International Research-Based Education Journal, Vol. 1 No.

1, January 2017

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING

NARRATIVE TEXT THROUGH MODELLING TECHNIQUE IN THE
SECOND SEMESTER OF THE EIGHT-YEAR STUDENTS
OF PUBLIC JUNIOR HIGH SCHOOL 2 BLITAR

Sulaiman
Public Junior High School 2 Blitar, Indonesia
Email: nh.sulaiman08@yahoo.com

ABSTRACT
This action research is aimed at finding out whether modelling technique can help students of year eight SMP Negeri 2 Blitar
increase their achievement in writing narrative text, a text which is complex for the students. In finding out the data, the
teaching and learning process is designed into two cycles. After all data are obtained, they are then arranged and analyzed.
The data analysis yields that modelling technique is significantly increasing the learners’ achievement in writing narrative
text. An instrument for collecting data uses questioner, lesson plan and student’s worksheet. After analyzing the data, the
writer finally found mean score of the student’s achievement on a narrative text as follow: 70.5 for the first cycle and 80.5 for
the second cycle. The score in the first cycle and the score in the second cycle shows clearly significant increase 3,00. Based
on the fact above it is proved that modelling technique effectively increases the student’s achievement in writing narrative text.
Being proved above it is here suggested that modelling technique is to be used in teaching writing. Consequently, the teachers
need to choose suitable approach or strategy in teaching competencies and motivate the students e.g. through selecting actual
topics. So that the teaching process runs well and the learning objective is accomplished.

Keywords: improving writing skill, narrative text, modelling technique

INTRODUCTION simple, however, the teacher should be careful so that he

English is an international means of commu- can achieve the instructional objective effectively. Based
nication, so it is officially used in science, technology, on the background above, the writer conducts the
economic and business, politics, art, and cultures, etc. or classroom action research under the title: Improving the
in every field of study. English is then considered as an Students’ Writing in Learning Narrative Text through
important subject to be taught to the students from Modelling Technique in the Second Semester of the
elementary school to university. Most of subject books Second Year Students at SMP Negeri 2 Blitar”.
and international publication are written in English. It is The purpose of this study is then aimed at finding
also used as a means to grow learners to be globally out the ‘proof' that using modelling technique will
qualified Indonesian people who are ready to take part in improve the students' mastery of narrative text. So at the
the development of the nation. end of the research, it is expected that this action research
Students need to know that English is an interesting will give feedback to the English teachers in general and
subject to learn. They sometimes get difficulties, however. teachers of SMP Negeri 2 Blitar in special for improving
What makes it difficult is that it is not their mother tongue teaching and learning process and constructing a reliable
that is usually used in daily life. Its role is not the same as mean of evaluation. For students of eight years of SMP
Bahasa Indonesia. Besides, the way to pronounce, to write Negeri 2 Blitar this study will also give feedback about the
and to comprehend the passage is also different. importance of mastering writing of the narrative text.
Writing as one of the four skills to measure Moreover, for the writer himself, this research can give
language competencies is really a complex skill. It is also feedback in finding out a new method on how to teach and
the main concern of the English teaching after reading in evaluate writing effectively.
Indonesia. The complexity of it results in the learner's
inadequate achievement in writing. Some students in the Improving Writing, Modelling and Narrative
writer's class got fewer marks than the passing grade, Text
among others who got greater scores. At a glance, it Improving derives from the word ‘to improve’
seemed that those who didn't pass found writing difficult which means to (cause something to) get better
in term of grammar and some others got difficulties in (Cambridge Advanced Learners Dictionary, third edition,
glossaries. From this, it is illustrated that writing is 2006). Improving here means to make something
supported by mastery of vocabulary and structure. (student’s writing) to be better.
Considering the fact above, to improve the Writing is shortly defined as composing written
students’ achievement in writing, the teachers need to work, and in the broad sense, Cambridge tells that it is the
apply various techniques or approaches in the teaching activity of making written work such as stories, poems or
and learning process one of which is by using Contextual article, (Cambridge Advanced Learners Dictionary, third
Teaching Learning (CTL). Applying CTL seems to be edition, 2006).

