebahasaan text
kebahasaan text naratif naratif sederhana mengenai cerita
sederhana berbentuk legenda hewan.
rakyat, sesuai dengan konteks 3.15.1 Menangkap makna text naratif
penggunaannya. lisan dan tulis berbentuk cerita hewan
3.15 Menangkap makna teks naratif 3.15.2 Membuat kalimat sederhana yang
lisan dan tulis berbentuk sesuai dengan tema yang diberikan
legenda sederhana

C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Menangkap makna tentang teks naratif lisan dan tulis, sangat pendek dan
sederhana
2. Teks naratif tulis sangat pendek dan sederhana terkait cerita hewan

49
D. Materi Pembelajaran
1. Materi pembelajaran regular
Teks naratif lisan dan tulis, sangat pendek dan sederhana terkait cerita hewan.
 Fungsi Sosial
Menangkap makna dan menyusun teks naratif mengenai cerita hewan yang
ada di lingkungan sekitar peserta didik
 Struktur Teks
- Memulai
- Menanggapi (diharapkan/ diluar dugaan)
 Unsur kebahasaan
- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya
yang relevan
- Kosa kata: terkait karakter, watak, dan setting

- Adverbia penghubung dan penujuk waktu

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

 Topik
Hewan yang terdapat di lingkungan sekitar peserta didik yang dapat
menumbuhkan perilaku yang termuat dalam KI.
 Prosedur

Struktur teks dapat mencakup:

- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang

50
 2. Materi Pembelajaran Pengayaan
Teks naratif lisan dan tulis sangat pendek dan sederhana terkait fable

3. Materi Pembelajaran Remedial

Unsur Kebahasaan teks naratif lisan dan tulis sangat pendek dan sederhana terkait
fable

E. Metode Pembelajaran
Pendekatan : Saintifik / student - centered
Model : Discovery learning
Metode : Diskusi, tanya jawab, penugasan, kerja kelompok

F. Sumber
4. Media/Alat : Papan tulis, spidol, sticker
5. Bahan : Gambar, Teks, Lembar Latihan
6. Sumber Belajar :
Diane.2000. Techniques and Principles in Language Teaching. New York:
Oxford
Dinas Pendidikan Kabupaten [Link] kerja siswa Bahasa Inggris
untuk SMA/MA semester ganjil. Bogor:CV Dian Bogor.

G. Langkah-Langkah Kegiatan Pembelajaran:

Pertemuan I
1) Kegiatan Pendahuluan
Guru Siswa Waktu
- Memberi salam kepada - Membalas salam kepada 13’
siswa guru
- Mengajak siswa untuk - Berdoa bersama guru
berdoa
- Menanyakan keadaan - Menjawab pertanyaan guru

51
 siswa
- Mengecek kehadiran - Menyatakan kehadiran
siswa dengan berkata “ I am
here/ Present”
- Mengulas kembali apa - Menjawab pertanyaan guru
yang telah dipelajari
minggu lalu
- Memberikan Ice Breaking - Bermain game bersama
berupa game guru
- Memberikan pertanyaan - Menjawab pertanyaan
umum seperti umum yang diberikan oleh
“Do you like a story? guru sesuai dengan
“What kind of story do pendapat masing-masing
you like?”
“Do you like fable?”
- Menyampaikan tujuan - Memperhatikan dengan
pembelajaran dan seksama dan mencatat
menuliskan di papan tulis dibuku catatan

2) Kegiatan Inti
Guru Siswa Waktu
a. Mengamati (Observing)
- Memberikan gambar- - Menjawab pertanyaan yang
gambar terkait cerita diberikan oleh guru dan 5
hewan dan menceritakan mengamati cerita yang
sebuah cerita Fable diberikan oleh guru.

b. Mempertanyakan (Questioning)
- Meminta siswa bertanya - Bertanya mengenai gambar 2’
mengenai gambar yang yang telah diberikan oleh

52
 telah diberikan guru

c. Mengeksplorasi (Exploring)
- Menjelaskan bagian- - Siswa memperhatikan
bagian yang ada pada penjelasan yang diberikan
Narrative text seperti oleh guru
generic structure, Kind of 30’
Narrative text dan
language feature of
Narrative Text
- Meminta siswa untuk - Mengerjakan latihan dan
mengisi latihan nomber 1- mendiskusikannya bersama
5 dan mendiskusikannya
bersama dengan guru

