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IMPROVING STUDENTS WRITING SKILL BY USING FREE WRITING TECHNIQUE

Mustakim Sagita1, Jamaliah2, Rahimi3

Program Studi Pendidikan Bahasa InggrisFakultas Keguruan dan Ilmu Pendidikan

ABSTRACT

The aimed of this research is to find out does the use of free writing technique improve students’writing skill or not. The research conducted at SMPN 1 Kembang Tanjong with experimental researchdesign. The population was all of the eighth grade students with the total number of students were 106.The sample was class VIII 1 as experimental class and VIII 2 as control class. The instrument used inpre-test and post-test was a set of written test. Rubric scoring system by Heaton used to analyze thestudents writing score and independent T-test used to analyze the data. The result of data analysis showedthat in pre-test the students at experimental class got mean score 53,5 while at control class got 52,10. Inpost-test, the students at experimental class who taught writing by using free writing technique got amean score 78,08 and at control class students who was not got the treatment as in experimental classonly got a mean score 57,70. The result of independent T-test, at pretest t-count ˂ t-table (0,154 ˂ 1,685)and P-value ˃ level of significance (0,879 ˃ 0,05) it means there were no significantly differencesbetween experimental class and control class at pre-test and at posttest t-count ˃ t-table (3.845 ˃ 1,685)and P-value ˂ level of significance (0,00 ˂ 0,05) it means teaching writing by using free writingtechnique improve significantly the students writing skill. So, the hypothesis was accepted.

Key Words: Writing, Free Writing, Descriptive Text

INTRODUCTIONLanguage is a tool of communication.

There are several forms for communication; theforms are spoken language and writtenlanguage. The purpose of communication is tosend a message from the writer or speaker to thereader or listener.

There are many languages in the worldsuch as English. One of the internationallanguage is English. English is the most widelyused language by people over the world today. Itis learnt as a means of communication at theinternational level. English is one of thecompulsory subjects included in the nationalcurriculum.

Language skill is divided into productiveskills and receptive skills. In the curriculum ofjunior high school, receptive skills coverlistening skill and reading skill while productiveskills cover speaking and writing skill. Relatedto this statement, the receptive and productiveskills are very important to be taught for alllevels of learners from the elementary up touniversity levels. In writing, many of learnersmight express their ideas, feelings, thoughts,desires and experiences written to the readersand the listeners, but there are also the learnerswho cannot express them in written form. This

is caused by the learners who still get difficult todevelop all of them.

Among the four language skills, “writingis the most difficult skill for second or foreignlearners to master” (Richards & Renandya,2002: 303). According to Brown (2001: 336) Itis because writing is considered as a complexprocess of putting ideas down on paper totransform thoughts into words. Since the idea orthought is an abstract thing which comes fromour mind, it is not easy to transform it intounderstandable or readable form. The similardefinition also stated by Rohman (as cited inMcDonald & McDonald, 2002: 7). He points outthat writing is usefully described as a process ofputting thoughts into words and words intopapers

There are several elements of writing,including grammar, paragraph organization, andvocabulary. Also, there are mechanics of writingwhich are necessary in making a good writing.

Based on Wadirman (2008: 115) In thesecond year of junior high school, the basiccompetency that should be achieved in thewriting English subject is that the students haveability to develop and produce written simplefunctional text in the descriptive text, recounttext, and narrative text. Descriptive text is one ofthe functional texts which is difficult enough to

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be learnt by the students. Descriptive text is atext that describes the features of someone,something, or a certain place.

Descriptive text consists of introductionand description. Introduction is the part ofparagraph that introduces the character, anddescription is the part of paragraph thatdescribes the character. Wardiman, Jahur, &Djusma (2008) explain that descriptive writingappeals to the senses, so it tells how somethinglooks, feels, smells, testes, and/or sounds. Agood description is a word picture. The readercan imagine the object, place, or person in his orher mind. In writing the descriptive text,students often find some difficulties. Thestudents usually feel difficult to organize theirideas. Furthermore, many students made somemistakes and faced difficulties to build anddevelop their imagination.