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Modelling is one of the seven components of obstacle causes the message does not get across.
contextual teaching and learning (CTL). The other six are Consequently, writing is identical to be with few numbers
Constructivism, Inquiry, Questioning, Learning of errors.
Community, Reflection and Authentic Assessment.
Contextual Teaching Learning (CTL) is the method of Writing Achievement
teaching learning process in which the students improve Writing achievement is derived from the words
their achievement by the concept, real fact, and experience writing and achievement. Achievement is the ability
in their natural environment so that the learning of achieved by skills (Neufeldt and Guralnik, 1997:4). So
instruction process is effective and efficient. Thus writing achievement is the ability in writing. Looking at
modelling in CTL means that in teaching the particular the score of writing test can also see the ability of writing.
skill of knowledge, there is the model of written work that Furthermore, Sarger (in Norton 1990: 272) says that there
can guide or lead learners to a correct form or an example are five components of writing that a writer must master
that can be imitated. as follows: 1) Vocabulary; 2) Elaboration; 3)
The narrative text defines as a story or book which Organization and; 4) Grammar.
is in the form of story or series of events of a story. It is a
text telling a story, deal with problematic which lead to a Factors Affecting Writing Achievement
crisis or turning point of some kind which in turn find a Writing is complex skill and sometimes difficult to
resolution. The communicative purpose of narrative text teach. Surgery in Norton, (1990: 275) says that there are
is to entertain readers about the story and to teach and four factors that influence writing achievement. The first
inform writer's reflection on experience. There are many is rich and various vocabularies. It allows the writer to
kinds of narrative text, such as fairy tales, mystery, science express thoughts in such a way to hold the readers'
fiction, romance, horror, etc. The generic Structure interest. The second is organizational ability. It means the
includes: a) Orientation, sets scene and introduces the writer presents ideas in logical arrangement and
characters; b) Evaluation, a stepping back to evaluate the ineffective sequence. The third is the ability to elaborate
plight; c) Complication, the problem or crisis comes out; idea so that the idea develops fully and run smoothly from
d) Resolution, the problem is resolved for better or worse; one sentence to the next ones and from one paragraph to
e) Re-Orientation which means closing the narrative (final the next paragraphs. In another word, there are unity and
event). coherence in the whole. The fourth is the ability to use a
Improving student's writing through modelling here variety of sentences and state ideas accurately and
means improving or making their writing competency to fluently.
be better than before or better than without being given an In addition to this, Bryne (1984: 3) also mentions
example. aspects that influence writing achievement. The first is a
psychological problem. It is the interaction between the
The Aim of Teaching Writing writer and the reader. The second is a productive aspect
Teaching writing is aimed at developing the that in writing we have to produce sentences that are
students’ writing skill so that they can write effectively linked each other and sequenced. So, the sentences can be
and efficiently. To be able to write effectively and interpreted on its own. The third is a cognitive aspect.
efficiently students should have a particular purpose in Writing is learned through a process of instruction with
their minds before they write. Writing is one of the skills conscious effort or through for effective communication.
developed to enable learners to write a short paragraph of Furthermore, Sadtono (1999) mentions things
narration and description with the support of the language influencing writing achievement are linguistic factors and
components. The presentation of writing is integrated into non-linguistic factors. Linguistic factors cover spelling
other skills. Reading activity, for instance, may lead into system, morphological system, and syntactical system.
the discussion in which a piece of writing is involved. Non- linguistic factors include the learners, teaching
After reading the topic of the computer, for instance, strategies, materials, time allocations, and the size of
students can be given an opportunity to enlarge the topic classes, facilities and social factors. Of all the factors, the
of it through writing. In this case, writing is practiced as a most important one is the learner. This is because he/he is
means of developing knowledge. the main key to success. Other factors include language
Teaching writing is done through guided or free aptitude, motivation, attitude, dignity, memory span,
writing procedures. Guided writing includes the activities emotion, age, and sex.
such as rearranging jumbled sentences into a paragraph Based on the ideas above, some factors affecting
and completing a dialogue with appropriate expressions. writing achievement can be classified into two parts: the
Meanwhile, writing a short paragraph and writing a internal factors and the outside factors. Internal factors
simple letter are covered as free writing activities. involve ability, interest, language aptitude, motivation,
Dealing with the assessment, students’ writing is age, sex and healthy. The ability includes ability in
evaluated regarding language and mechanics rather than vocabulary skills, grammatical skills, elaboration skills,
content or idea. Attention is given to the grammatical and organization skills. Moreover, outside factors are
mistakes, spelling, and punctuation. The reason is that family, social environment, and school. The learner's
lack of a good knowledge of language makes many school is the most important factor. It involves the teacher,
students fail to convey their ideas. Very often, this