Mengasosiasi (Associating)
- Meminta siswa untuk - Menyusun teks naratif
mengerjakan latihan kedua sederana mengenai
berupa mengidentifikasi seseorang dengan
generic structure yang ada memperhatikan fungsi
pada text sosial, struktur teks, dan
unsur kebahasaan, secara
benar dan sesuai konteks

Mengkomunikasikan (Communicating)
- Meminta siswa untuk - Mempresentasikan hasil 10’
mempresentasikan hasil kerja mereka di depan kelas
kerja mereka di depan
kelas

53
 - Mendiskusikan hasil kerja - Mendiskusikan bersama-
siswa dan memberikan sama hasil kerja tiap
feedback berupa pujian kelompok dan mendengarkan
dan perbaikan. feedback yang diberikan oleh
guru

3) Kegiatan Penutup
Guru Siswa Waktu
- Memberi panduan - Menyimpulkan apa yang
menyimpulkan hasil telah mereka dapatkan pada
pembelajaran hari itu
- Menanyakan perasaan - Menjawab pertanyaan yang
siswa mengenai kegitan diberikan oleh guru
belajar pada hari ini
5’
- Memberikan penugasan - Mencatat tugas yang
lanjut diberikan oleh guru
- Menutup pertemuan - Mengucapkan “hamdalah”
dengan mengucapkan dan menjawab salam yang
“hamdalah” dan diberikan oleh guru
memberikan salam

F. Penilaian, Pembelajaran Remedial, dan Pengayaan

4. Teknik penilaian : Tes dan Non-tes

54
 5. Instrument penilaian : Rubrik Penilaian Sikap dan
Pengetahuan
6. Pembelajaran Remedial dan Pengayaan : -

Format penilaian terlampir

Bogor, Desember 2017

Mengetahui
Guru, Praktikan,

Sulaeman [Link] Restu Novyanti

NPM 031113055

Exercise 2

55
Name :
Class :

Write a diary about your activity yesterday. Do not forget to tell how you felt about it.

Date :

Aspects Teacher Observer

Reasoning
Communication
Organization
Convention
Total Score 56
Average Score
RENCANA PELAKSANAAN PEMBELAJARAN 3

57
 Satuan Pembelajaran : SMA Negeri 1 Ciawi
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : XI/1
Tema : Teks Naratif
Alokasi Waktu : 2 x 40 menit

A. Kompetesi Inti
9. Menghargai dan menghayati ajaran agama yang dianutnya
10. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
11. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.
12. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi
2.10 Menganalisis fungsi sosial, 2.10.1 Menganalisis fungsi sosial,
struktur text, dan unsur struktur text, dan unsur kebahasaan text
kebahasaan text naratif naratif sederhana mengenai gambar
sederhana berbentuk legenda aktifitas.

58
 rakyat, sesuai dengan konteks 3.15.1 Menangkap makna text naratif
penggunaannya. lisan dan tulis berbentuk aktifitas
3.15 Menangkap makna teks naratif disekitar
lisan dan tulis berbentuk 3.15.2 Membuat kalimat sederhana yang
legenda sederhana sesuai dengan tema yang diberikan

C. Tujuan Pembelajaran
Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Menangkap makna tentang teks naratif lisan dan tulis, sangat pendek dan
sederhana
2. Teks Naratif tulis sangat pendek dan sederhana terkait orang dan
lingkungan sekitar

D. Materi Pembelajaran
1. Materi pembelajaran regular
Teks naratif lisan dan tulis, sangat pendek dan sederhana terkait lingkungan
sekitar.
 Fungsi Sosial
Menangkap makna dan menyusun teks naratif mengenai orang yang terdapat
di rumah, sekolah, dan lingkungan sekitar peserta didik
 Struktur Teks
- Memulai
- Menanggapi (diharapkan/ diluar dugaan)

 Unsur kebahasaan
- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya
yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda

59
 - Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Orang yang terdapat dirumah, sekolah, dan lingkungan sekitar peserta didik yang
dapat menumbuhkan perilaku yang termuat dalam KI.
 Prosedur

Struktur teks dapat mencakup:

- Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang

2. Materi Pembelajaran Pengayaan

Teks naratif lisan dan tulis sangat pendek dan sederhana terkait aktifitas sekitar

3. Materi Pembelajaran Remedial

Unsur Kebahasaan teks naratif lisan dan tulis sangat pendek dan sederhana terkait
aktifitas sekitar