Based on the statement above, teachersmust be able to organize learning-teachingactivities. They have to master the materials,methods and also technique or strategy to makethe students understand and apply descriptivewriting matters in practice. A good techniquecan help the students in comprehending andmastering the lesson. One of the teachingfailures is caused by an unsuitable method ortechnique in teaching and learning process. Tomodify positively the situation of the classroomand to make the teaching-learning processlively, the researcher would like to propose analternative technique to help the student inimproving the skill in writing includingimproving the knowledge about the elements ofwriting because those elements make manystudents get confused in writing. This related tothe informal interview that the researcher everdid to the teacher of English in SMPN 1Kembang Tanjong, she said the students’problems in writing are about lack ofvocabulary, grammar, and paragraphorganization. Because of that to overcome thestudents’ problem in writing, the teacher needto apply a good technique to create a good classatmosphere and to guide the students to thematerial that being taught.

Gerlach & Ely (1980:187) argue “Theeffective teacher has a multitude of techniquesand must be prepared to select the ones whichwill be most efficient in leading the learner todesire terminal behavior”. This statement issupported by Elbow (1998), he states that thebest way to improve our writing is to do freewriting exercises or free writing technique in

writing routinely. Clarkson (2009) explainsseveral advantages of free writing technique, asfollow: It makes you more comfortable aboutwriting, It helps you get around your inner critic,the one telling you cannot write, It helps releaseinner anxiety, It helps you discover topics towrite about, It helps you improve your formalwriting, It is fun.

Free writing technique means you writewhatever comes to your mind and your feelings.It can take you a lot of places. Alice Ozhima andAnn H (1998: 6) said that free writing is abrainstorming activity in which you write freelyabout the topic. Free writing is a prewritingtechnique in which a person writes continuouslyfor a set period of time without referring tospelling, grammar, or topic. It produces raw,often unusable material, but helps writersovercome blocks of apathy and self-criticism.This statement does not mean the students willnot care to the elements of writing, such as goodorganization, spelling, grammar, andvocabulary.

Related to this statement, the researcherused free writing technique to be applied inteaching writing especially in writing descriptiveparagraph. The researcher concluded that theaim of this technique is to help the students to beeasy to get ideas and to give motivation forstudents such as always practice even though itjust spends several minutes. Through thistechnique, the researcher expected the studentsto be able to have a new side of thinking about asimple way which might help them to writeeasily.

To summarize, there are many elements inwriting such as grammar, idea, organization, etc.Some of students feel confious about it so theycannot produces the written, because of that theresearcher try to apply Free writing technique tohelp the eight grade students of SMPN 1Kembang Tanjong in improving their writingskill especially in writing descriptive paragrapheven it does not mean the student will not care tothe elements of writing at all. Based on theexplanation above, the researcher formulated theresearch as follows: “Does the use of freewriting technique improve student’s writing skillat the eighth grade students of SMPN 1Kembang Tanjong?’’. It was to verify that freewriting technique improve the students writingskill at the eighth grade students of SMPN 1Kembang Tanjong.

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METHODOLOGYThe researcher was apply an experimental

research design. The sample consist of twoclasses: experimental and control class. Theresearcher gave pre-test and post-test to both ofclasses, but treatment applied only to theexperimental class. The design of this research isproposed by Hatch and Farhady (1982:22) asfollows:

G1= T1 X T2G2= T1 T2Where:G1 = experimental classG2 = control classT1 = pre test for experimental/control

classT2 = post test for

experimental/control classX = treatmentThis study conducted at SMP Negeri 1

Kembang Tanjong. The school is located at Jl.Tanah Lapang, Kembang Tanjong. The reasonof choosing this school was considering of theproblems occurred in that school based on thewriter’s observation at informal interview.