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teaching strategies, materials, time allocation, the size of first revision, be concerned mainly with content and
the classes and facilities. organization.
This is how to proceed: 1) Read over your
The Process of Writing paragraph carefully for a general overview. Focus on the
A process is a sequence of operations or by which general aspect of the paper and make notes in the margins
something is done (Crismon, 1972). In writing, writers are so that you can rewrite parts that need to be improved. 2)
supposed to know the process thoroughly. Then they Check to see that you have achieved your start purpose. 3)
divide it into its steps or stages. Finally, he needs to Check for general logic and coherence. Your audience
explain each step in details so that readers will see how it should be able to follow your ideas easily and understand
works. Writing process refers to everything a writer does what you have written. 4) Check to make sure that your
from the moment he or he starts to everything about what paragraph has a topic sentence and that the topic sentence
to write until the final copy is completed (Goffman and has a central (main) focus. 5) Check for unity. Cross out
Diana). any sentence that does not support the topic sentence. 6)
There are four main stages in the writing process; Check your use of transition signals and 7) Finally, does
prewriting, planning, writing and revising drafts, and your paragraph have or need a concluding sentence? If
writing the final copy to hand in. you wrote a final comment, is it on the topic

Pre-writing Proofreading the Second Draft

This step may include activities: 1) Choosing and The next step is proofread your paper to check for
Narrowing a Topic. If you are given a specific writing grammar, sentence structure, spelling, and punctuation. 1)
assignment (such as an essay question on an Check over each sentence for correctness and
examination), then, of course, what you can write about is completeness: no Fragments and no choppy or run-on
limited. On the other hand, when you are given a free sentences. 2) Check over each sentence for a subject and
choice of topics and write about something you are a verb, subject-verb agreement, concert verb tenses. 3)
interested in, and then you must narrow the topic to the Check the mechanics: punctuation, spelling, capitali-
particular aspect of that general subject. 2) Brainstorming. zation, typing error, etc. 4) Change vocabulary words as
After you have chosen the topic and narrowed it to a necessary.
specific focus, the next prewriting step is to generate ideas.
This is done by a process called brainstorming. 3) Writing Writing the Final Copy
the topic sentence. The topic sentence is the most general Now you are ready to write the final copy to hand
sentence in a paragraph, and it expresses the central focus in. Your instructor will expect it to be written neatly and
of the paragraph. 4) Outlining, it is a formal plan for a legibly in ink or typed. Be sure that you make all the
paragraph. In outline, you write down the main points and corrections that you noted on your second draft. After
sub-point in order in which you plan to write about them. rereading the final copy, don’t be surprised if you decide
to make a few minor or even major changes. Remember
Writing and Revising Drafts that writing is a continuous process of writing and
This may include activities like writing the first rewriting until you are satisfied with the final product.
rough draft. This is how to proceed: 1) Write down the
topic sentence and underline it. Doing this will remind you The Teaching / Learning Cycle
of the paragraph. 2) Skip one or two lines per line of In descriptive teaching, there are two cycles, such
writing and leave margins of one inch on both sides of the as spoken and written. The cycles of teaching and learning
paper. These blank spaces will allow you to add more activities in the genre approach consist of some stage
details, information, and examples. 3) Write your which the teacher and students go though so that student
paragraph following your outline as close as possible. Try gradually gain independent control of particular text-type.
writing steadily. Don’t hesitate to add ideas that aren’t in The teaching/learning cycle with has been used
your outline if you are certain they are relevant to the successfully in the field of adult TESOL: 1) Building
topic. knowledge of the field. 2) Modelling and deconstructing
the text. 3) Joint construction of the text. 4) Independent
Revising Content and Organization construction of the text. Each of the four stages of the
After you write the rough draft, the next step is to teaching/learning cycle is designed to achieve a different
revise; you change that what you have written in order to purpose within the cycle of teaching and learning. Each
improve it. You check it over for content and stage, therefore, is associated with different types of
organization, including unity, coherence, and logic. You activities.
can change, rearrange, add, or delete all for the goal of Usually, when a text-type and its context are being
communicating your thoughts more clearly, more introduced, the teacher and the student work through all
effectively, and a more interesting way. these stages. However, it is possible or enters the cycle at
During the first revision, do not try to correct any point. If for example, students are readily familiar
grammar, sentence structure, spelling or punctuation: this with the context, the cycle could begin with activities from
is proofreading, which you will do the letter. During the earlier stages of the cycle if students need revision or

