UNIT ONE

1.1 introduction

The study of English language is aim at how to develop the students writing skill and the student
language skill. For the reason ,the English language learning should consist of four aspects of skills:
listening, speaking ,reading and writing. Writing is belong to productive language skill. Through both of
them idea and thought can be expressed to others. This activity is productive one ,reprocessing the
information obtained to be redelivered to the information receiver.

Writing skill is a component of language skill with important role in human life. Through writing activity,
an individual can express his/her idea and thought to achieve purpose and objective. For that
reason ,writing skill is the language skill considered as most difficult to master and compared with other
skills. pouring idea and thought into writing should consider the grammer rule crosponding to the
correct spelling. However, while this activity is a part of language ability aspect, writing skill gets
inadequate particular attention. Through writing ,an individual can tell about idea ,feeling, event and
object to others. For that reason, this ability should be thought appropriately in elementary school. But,
the reality proves that writing teaching is carried out incorrectly.

Writing learning aims to create the students with adequate writing skill. The objective of the research
was basically affected by many factors such as learning methods, teachers teaching ability, student
condition, learning circumstance, learning materials, learning motivation, learning interest and learning
media or aid. Effective communication in learning process will affect the students' success in achieving
adequate outcome. Suggested that teacher can serve effectively as a communication expert in the class
room.

Considering interview with teacher of English language subject in the 7th grade of section A Tena Amba
primary school in the year of 2016 E.c. it can be seen that some students

writing skill bellow average. lt is because their the students have difficulties in sharing their idea by the
teacher to make writing or similar. Generally, they find difficulty in finding theme, in wording ,and
master language norm poorly. These difficulties make the students incapable of expressing idea and
thought well, even they write reluctantly. lt can not be a part from the teacher's role as learning
material deliverer. Writing skill learning delivered by the teacher so far is only oriented to delivering
theory and language knowledge ,while the teacher often ignores the writing skill process. This sort of
learning makes the students saturated and bored.
1.2 purpose of the study
The purpose of the study is to determine the effects of creative writing activities on students'
achievement in writing skill, their attitude to English course and their writing disposition in 7th grade
English language class.

1.3 problem of the statement

What are the effects of using creative writing activities on students' achievements in writing skill, their
attitude to English course and writing disposition in 7th grade English language courses? The questions
bellow are investigated to be able to answer the problem statement.

1. Is there any significant difference between students pre and post test scores obtained in writing
test?
2. ls there any significant difference between students pre and post test results obtained from
writing disposition scale?
3. ls there any significant difference between students pre and post test results obtained from
attitude scale?

1.4 limitation of the study

This study is limited to:

1. The 7th grade students attending a state elementary school who participated in the study.
2. The creative writing activities and exercise used during the data collection process and
3. Four weeks time for the study.

1.5 Research objectives

The objective of the study were:

1. to obtain the English subject achievement scores of the 7th grade students.
2. to find out the relationship between achievement scores of English Writing and total
achievement.
3. to compare the performance writing skills of private and government school students .

The explanation of writing skill

Indicator Criteria

Content Excellent to very good: knowledgeable, substantive, thorough, development of

thesis, relevant to assigned topic

Good to average: some knowledge of subject adequate range limited

 development thesis, mostly relevant to the topic, but lacks details

Fair to poor: limited knowledge of subject, little substance, inadequate

development of topic

Very poor: does not show knowledge of subject, non-substantive ,not permanent
or not enough to evaluate

Organization Excellent to very good: fluent expression, ideas clearly stated, succinct, well
organized, logical sequencing

Good to average: somewhat choppy, loosely organized, but main ideas stand out,
limited support, logical but incomplete sequencing

Fair to poor: non-fluent, ideas focused or disconnected, lacks logical sequencing

and development

Very poor: does not communicate, no organization

Vocabulary Sophisticated range effective word choice and usage, word form mastery,
appropriate register

Good to average: adequate range, occasional errors of word, choice, usage, but
meaning not obscured

Fair to poor: limited to range, frequent errors of word form choice, usage,
meaning confused or obscured

Very poor: essentially translation, little knowledge of English vocabulary, idioms,

word form,

Language use Excellent to good: effective complex constructions, few errors of agreement,
tense, number, word order, articles, pronouns, prepositions

Fair to poor: major problems in simple /complex construction, frequents errors of

negation, agreement, tense, number, word order, article, pronouns, prepositions,

Very poor: virtually no mastery of sentence construction rules, dominated by

errors, does not communicate, or not enough to evaluate

Mechanics Excellent to very good: demonstrate mastery of conventions, few errors of

spelling, punctuation, capitalization, paragraphing

Good to average: occasional errors of spelling, punctuation, capitalization

paragraphing, but meaning not obscured
 Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraph

Very poor: no mastery of convention, dominated by errors of spelling,

punctuation, capitalization, paragraphing, handwriting illegible or not enough to
evaluate

UNIT TWO

2.LITERATURE REVIEW
Lado(in Tarrigan,2000:21)suggested that" writing is to depict the graphic symbols representing a
language un individual understands so that others can read such the graphic symbols. Harefa (2003:3)
states that writing is synonymous with composing , composing is a series of activities for an individual to
express idea and to deliver it through written language in order to be understood by the reader.so,
writing can be defined as an ordered and systematic wording ,so that the information delivered is
understandable to the readers. A writer who wants to deliver or idea should be able to organize the
words he/she uses in to sentences. lt is not easy ,because not all readers can understand an individual’s
written language.