The population of this research was theeight grade students of SMP Negeri 1 KembangTanjong as the population. It consists of fiveclasses. They are VIII 1, VIII 2, VIII 3, VIII 4and VIII 5. Each class consists of 15 up to 20students. The total number of the population is106. Because this study used the experimentalclass and control class so the researcher choosedVIII 1 and VIII 2 as sequential class by usingnon-probability sampling. Sugiyono (2006: 95)state that non-probability sampling is atechnique in establish the sample without givingthe same chance to the population to be a samplebecause of any reason such as a limitation time,and budget. The sample will be choosen basedon researcher judgment.

The researcher used one kind of researchinstrument to collect the data, namely test or aset of written test. A set of written test was giveto know the student’s achievement in writingskill before and after treatment, the studentswere gave a topic and wrote two paragraphs onthe blank paper based on the topic that wasgiven. After the student do the written test theresearcher check the paper and corrected it. Theresearcher focused on four elements of writingin evaluating the test: content, organization,vocabulary and grammar. Every element wouldbe scoring 1-4, based on the students writingability.

The study employed multiple datagatherings over an eight-meeting period. Theresearcher was meet the class two times a week.The methods were used in this research wasqualitative in nature. The researcher conductedpre-test and post-test. Pre-test was give in thefirst meeting in order to see how far thestudent’s ability in writing skill before theresearcher teach them by using free writingtechnique.In the last meeting, post-test was givein order to know if there were someimprovements of student’s ability in writing skillespecially in writing descriptive paragraph afterusing free writing technique.

After the pre-test and post-test atexperimental and control class, the researcherchecked the students paper test and gave thescore based on their result. The scoring wasusing rubric scoring with the point level eachelements were 1-4. There were four elementsthat’s evaluated by researcher: content,organization, vocabulary, and grammar.

After that all of the point that students got(the maximum score were sixteen) were multiplewith 6,25 to got 100. Then, the data of studentsscoring were distributed into table: pre-testtable, and post-test table. At last the data wereanalyzed by using Independent T-Test. Toanalyze the result of the student’s writing, theresearcher used rubric scoring system by Heaton(1989: 145-156).

Table 1 Analytical scoring rubric adapted fromWeigle (Sara. 2002: 166)

Components ofWriting

Scores Indicators

Content 4321

Relevant to the topicand easy to understandrather relevant to thetopic and easy tounderstand relevant tothe topic but is not quiteeasy to understand quiterelevant to the topic butis not quite easy tounderstand

Organization

4321

most of the sentencesare related to the mainideasome sentences arerelated to the main ideafew sentences related tothe main ideathe sentences are

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unrelated to each otherVocabulary

432

1

a few errors in choice ofwords, spelling andpunctuationsome errors in choice ofwords, spelling andpunctuationoccasional errors inchoice of words,spelling and punctuationfrequent errors in choiceof words, spelling andpunctuation

Grammar

4321

a few grammaticalinaccuraciessome grammaticalinaccuraciesnumerous grammaticalinaccuraciesfrequent grammaticalinaccuracies

In terms of deep data analysis, theresearcher used T-test in order to look for thedifferences score between experimental andcontrol class. According to Sudjana (1992: 239)T-test can be used to examine two differencesgroups or two similarities of groups by usingequivalent means two groups.

( ) = X − X+Where :

t: The significance difference between controland experimental class.X : The Mean of experimental class.X : The Mean of control class.

: The standard deviation of experimentalclass.: The standard deviation of control class.: The number of sample of experimentalclass.: The number of sample of control class.

To analize the data by using t-test above,the researcher also used some statisticalformula. The data from both classes weredistribute to the distribution frequency table.Then, the data has to calculate with some stepsof the statistical formula.

Hypothesis verification is used in order toknow the result of this research are tenable or

untenable. In verifying the hypothesis of thisresearch, I used the level of significance is:(Sudjana, 1996:239) α = 0,05 and df = (n1 + n2– 2) with criteria as follow: Acceptable = Ha, ifT-table is positive, t-count ˃ t-table and if T-table is negative, t-count ˂ t-table or the Ha alsoacceptable if P-value ˂ level of significance.