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further practice to progress. The purpose and focus of each made by teacher to achieve an immediate goal or to solve
stage are outlined below. an immediate problem (implementation).
This teaching cycle is applied in the Competence Based on the statement above the writer concludes
Base Curriculum (CBC, 2004) but the writer still believes that modelling technique is a (modelling) trick made by
that the approach matches with the modelling used in the teacher in the classroom in teaching writing so that
teaching narrative text. Because of this, the procedures learners find ways and at the end of the process they can
will here not be described any more. write.

Modelling of Contextual Teaching Learning METHODS

The Contextual Teaching Learning is the concept The study performs for the eight-year students of
of study that the teachers present the real fact into the class SMP Negeri 2 Blitar. The researcher chooses them for
and give motivation to the student to make the relationship some reasons: 1) the second year students have gotten
between the knowledge and skill from the limited context, material about the narrative text, and they are expected to
little by little, constructs them to solve the problem in their be able to understand and make a narrative text as the final
life as the social community. result of their subject. 2) The writer is their English class
The characteristics of Contextual Teaching teacher so that he recognizes the learners' problem in
Learning can be described as follows: Making meaningful understanding and making narrative text here. The total
connections; 2) Doing significant work; 3) Self-regulated number of the second year students' class of VIII F at SMP
learning; 4) Collabo-rating; 5) Critical and creative Negeri 2 Blitar is twenty-six students. SMP Negeri 2
thinking; 6) Nurturing the individual; 7) Reaching high Blitar lies at Melati street no. 112 Blitar town. There were
standard and 8) Using authentic assessment. twenty-four classes at the academic year of 2012/2013
altogether. The English classes were taught by five
Modelling Technique in Teaching Writing teachers. The research was done on May 15, until June 5,
Carter V. Good (1973: 591) defined that technique 2013. The data are taken by using two instruments. They
is an instructional procedure designed to relate to the are: 1) the questionnaire to get the supporting data. It was
learner the material being presented to facilitate learning. done on May 15, 2013. 2) The test to get the primary data.
Meanwhile, Edward M. Anthony ((1975: 92) defined that It was done on May 20 – June 5, 2013.
the teaching technique is a particular trick, strategy or Research model uses the spiral which is suggested
contrivance used to accomplish and on the composition of by Kemmis and Taggart (1982).
the class. Particular problem can be talked equally and The identification of the problem starts by
successfully by the use of different technique. On the observing the writing document score in the previous
other hand, the definition of method is classroom tricks semester, and it is found the document as follows Table 1.

Table 1 The Result of Writing Score in Pre-Test

Score Student Percent
0-59 0 0%
60-74 1 3,85%
75-80 3 11,54%
81-90 22 84,62%
91-100 0 0%

The result of the researcher’s observation and Planning Scenario

interview with the teacher about the teaching learning Cycle I
process that had been done was found that the teaching The researcher prepares the steps that would be
learning process was not effective because the technique done in the learning of writing using modeling technique
used did not run well so that it could not raise the learning with activities, which have to be done by the students. The
motivation of the students which caused the writing score activities are as follows Table 2.
was low.

Table 2 Scenario of Modeling Technique Cycle I

Teacher Students
Greeting Make a group.
Asks the students to make groups. A group consists of Observe the short story.
five students. Try to answer the question.
Shows short story to the students. Read the short story.
Gives questions taken in the short story. Find information from the text.
Asks the students to read the short story. Analyze language feature narrative text in the
Asks the students to find information from the text. group.
Asks the student to analyze language feature narrative Analyze the generic structure of text with friends

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Teacher Students
text. in the group.
Asks the student to analyze the generic structure of the Look for the meaning of it in the dictionary and
narrative text in a group. discuss it with their friends.
Asks the difficult word that the students have and look Make draft narrative text in the group, and one of
the meaning of a difficult word in the dictionary. the students in the group read they work in front
Asks to the student to make draft narrative text and one of class.
of the students in the group read they work in front of Write narrative text individually.
the class.
Gives the students individual work to write narrative
text.