E. Metode Pembelajaran
Pendekatan : Saintifik / student - centered
Model : Discovery learning
Metode : Diskusi, tanya jawab, penugasan, kerja kelompok

F. Sumber
7. Media/Alat : Papan tulis, spidol, sticker
8. Bahan : Gambar, Teks, Lembar Latihan
9. Sumber Belajar :

60
 Diane.2000. Techniques and Principles in Language Teaching. New York:
Oxford
Dinas Pendidikan Kabupaten [Link] kerja siswa Bahasa Inggris
untuk SMA/MA semester ganjil. Bogor: CV Dian Bogor.

G. Langkah-Langkah Kegiatan Pembelajaran:

Pertemuan I
1) Kegiatan Pendahuluan
Guru Siswa Waktu
- Memberi salam kepada - Membalas salam kepada
siswa guru
- Mengajak siswa untuk - Berdoa bersama guru
berdoa
- Menanyakan keadaan - Menjawab pertanyaan guru 13’
siswa
- Mengecek kehadiran - Menyatakan kehadiran
siswa dengan berkata “ I am
here/ Present”
- Mengulas kembali apa - Menjawab pertanyaan guru
yang telah dipelajari
minggu lalu
- Memberikan Ice Breaking - Bermain game bersama
berupa game guru
- Memberikan pertanyaan - Menjawab pertanyaan
umum seperti umum yang diberikan oleh
“What will you do after guru sesuai dengan
school?” pendapat masing-masing
“What will you do at your
home”?
- Menyampaikan tujuan - Memperhatikan dengan
pembelajaran dan seksama dan mencatat

61
 menuliskan di papan tulis dibuku catatan

2) Kegiatan Inti
Guru Siswa Waktu
a. Mengamati (Observing)
- Memberikan beberapa - Menjawab pertanyaan yang
gambar berupa aktifitas diberikan oleh guru. 5
yang dilakukan beberapa
orang dan meminta siswa
untuk menebak aktifitas
apa yang sedang dilakukan
oleh orang yang berada di
dalam gambar.

b. Mempertanyakan (Questioning)
- Meminta siswa bertanya - Bertanya mengenai gambar
mengenai gambar yang yang telah diberikan oleh 2’
telah diberikan guru

c. Mengeksplorasi (Exploring)
- Menjelaskan bagian- - Siswa memperhatikan
bagian yang ada pada penjelasan yang diberikan
narrative text seperti oleh guru
generic structure, Kind of 30’
narrative text dan
language feature of
narrative text.
- Meminta siswa untuk - Mengerjakan latihan dan
mengisi latihan 1-5 dan mendiskusikannya bersama

62
 mendiskusikannya
bersama dengan guru

Mengasosiasi (Associating)
- Meminta siswa untuk - Menyusun teks naratif
menuliskan sebuah teks sederana mengenai
naratif sederhana berkaitan seseorang dengan
dengan gambar yang memperhatikan fungsi
diberikan oleh guru sosial, struktur teks, dan
unsur kebahasaan, secara
benar dan sesuai konteks

Mengkomunikasikan (Communicating)
- Meminta siswa untuk - Mempresentasikan hasil
mempresentasikan hasil diskusi mereka di depan
diskusi mereka di depan kelas
kelas
- Mendiskusikan hasil kerja - Mendiskusikan bersama-
siswa dan memberikan sama hasil kerja tiap 10’
feedback berupa pujian kelompok dan mendengarkan
dan perbaikan. feedback yang diberikan oleh
guru

3) Kegiatan Penutup
Guru Siswa Waktu
- Memberi panduan - Menyimpulkan apa yang 5’
menyimpulkan hasil telah mereka dapatkan pada
pembelajaran hari itu
- Menanyakan perasaan - Menjawab pertanyaan yang
siswa mengenai kegitan diberikan oleh guru

63
 belajar pada hari ini
- Memberikan penugasan - Mencatat tugas yang
lanjut diberikan oleh guru
- Menutup pertemuan - Mengucapkan “hamdalah”
dengan mengucapkan dan menjawab salam yang
“hamdalah” dan diberikan oleh guru
memberikan salam

F. Penilaian, Pembelajaran Remedial, dan Pengayaan

7. Teknik penilaian : Tes dan Non-tes

8. Instrument penilaian : Rubrik Penilaian Sikap dan
Pengetahuan
9. Pembelajaran Remedial dan Pengayaan : -

Bogor, Desember 2017

Mengetahui
Guru, Praktikan,

Sulaeman [Link] Restu Novyanti

NPM 031113055

64
Activity 3

Name :

Class :

Choose the picture and tell the story related with the activities in the picture.
1. 2.