FINDINGSThe pretest was conducted on Thursday,

July 20th 2017. In pretest, the students assignedto write descriptive paragraph consisting of twoparagraphs based on the topic that given by thewriter about the classroom, every studentallowed to write everything related to theirclassroom. The following was the table of thepre-test results of experimental class and controlclass.

Table 2The result of pre-test students’ writing score

No

StudentsNumber(experim

entalClass)

Pre-Test

StudentsNumber(controlClass)

Pre-Test

1 S1 50 S1 25

2 S2 87,5* S2 37,5

3 S3 68,75* S3 75*

4 S4 62,5 S4 50

5 S5 75* S5 62,5

6 S6 37,5 S6 68,5*

7 S7 37,5 S7 37,5

8 S8 25 S8 87,5*

9 S9 43,75 S9 43,75

10 S10 68,75* S10 62,5

11 S11 75* S11 75*

12 S12 37,5 S12 75*

13 S13 25 S13 75*

14 S14 75* S14 43,75

15 S15 75* S15 25

16 S16 25 S16 50

17 S17 43.75 S17 37,5

18 S18 62,5 S18 43,75

19 S19 37,5 S19 37,5

20 S20 43,75 S20 25

Note: *) students who passed the MinimumMastery Criterion (KKM) sixty eight (68)

The data of pre-test (experimental classand control class) presented in the table ofinterval relative frequency as follows:

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Table 3The Interval Frequency of Pre-Test

Data(Experimental Class)No Class

IntervalF.

AbsoluteF.

Relative

1 0-67 13 65%

2 68-100 7 35%

Jumlah 20 100%

The table 3 above showed that 13 studentswere in interval 0-67 with percentage 65%, and7 students in interval 68-100 with the percentage35%, that was mean most of students atexperimental class (65%) had difficulty inwriting skill.

Table 4The Interval Frequency of Pre-Test

Data(control class)No Class

IntervalF. Absolute F.

Relative

1 68-100 6 30%

2 0-67 14 70%

Jumlah 20 100%

The table 4.3 above showed that 14students were in interval 0-67 with percentage70%, and 7 students in interval 68-100 with thepercentage 30%, that was mean most of studentsat control class (70%) had difficulty in writingskill as the students in experimental class.

Based on the result above the researcherconcluded that in pretest, There were only sevenstudents or 35% of the students who got thescore above the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) atexperimental class and six students or 30 % atcontrol class meanwhile the other 27 studentswere below that criterion. From that analyzing,it could be seen that almost of the eighth gradestudents’ of SMPN 1 Kembang Tanjong writingdescriptive paragraph was still very low and haddifficulty in writing skill. So, it needs to find outthe solution to overcome this problem.

The post-test was conducted on Tuesday,August 15th 2017. Post-test was conducted toboth of experimental class and control class withthe same kind of test and also same topic eventhe treatment just given to experimental class. Inpost-test, the students assigned to writedescriptive paragraph consisting of two

paragraphs about the description of their house.The following was the table of the post-testresults of experimental class and control class.

Table 5The result of post-test students’ writing score

No

StudentsNumber

(experimental

Class)

Post-Test

Students

Number(controlClass)

Post-Test

1 S1 87,5* S1 37,52 S2 75* S2 503 S3 75* S3 87,5*4 S4 75* S4 62,55 S5 93,75* S5 62,56 S6 75* S6 75*7 S7 68,75* S7 508 S8 62,5 S8 87,5*9 S9 87,5* S9 5010 S10 93,75* S10 62,511 S11 100* S11 68,75*12 S12 62,5 S12 81,25*13 S13 50 S13 75*14 S14 93,75* S14 43,7515 S15 87,5* S15 2516 S16 100* S16 5017 S17 62,5 S17 5018 S18 93,75* S18 5019 S19 50 S19 43,7520 S20 62,5 S20 37,5

Note: *) students who passed the MinimumMastery Criterion (KKM) sixty eight (68)

The data of post-test (experimental classand control class) presented in the table ofinterval relative frequency as follows:

Table 6The Interval Frequency of Post-Test Data

(Experimental Class)No Class Interval F.

AbsoluteF.