Cycle II
The activities of the cycle II are as follows:

Table 3 Scenario of Modeling Technique Cycle II

Teacher Student
Makes a group of students. Read the text and to identify the text.
Gives text as a model. Write the difficult word on the blackboard and find out
Asks the students to read the text and identify text. the meaning in the dictionary.
Ask the student to find out the difficult word and find out the Raised” S + Verb II” Elicit the past tense.
meaning in the dictionary. Get information from text.
Helps the students to elicit the past tense in the sentence. Find generic structure from text.
Ask to the student to analyze information from text. Translate the text into Indonesian in the group.
Ask to the student to find generic structure from the text. Make draft narrative text and presented in frond of
Ask the students to translate the text into Indonesian. class.
Teacher asks to the students make the draft narrative text in Discussion.
the group. Students make simple draft narrative text individually
Evaluates the students’ work. and show they work to the teacher.
Teacher asks to the students make simple draft narrative text Do writing individually
individually.
Ask to the students to make narrative text individually

The writer as the researcher makes some Instrument of process consisting of the observation,
preparation before the research is done. The c) Instrument of research: research questioners,
preparation includes syllable, two sets of Lesson Plan personal interview, and check sheet; d) Instrument of
for cycle one and cycles two complete with the observation to the student, consisting of anecdotal
worksheet or material scripts entitled "A Cat and the note of student act and interview orientation for
Chickens" and assessment instrument used text in reflection, e) Test and alternative assessment and f)
form of cloze test and analyze sentences, the kinds of Instrument for output.
text is narrative text. Other instruments prepared by
the researcher include a) Instrument of input which is Doing the Action
in the form of pre-test (see Appendix) for a narrative In this phase, the class organization is already done
text entitled "Cinderella." The students are divided before by making group based on modeling technique,
into the group of 5 of 5 students. The teacher used and the material was narrative text improved writing skill.
English for Junior High School as the source. From
the 26 students, all of them got good mark and b)

Table 4 The Action of Modelling Technique

Teacher Students Time
Greeting –
Asks the students to make groups. A group Made a group. 5 minutes
consists of five students.
Shows a short story to the students.
Gives questions that taken in the short story.
Asks the students to read the text. Observed the short story. 5 minutes
Asks the difficult word that the students have. Tried to answer the question
Asks the students to look for the meaning of the 20 minutes
difficult word in the dictionary and asked them to Read the text.

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Teacher Students Time

discuss it with their friends. 10 minutes
Asks the students to translate into Indonesian. Find difficult word 10 minutes
Asks the student analyze text and find out
information from text. Looked for the meaning of it in the 10 minutes
Asks the students to make draft narrative text and dictionary and discussed it with their
presented their work in front of class. friends.

Translates Indonesian.
Evaluates the students’ work.
Asks the students to make a simple draft narrative Analyze text and find out information 10 minutes
text individually and showed their work to the from text with their friends in group.
teacher. Make draft narrative text with their 10 minutes
friends in group.
Gives the writing individually. Discuss about the students’ work.
Makes a simple draft narrative text
individually and showed to the teacher.
13. Do writing individually. 20 minutes