The element of writing, according to the Liang Gie (in Nurudin, 2007: 5_14).They are explained as
follows.

2.1 Idea
Idea can be opinion, experience, or knowledge existing in an individual's mind. Everyone must have idea,
whatever it is. An individual's idea will be highly dependent on his past experience, knowledge he/she
has his background of life, personal disposition and for that purpose the idea want to be expressed.

2.2 Utterance
Utterance is an expression of idea in order to be understandable to the readers.

2.3 Order
Order is the organization and arrangement of idea orderly by considering various principles, rules, and
techniques until planning frame work and procedure. lt means that writing is not merely writing but,
writing is accompanied by "rules" of writing.
2.4 Mode
Mode is often called means (tools) . Mode in writing means the means of delivering idea in the form of
written language particularly pertaining to vocabulary, grammar, and rhetoric (language using art.

Rohman (in sumiyo,2000 :5_6) stated that in writing or composing there are three steps; early writing
(prewriting) writing and revision .Atar semi 1998:32)states that by form there are four types of writing:
1) narration 2)exposition, 3) description and 4) argumentation. ln line with this, Gorys, keraf (2004:
120_125 ) also divided the forms of writing into four :narration ,exposition , description, and
argumentation.

Mind mapping is the creative way for the students to generate idea ,to note what they learn or to plan
new task. Having the students to develop mind mapping enables them to identify clearly and creatively
what they have learnt or what they have planed (Silberman,2009: 200_201).Mind mapping according to
Deporter Dan Hernacki,d)enjoyable.

Situmorang (2013: 81) said that mind mapping has some advantages: seen the whole picture easily,
helping the brain regulate, remember, compare and connect, facilitating the addition of new
information, reviewing quickly, every map is unique.

Before developing a mind mapping such materials are needed as blank paper, pen, and color pencil.
Naqbi (2012:15) suggest that there are seven steps in developing mind map. These are:

1. Starting from the center of blank paper, the long side of which is put flatly.
2. Using picture or photograph for central idea.
3. Using attractive color.
4. Connecting the main branches to central picture and connecting the second order and third
order branches to the first ,second order ,and so on.
5. Drawing curving rather than straight connecting line. lt is because straight line will make the
brain bored.
6. Using one key word for each line. lt is because a single member key board has more power and
flexibility in mind mapping.
7. Using picture. lt is because every central picture means a thousand words.

UNIT THREE

3. METHODOLOGY

3.1 participants
The data collected concerns the implementation of experience writing skill learning occurring in the 7th
grade of section A In Tena Amba primary school in the year of 2016E.c, the barriers the teacher faces
and the attempts the teacher takes in experience skill area. The subject of research is the learning of
experience writing skill in the 7th grade of section A in Tena Amba

primary school in the year of 2016E.C to obtain the data of place and event to be study.

3.2 Method of the study

The study of a class room action research is the one constituting the collaboration between author,
teacher, students and other related parties to create a school's better performance. This research
aimed to describe the difficulties at school and to give alternative attempt of dealing with such the
difficulties.

3.3 Data collection and Analysis

The qualitative data is analyzed using descriptive interpretative technique. The research team discusses
and then interprets the data collected. lf there is dissent, the author carried out triangulation.
Triangulation is the technique of validating the data by utilizing something external to the data
(Wiriatmaja,2006 :168).Sutopo (2002:89) explained that triangulation is conducted based on three point
of views: teacher's, student's, and observer's views. This study uses the researcher triangulation by
employing collaboration partner to see or to refer to different perspective to help reduce the data
deviation. Corresponding to the class room action research with qualitative approach ,the data is
analyzed since English letter learning action is conducted and developed during reflecting process.
Technique of analyzing data used is an interactive mode of analysis encompassing data reduction, data
display and conclusion drawing.

Data reduction is the process of selecting, focusing attention on simplification and transformation of
base resulting from the field note. This activity is conducted when the post-action is carried out. Data
display is conducted in the attempt of understanding a series of information allowing the conclusion
drawing. Thus the data analysis step in this action research is conducted since the action is conducted.

UNIT FOUR

4. RESULT AND DISCUSSION

4.1 Implementation in the second meeting of Cycle I

In the second meeting, the author as a researcher opened the lesson with apperception, in less
interesting way, limited to only asking about the students' writing experience. The author met three
descriptors only: delivering apperception corresponding to material, delivering apperception generating
motivation, and asking about previous material.
In the aspect of content (idea in the story) classical score obtained is 3.03 belonging to A (very good)
category. The students wrote narrative based on the mind mapping of easy draft they have made
individually according to the theme specified by the author. However, some students wrote the story
less clearly.