Relative

1 0-67 6 30%

2 68-100 14 70%

Jumlah 20 100%

The table 6 above showed that 6 studentswere in interval 0-67 with percentage 30%, and14 students in interval 68-100 with thepercentage 70%.

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Table 7The Interval Frequency of Post-Test Data

(Control Class)

No ClassInterval

F.Absolute

F.Relative

1 0-67 14 70%

2 68-100 6 30%

Jumlah 20 100%

The table 7 above showed that 14 studentswere in interval 0-67 with percentage 30%, and6 students in interval 68-100 with the percentage70%.

Based on the result of the posttest, thedata showed that. The percentage of studentswho got the score above the Minimum MasteryCriterion- Kriteria Ketuntasan Minimal (KKM)at experimental class is 70% and 30 % at controlclass, it means there were the significantimprovement of mean score at experimentalclass who got the treatment in teaching writingwith free writing technique that 77,8 then thecontrol class who did not get the treatment andonly got 57,5. The percentage of students atexperimental class who got the score above theMinimum Mastery Criterion- KriteriaKetuntasan Minimal (KKM) (14 students) wasalso increased after the implementation of freewriting technique in teaching descriptiveparagraps. Whereas, there were no improvementof the percentage score above the MinimumMastery Criterion- Kriteria Ketuntasan Minimal(KKM) at control class. It means the free writingtechnique that’s was apply to experimental classto improve the students skill in writingdescriptive text was success as showed at thepercentage of sudents who got score above theMinimum Mastery Criterion- KriteriaKetuntasan Minimal (KKM) increased from35% to 70%.

The hypothesis verification is aimed atprooving that the story map technique canimprove the students‟ ability in writingdescriptive text (Sudjana, 1996 : 239 ). So, inthis part, the researcher would like to verify it byusing formula as follows:( ) = X − X+

After testing the hypothesis of thisresearch by using t-test, it is found the data asfollows:

A. The Analysis result of experimental andcontrol class Pretest data

Table 7The Result of Testing Hyphothesis

N dfT-

CountT-

TableP-

Value

SignificanceLevel

40 38 0,154 I.685 0,879 0,05

From the result above, the researcherfound that t-count (0,154) with the degree offreedom =( n1+ n2– 2 ) = ( 20 + 20 -2 ) = 38,based on the degree of freedom got the t-table(1.685). P-value of pretest data 0,879, the writerused level significance α 0,05. Based on that allresult the researcher concluded that the value oft-count ˂ t-table (0,154 ˂ 1,685) and P-value ˃level of significance (0,879 ˃ 0,05) it can beseen there were no differences betweenexperimental class and control class pretestscore in writing descriptive text before appliedthe free writing technique.

B. The Analysis result of experimental andcontrol class posttest data

Table 8The Result of Testing Hyphothesis

N dfT-

CountT-

TableP-

Value

SignificanceLevel

40 38 3.845 I.685 0,00 0,05

From the result above, the researcherfound that t-count (3.845) with the degree offreedom =( n1+ n2– 2 ) = ( 20 + 20 -2 ) = 38,based on the degree of freedom got the t-table(1.685). P-value of posttest data 0,00, the writerused level significance α 0,05. Based on that allresult the writer concluded that the value of t-count ˃ t-table (3.845 ˃ 1,685) and P-value ˂level of significance (0,00 ˂ 0,05) it was meanthere was the differences between experimentalclass and control class posttest score in writingdescriptive text after applied the free writingtechnique (for experimental class) because ofthat writing descriptive text by using freewriting technique can improve significantly thestudent‟s ability. It means that, the hypothesis ofthis research was accepted.

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The improvement of students atexperimental class score also identified at theformula : = 100%

P =, ,, 100%

P = 47 %

It means that there was 25 points or 47%of mean score increased after the treatment wasgive to experimental class.

DISCUSSIONWriting is a part of language learning.

The mastery of English writing needs toimprove and support by the other language skills(reading, speaking and listening). Most of writerespecially the student got some difficulties inwriting because they really worried about theelements of writing, it was make they could notproduce the written well because of that theteacher should have a good technique inteaching writing.