3. 4.

65
Activity 3
Name :
Class :
Npm :

The teacher has provided the first paragraph; continue the narrative text related with
the picture that the teacher gives. A short story should have a beginning, middle and
ending.

____________________
In the sunny day, it felt very thirsty in my throat so I decided to walk around
in my village to found a strawberry juice. I brought just a few moneys in my pocket
because I thought it was enough to buy one juice for myself. The juice seller was
quite far from my house but it did not matter.

66
 ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_______________________________________
______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Finally, I decided to go home. I thought it was very unforgettable day and
made me happy. From this day I taught to appreciate everythings what I had.

Aspects Teacher Observer

Reasoning
Communication
Organization
Convention
Total Score
Average Score

67
 RENCANA PELAKSANAAN PEMBELAJARAN 4

Satuan Pembelajaran : SMA Negeri 1 Ciawi

Mata Pelajaran : Bahasa Inggris
Kelas : X1/2
Tema : Narrative text
Alokasi Waktu : 2 x 40 menit

A. Kompetesi Inti
13. Menghargai dan menghayati ajaran agama yang dianutnya
14. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.

68
 15. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.
16. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi
2.10 Menganalisis fungsi sosial, 2.10.1 Menganalisis fungsi sosial,
struktur text, dan unsur struktur text, dan unsur kebahasaan text
kebahasaan text naratif naratif sederhana mengenai lingkungan
sederhana berbentuk legenda sekitar
rakyat, sesuai dengan konteks 3.15.1 Menangkap makna text naratif
penggunaannya. lisan dan tulis bertemakan lingkungan
3.15 Menangkap makna teks naratif sekitar
lisan dan tulis berbentuk 3.15.2 Membuat cerita sederhana yang
legenda sederhana terkait dengan teks naratif yang sesuai
dengan tema yang diberikan

C. Tujuan Pembelajaran

69
 Setelah mengikuti serangkaian kegiatan pembelajaran, peserta didik dapat:
1. Menangkap makna tentang teks naratif lisan dan tulis, sangat pendek dan
sederhana, terkait lingkungan sekitar
2. Menyusun teks naratif tulis sangat pendek dan sederhana terkait
lingkungan sekitar

D. Materi Pembelajaran
1. Materi pembelajaran regular
Teks naratif lisan dan tulis, sangat pendek dan sederhana terkait lingkungan
sekitar
 Fungsi Sosial
Menangkap makna dan menyusun teks naratif mengenai cerita lingkungan
sekitar

 Struktur Teks
- Memulai
- Menanggapi (diharapkan/ diluar dugaan)
 Unsur kebahasaan
- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya
yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
- Adverbia penghubung dan penujuk waktu
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
 Topik
Cerita hewan dan lingkungan sekitar peserta didik yang dapat menumbuhkan
perilaku yang termuat dalam KI.
 Prosedur

Struktur teks dapat mencakup:

70
 - Orientasi
- Komplikasi
- Resolusi
- Orientasi ulang

2. Materi Pembelajaran Pengayaan

Teks naratif lisan dan tulis sangat pendek dan sederhana terkait lingkungan sekitar

3. Materi Pembelajaran Remedial

Unsur Kebahasaan teks naratif lisan dan tulis sangat pendek dan sederhana terkait
lingkungan sekitar

E. Metode Pembelajaran
Pendekatan : Saintifik / student - centered
Model : Discovery learning
Metode : Diskusi, tanya jawab, penugasan, kerja kelompok
F. Sumber
Media/Alat : Papan tulis, spidol, sticker
Bahan : Gambar, Teks, Lembar Latihan
Sumber Belajar :
Diane.2000. Techniques and Principles in Language Teaching. New York:
Oxford
Dinas Pendidikan Kabupaten [Link] kerja siswa Bahasa Inggris
untuk SMA/MA semester ganjil. Bogor:CV Dian Bogor.