In organization (sentence structure) aspect, the classical score obtained is 2.49 belonging to B (good)
category. The students wrote narrative using communicative sentences. Nevertheless, some students
used elusive sentences. Majority students still wrote narrative in only one paragraph. Thus the
paragraph structure and the interconnection between paragraphs can not be seen in the product of
writing.

In vocabulary and diction aspect, the classical score obtained was 2.62 belonging to B (good) category.
The students could choose diction related to theme and using words decorously. But some students
were still ambiguous in their writing and used non-standard English language.

In mechanic (punctuation and spelling) aspect, the classical score obtained is 2.54 belonging to B (good )
category. Most students have used punctuation in the end of sentence, but some students have not
used it yet according to intonation and in the middle of sentence. Most students still used abbreviations
in their word writing. ln writing tidiness aspect, the classical score obtained is 2 belonging to C (fair)
category. Overall, the product of students' writing is readable ,but some untidy writing and some
inappropriate alphabet writing still appeared.

The discussion of research finding is made to prove whether or not mind mapping method can improve
student activity and narrative writing skill in the 7th grade in section A in Tena Amba

primary school in the year of 2016E.C.This action research was conducted in two cycles, each of which
consisted of two meetings. Qualitative data was obtained from the result of observation on student
activity and author skill during learning process. Meanwhile qualitative data was obtained from
evaluation conducted in the end of second meeting in each cycle to measure the student skill in writing
narrative.

From the result of narrative writing skill using mind mapping method in cycle l, the following summary is
obtained:

Table_1: summary of student Narrative writing skill

No Rated aspect Meeting 1 Meeting 2 Category

1 Content (idea in the story) 3.03% 75.75% A

2 Organization ( sentence structure ) 2.19% 62.25% B

3 vocabulary and diction 2.62% 65.5% B

4 Mechanic (punctuation and spelling) 2.51% 63.5% B

5 writing tidiness 2% 50% C

Score mean

Percent 63.5%

Criteria Good

Note:15< score <_ 20 (very good ) ;10<score <_ 15 (good); 5< score<_10 (fair); 0< score<_5 (poor).

considering the result of narrative skill in narrative writing learning with mind mapping method in cycle
1 ,it can be found that the mean score of student activity is 2.54 and the proportion of success is 63.5%
belonging to B (good) category.

4.2 implementation in cycle 2

In the aspect of content( idea in the story), classical score obtained is 3.41 belonging to A (very good)
category. The students wrote narrative based on the mind mapping of easy draft they have made
individually according to the theme specified by the author. However, some students wrote the story
less clearly. They always repeated the words so that the plot of the story becomes vague.

In organization (sentence structure) aspect, the classical score obtained is 2.92 belonging to B (good)
category. The student wrote narrative using communicative sentence. Nevertheless, some students
used elusive sentences. Majority students still write narrative in only one paragraph. Thus, the
paragraph structure and the interconnection between paragraphs can not be seen in the product of
writing.

In vocabulary and diction aspect, the classical score obtained was 2.92 belonging to B(good)Category.
The student could choose diction related to theme and using words decorously. But some students were
still ambiguous in their writing and used non-standard English language.

In mechanic (punctuation and spelling ) aspect, the classical score obtained was 2.84 belonging to
B(good) category. Most students have used punctuation in the end of sentence, but some students have
not used it yet according to intonation and in the middle of sentence. Most students still used
abbreviations in their word writing.

In writing tidiness aspect, the classical score obtained was 2.05 belonging to B (good) category. The
product of students' writing was readable, but some untidy writing and some inappropriate alphabet
writing still appeared. From the result of narrative writing skill using mind mapping method in cycle 2
the following summary is obtained:
Table-2 Summary of student Narrative Writing skill
No Rated aspect Score Percent Category

1 Content( idea in the story) 4.41 85.25% A

2 Organization (sentence structure 2.92 73% B

3 Vocabulary and diction 2.95 73.75% B

4 Mechanic(punctuation and spelling 2.84 71% B

5 Writing tidiness 2.05 51.25% B

Score mean 2.83

Percent 70.75%

Criteria ¶good

UNIT FIVE

5.CONCLUSION
Considering the result of research on the improvement of writing skill using mind mapping method the
author has conducted in the 7th grade of section A in Tena Amba primary school in the year of 2016 E.C ,
the following conclusions can be drawn:

1. Mind mapping technique can improve effectively the essay writing ability of the 7th grade of
section A in A Tena Amba primary school in the year of 2016 E.C.
2. The writing skill with mind mapping method improves either individually or classically. The mean
score of student increased from 63.38 % in cycle 1 to 70.95 in cycle 2.The students' individual
learning passing also increased classically from 75.67% in cycle 1 to 89.19% in cycle 2.
Considering the data above, the achievement of students' writing skill learning achievement in
second cycle has achieved the indicator of success in which at least 75% of students had
individual learning passing score > 64.This improvement of narrative writing skill results from
the application of mind mapping method that helps the students develop idea in to a
systematical narrative.
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