This study intends to answer researchquestion “does free writing technique improvestudents writing skill?” and based on the resultof the research showed that there were someimprovements of students writing skill after thetechnique applied in teaching learning process.By using free writing technique in teachingwriting, the writer allowed the students toexpress their idea without worried about theelements of writing, but after a task that’s gavein every meeting (to experimental class) thewriter corrected the students tasks and explainedthem about the elements one by one.

After the treatment the students couldproduced a good paragraph with a good content.They could also make a story in a goodorganization and paragraphing according to thegeneric structure of descriptive text. Besides, thestudents could apply the appropriate tense intheir writing and also a good vocabulary thenbefore. In this action researcher gave enoughopportunity to write, the teaching learningfocused more on writing skill. Through thisaction, the students could have more practices inwriting descriptive texts using free writingtechnique. They could create a better writing.The results of the test also support the positiveimprovements; the mean score of the post-testdone in the end was 78,08. It increased 25 pointsfrom the mean score of pre-test which was

conducted before the treatment. It could be saidthat there was an improvement in students’writing skill. Practically, the use of free writingtechnique is an appropriate teaching techniquewhich can be implemented in classroom.

The action was success to attract thestudents’ attention and success on improvingstudents’ writing skill, but there were still someweakness. The goal of using free writingtechnique to improve students writing skillespecially in writing descriptive text wassuccessfully achieved.

CONCLUSION AND SUGGESTIONBased on the findings of the study, the use

of free writing technique was believed to beeffective in improving students’ writing ability.The free writing technique encouraged studentsto generate ideas in writing the descriptive text.The improvement of students skill in writingdescripyive paragraph proved with the result ofwriting test :

in pre-test the students at experimentalclass got mean score 53,05 and control class52,10 while only seven students at experimentalclass got a score above the Minimum MasteryCriterion- Kriteria Ketuntasan Minimal (KKM)or only 35 % and at control class only sixstudents who got a score above MinimumMastery Criterion- Kriteria Ketuntasan Minimal(KKM) or only 30%.

In post-test after the treatment, thestudents at experimental class who taughtwriting by using free writing technique got amean score 78,08 and control class students whodid not got the treatment only got a mean score57,70 , while the students at experimental classwho got a score above Minimum MasteryCriterion- Kriteria Ketuntasan Minimal (KKM)increased from only seven students to fourteenstudents or from 35% increased to 70% but atcontrol class who did not apply the free writingtechnique in teaching writing there were noimprovement of the students who got a scoreabove Minimum Mastery Criterion- KriteriaKetuntasan Minimal (KKM), it was still 30% asin pretest.

It also supported by independent T-testanalysis, at pretest the analysis result were thedata t-count ˂ t-table (0,154 ˂ 1,685) and P-value ˃ level of significance (0,879 ˃ 0,05) itwas mean there were no significantly differencesbetween experimental class and control classpretest score in writing descriptive text beforeapplied the free writing technique. At posttest

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data the result were t-count ˃ t-table (3.845 ˃1,685) and P-value ˂ level of significance (0,00˂ 0,05) it was mean there was the differencesbetween experimental class and control classposttest score in writing descriptive text afterapplied the free writing technique (forexperimental class) because of that writingdescriptive text by using free writing techniqueimprove significantly the student‟s ability. Itmeans that, the hypothesis of this research wasaccepted.

After conducting the research, theresearcher proposes suggestions for the Englishteacher, and other researchers. The teachershould more creative in choosing technique,methods or anything else before starting thewriting learning process. It is better for theteacher to provide the students with activitiesthat are motivating for them, especially by usingan appropriate technique such as the use of freewriting technique. The teacher also could usesome media and other exposures, becausesometimes writing can be exhausting for them.For other researchers that are interested in thesame field are recommended to continue andimprove this case study in order that to find anyelse innovation and efforts to improve students’writing skill by using free writing technique. Tomake the teaching and learning process to bemore enjoyable is to design the techniques andactivities should be more creative and enjoyablefor students.

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