G. Langkah-Langkah Kegiatan Pembelajaran:

71
Pertemuan I
1) Kegiatan Pendahuluan
Guru Siswa Waktu
- Memberi salam kepada - Membalas salam kepada
siswa guru
- Mengajak siswa untuk - Berdoa bersama guru
berdoa
- Menanyakan keadaan - Menjawab pertanyaan guru 13’
siswa
- Mengecek kehadiran - Menyatakan kehadiran
siswa dengan berkata “ I am
here/ Present”
- Memberikan Ice Breaking - Bermain game bersama
berupa game (left and guru
right)
- Mengulas kembali apa - Menjawab pertanyaan guru
yang telah dipelajari
minggu lalu
- Memberikan pertanyaan - Menjawab pertanyaan
umum seperti umum yang diberikan oleh
“Do you like a story?” guru sesuai dengan
“What kind of story do pendapat masing-masing
you like?”
“What story did you ever
heard?
- Menyampaikan tujuan - Memperhatikan dengan
pembelajaran dan seksama dan mencatat
menuliskan di papan tulis dibuku catatan

2) Kegiatan Inti
Guru Siswa Waktu

72
 a. Mengamati (Observing)
- Memberikan gambar- - Menjawab pertanyaan yang
gambar aktifitas sehari- diberikan oleh guru. 5
hari dan murid diminta
untuk menebak apa yang
dilakukan orang didalam
gambar
- Membagikan kertas berisi - Membaca kalimat pada
cerita naratif mengenai cerita yang diberikan oleh
lingkungan sekitar guru”

b. Mempertanyakan (Questioning)
- Meminta siswa bertanya - Bertanya mengenai cerita
mengenai cerita yang yang telah diberikan oleh 2’
diberikan guru

c. Mengeksplorasi (Exploring)
- Menjelaskan bagian- - Siswa memperhatikan
bagian yang ada pada penjelasan yang diberikan
narrative text seperti oleh guru
30’
generic structure, Kind of
narrative text dan
language feature
- Meminta siswa untuk - Mengerjakan latihan dan
mengisi latihan nomber 1- mendiskusikannya bersama
5 dan mendiskusikannya
bersama dengan guru

Mengasosiasi (Associating)
- Meminta siswa untuk - Menyusun teks naratif

73
 menuliskan sebuah teks sederana mengenai orang,
naratif sederhana mengenai hewan, dll dengan
lingkungan berdasarkan memperhatikan fungsi
imajinasi masing-masing sosial, struktur teks, dan
unsur kebahasaan, secara
benar dan sesuai konteks

Mengkomunikasikan (Communicating)
- Meminta siswa untuk - Mempresentasikan hasil
mempresentasikan hasil kerja mereka di depan kelas
kerja mereka di depan
kelas
- Mendiskusikan hasil kerja - Mendiskusikan bersama-
siswa dan memberikan sama hasil kerja tiap 10’
feedback berupa pujian kelompok dan mendengarkan
dan perbaikan. feedback yang diberikan oleh
guru

3) Kegiatan Penutup
Guru Siswa Waktu
- Memberi panduan - Menyimpulkan apa yang 5’
menyimpulkan hasil telah mereka dapatkan pada
pembelajaran hari itu
- Menanyakan perasaan - Menjawab pertanyaan yang
siswa mengenai kegitan diberikan oleh guru
belajar pada hari ini
- Memberikan penugasan - Mencatat tugas yang

74
 lanjut diberikan oleh guru
- Menutup pertemuan - Mengucapkan “hamdalah”
dengan mengucapkan dan menjawab salam yang
“hamdalah” dan diberikan oleh guru
memberikan salam

F. Penilaian, Pembelajaran Remedial, dan Pengayaan

10. Teknik penilaian : Tes dan Non-tes

11. Instrument penilaian :Rubrik Penilaian Sikap dan
Pengetahuan
12. Pembelajaran Remedial dan Pengayaan : -

Format penilaian terlampir

Bogor, Desember 2017

Mengetahui
Guru, Praktikan,

Sulaeman [Link] Restu Novyanti

NPM 031113055

Exercise 4

75
Make a group consist of six students. Write a play scripts about fantasy story with
your group and present it in front of the class.
Name :
1.
2.
3.
4.
5.

Title :
Prologue :

INSTRUMENT

76
 POST-TEST

Name :

Class :

Write your own narrative text about adventure based on your imagination. Give the
title of your story

______________________

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

77
 ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Aspects Teacher Observer

Reasoning
Communication
Organization
Convention
Total Score
Average Score

78