Integrating Classical Music and Genre-Based Approach To Improve the Eleventh Graders' Skills In Writing Narrative Tetxs At SMA Negeri Blitar
| Main Author: | FRANSISKA DIYAH ANDRIYANI; Perpustakaan UM |
|---|---|
| Format: | PeerReviewed |
| Bahasa: | ind |
| Terbitan: |
, 2009
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| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/5175 |
Daftar Isi:
- ABSTRACT Andriyani, Fransiska Diyah. 2009. Integrating Classical Music and Genre Based Approach to Improve the Eleventh Graders' Skills in Writing Narrative Texts at SMA Negeri 1 Blitar. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Dr. Sri Rachmajanti. Dip.TESL.,M.Pd. Key Words: mozart classical music, genre based approach, writing skill, narrative texts, action research This study was intended to improve the eleventh graders' skills in writing narrative texts at SMA Negeri 1 Blitar. Based on the preliminary study, more than half of the students of Grade XI of SMA Negeri 1 Blitar still have poor ability in writing narrative texts. It is considered poor as 16 out of 23 students (73%) got score below the SKM (Standar Kelulusan Minimum) set up by the school that is 75 for the English writing skill. Based on the observation done through the preliminary study, it was found out that the students' difficulties laid upon the problems of how to generate an idea and organize the idea in writing. In addition, the students tended to underestimate the process of writing as the teacher's techniques in writing seemed unvaried. To overcome the problem, an alternative strategy was applied in the teaching of writing. The strategy applied involved the use of classical music composed by Mozart (1756-1791) and genre based approach to facilitate the students during the writing activities (pre-writing, drafting, revising, editing and publishing) This study is a Collaborative Action Research. The subjects of this study were the 22 students of Grade XI in the first semester of 2009/2010 academic year. The instruments used to collect the data were observation checklists, questionnaires, field notes, and scoring rubric. The data gained from the students' writing scores were analyzed based on terms of content, organization, and grammar usage by using scoring rubric. The students' attitude and classroom atmosphere were taken from the field notes and observation checklists. Both students' writing score and attitude were supported by the result of the questionnaires of students and teacher's responses on the use of Mozart classical music and genre based approach during the writing activities. This research was conducted in two cycles. Every cycle consisted of four stages: planning an action, implementing the action, observing the action and reflecting the action. The procedures elaborated in the teaching of writing were Building Knowledge of the Texts, Modeling of the Texts, Joint Construction of the Texts and the last one was Independent Construction of the Texts. The procedures of teaching writing were done in the stage of implementing the action in each Cycle. The research findings showed that the technique of using Mozart classical music during the writing activities could be implemented to improve eleventh graders' skills in writing narrative texts and solved the students' problem in generating ideas and organizing them. In Cycle 1, the implementation of the action was not fully successful; it was proven as the mean score of the students' writing for all three accessed criteria did not meet the criteria of success yet. In Cycle 1, (45%) of the students got score below the average score in terms of content and (54%) of the students got score below the average in terms of the organization. Whereas, in terms of grammar usage, (41%) of the students got score below the average. As it had been analyzed in the reflection stage, the weakness of Cycle 1 laid upon the students' lack of understanding of elements elaborated in a narrative text. Some of the students still found difficulties in organizing the ideas into a composition which well served the lexico grammatical features and the generic structures constructing a narrative text. In addition, the students needed longer time to enjoy the Mozart classical while relaxing their body and mind This consideration leads the researcher to continue the study to the Cycle 2. The implementation of the action was fully successful in Cycle 2 since the students' writing performance was better and had met the criteria of success determined by the researcher. In the Cycle 2, after the students had been given some more examples of narrative texts, only (18%) of the students got score below the average score in terms of content and (23%) of the students got score below the average score both in terms of organization and grammar usage. To sum up, the students' scores had surpassed the criteria of success determined by the researcher. It is recommended that the English teachers and school practitioners implement this technique in the teaching of narrative writing. It is also suggested that other future researchers conduct further research concerning the use of classical music to improve the students' skills in writing the other text types (genres). It is advisable for the other researchers to vary the classical music and carefully select kinds of music involved in this strategy. In addition, they are also recommended to conduct research using this technique in other settings and in other learning institutions to figure out whether or not the strategy can be used in order to solve the students' writing's problems in acquiring writing skills.