Data analysis, observation result, assessment Reflecting and Planning of the Cycles
Observing the previous semester scores did the The reflecting was done with collaboration between
analysis of data. The teacher expected the students’ score the researcher and the teacher of SMP Negeri 2 Blitar in
would be increased if the technique used was suitable to which the result would be applied to decide the next step
be applied. The previous semester scores were not good to get an improvement. The components of the data
enough because the technique used did not run well. The reflection describe as follows: a) Analyzing: The ideal
cause was the students did not really active following the model for data collection analysis is one that interweaves
lesson. them from beginning, b) Meaning : Verbal expression
Technique of data analysis runs as follow: a) from the participant of study to determine and direct the
qualitative data the writer uses non-statistic method. He action, c) Explaining: The explanation all elaboration
collected two data; they are from questionnaire, and about the topic of discussion and action, d) Summarizing:
student & score, which are obtained from the students. The field note process of the study, e) Follow up: The
They are filled into the table and b) quantitative data, the planning of the command study.
writer uses formula to know the mean score and the result The follow up of the planning is designed based on
of improving the students’ score in student’s worksheet the interrelation between data analysis result and
using modelling technique. indication of success. In this case, it has been decided that
the indication of success is 75% or 75. So, if the first cycle
The Interpretation the achievement of material mastery <75 % or 75, it is
After having applied the modelling technique, the needed to do the second cycle and the next cycles. In this
student’s score were better than previous scores. It means research, the indicator of success could be in the form of
that using modelling technique made the students quantitative and qualitative criteria.
comfortable and could absorb the lesson well. Moreover,
it could increase the students’ score in writing.

Table 5 Qualification The Rank of Passing an Examination

INTERVAL QUALIFICATION
86% - 95% Very good
75% - 85% Good
65% - 74% Enough
0% - 64% Bad

RESULTS AND DISCUSSION They just kept silent when the teaching learning
Cycle I process was running. Because they did not understand
In this cycle, the activity began with the first and follow the material, the teacher gave. Only a few
reflection. It discussed the problem most faced by students gave more attention when the teacher
teacher in implementing the modelling technique, presented the material. The writer was interested in
which is used to increase the students’ writing skill. conduct the classroom action research by giving the
A few students were not ready yet with this technique. teacher treatment to increase the students’ writing
skill. The material was about “narrative text.”

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Qualitative Data of Cycle I 10. From the 26 students, 20 students were able to
The writer got the qualitative data from make conclusion from the story, 4 students
questionnaire, identification of the problem, the seldom made conclusion, and 2 students never
teacher and students’ activity, and the problem in made the conclusion from the story.
cycle I.
Data of the teacher and students’ activities
Questionnaire Below are the teacher and students’ activities in
1. From the 26 students, 15 of them like to write in the class:
English, 8 students rather like to write in a. Greeting
English, and 3 students seldom write in English. b. Teacher explained the material and the
2. From the 26 students, 5 students write in English technique that would be used.
although they did not have any homework, 18 c. The teacher asked the students to make groups.
write English when they had homework, 3 A group consists of five students. Then the
students seldom write in English. students made a group based on the teacher's
3. From the 26 students, 5 students liked to visit the instruction.
library, 10 students sometimes visited the library d. Teacher showed short story as a model to the
but like to visit English webs in internet, and 3 students and they observed the story.
students considered never visiting the library. e. Teacher gave questions that taken in the story.
4. From the 26 students, 10 students always read Students tried to answer the question.
English story, 12 students sometimes read f. Teacher asked the students to read the text per
English story, and 4 students considered-never paragraph one by one. Students read the text by
read English story. themselves and then they read the text loudly.
5. From the 26 students, 8 student always asked to g. Teacher asked to the students to find
their friends about the new English story, 12 information from the text.
students seldom asked to their friends, and 6 h. Teacher asked the students to analyze language
students considered seldom asking the English feature and generic structure of narrative text in
story newly. group
6. From the 26 students, 6 students always i. Teacher asked the difficult word that the
borrowed the new English story to their friends, students have.
10 students sometimes borrowed the English j. Teacher asked the students to look for the
story, 6 students seldom borrow the English meaning of difficult word in the dictionary and
story and four students considered never asked them to discuss with their friends. Then
borrowed the English story with their friends. the students look for the meaning of it in the
7. From the 26 students, there were four students dictionary and discussed it with their friends.
always read the English story when they were k. Teacher asked the students to translate into
sad, 8 students sometimes read the English Indonesian. Then the students translated it.
story, 9 students seldom read English story, and l. Teacher gave the student to make draft narrative
5 students considered never reading the English text, and one of the students in group read they
story when they were sad. work in front of class.
8. From the 26 students, 20 students were able to m. Evaluate the students’ work by discussing.
understand about the story, 6 students n. Teacher give the students individually work to
understood about the story fairly. write narrative text.
9. From the 26 students, only 4 students always
made summary about the story, 6 students Quantitative Data of Cycle I
sometimes made summary, 8 seldom made the The writer got the quantitative data from post-
summary and 8 students considered never made test and the mastery learning in the previous semester.
the summary from the story that they read. The data are as follows:

Table 6 The Table of Score Post Test Cycle I

Score Students %
0 – 59 0 0
60 – 74 1 3,85 %
75 – 80 3 11,54 %
81 – 90 22 84,62
91 – 100 - -

Table 7 The Analysis for Writing Score in previous Semester

No Point  75 ≥ 75
1 Individual Score 4 22
2 Mean 15,38 % 84,62%

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Table 8 Analysis of Students’ Score for Cycle I

No Point  75 ≥ 75
1 Individual Score 2 24
2 Mean 7,69 % 92,31%

From the explanation above, the researcher got could be active when the learning process was
the data that the teaching learning in cycle I succeed. running. So, they continued in Cycle II hopefully in
It proved by the students’ writing score which cycle II all of the students could be active, and absorb
increased in the figure of 92,31%. Based on the data the material well, and could increase the students’
above, the researcher and the teacher would continue score in writing.
the treatment to cycle II.
Re-Planning Cycle II
The Problem of Cycle I The teacher and the researcher re-Preparation
When the teaching-learning processes run, a for cycle II. The activity began with the reflection
few students could not be active. They just kept silent; from cycle I, and this cycle discussed the problem
they were not ready yet with the modelling technique most faced by the teacher in implementing the
that the teacher applied. They also could not absorb modeling technique to improve the students'
the material well. Most of the students could not write achievement in writing skill. The teacher and the
the text well, they have bad vocabulary. They researcher made the specific plan as follows:
confused that was they write when the teacher
considered shy to write narrative text individually. Scenario of Action
The students who sat in back talked each other. Based on the problem in cycle 1, the researcher
Moreover they joked each other. Because they felt the and the teacher prepared the steps that would be done
teacher did not gave him attention only students who in the learning process of writing comprehension used
sat in front that the teacher gave attention. the modeling technique. This cycle focused in most
of the implementation using the modeling technique
Discussion of Cycle I to improve students' score. The activities are closely
From the cycle I, the students’ writing score similar to the Action Scenario of Cycle Two above
was good, but the researcher and the teacher did not but some correction (see Action Scenario in Cycle 2
feel satisfied. They want to made all of the students above).

Table 9 The Table Below Tells The Schedule of Re-Planning In Cycle 2

No Meeting Material
1 May 25, 2013 - Read the text.
- Analyze and find out information from text.
- Raised “Verb II” and elicit the Past tense.
- Translate the text into Indonesia
- Make draft narrative and discussion.
2 June 5, 2013 - Post-test 2

The researcher prepared the learning instrument presenting materials to the students and how
again (Lesson Plan, Syllabus, (in appendix). The they responded to it.
teacher used the material and assessment instrument The anecdotal record note of teaching learning
used text in the form of cloze test and analyze process was described as follows:
sentences, the kinds of text was narrative text. - Students prepared themselves.
- In the beginning, the students sit in row.
Preparing the Research Instrument - When the students made groups, the
a. Instrument of input: condition of class was crowded because they
Prepare a set of pre-test to learning narrative moved chair from one place to another while
text in the first situation. The students are divided into talking each other.
group of 5; each group consists of 5 students. Teacher - When the teacher explained about the topic
used English for Junior High School as the source. that would be discussed, the students pay
From the 26 students, all of them got good mark. attention and listen to the teacher’s
b. Instrument of process explanation.
1) The observation was done in the classroom. It - The teacher gives a short story as a model
was intended to complete the data in real and asks the students about it.
situation. The researcher came into the - When the teacher showed it, the students
classroom to observe and apply the modeling interested on it and they answer the question
technique directly himself used that in directly that the teacher has given.

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- The teacher asked the students to read the From the data obtained, the teacher and the
short story provided. researcher discussed the students’ problem when they
- When the teacher asked one of the students studied in the class. The technique that the teacher
to continue reading the text, he looked used was not run well because the students could not
co1ifused because he did not know the next absorb the teacher’s explanation well. The teacher
paragraph his friends had to read. It was gave the meaning of the difficult word by himself.
caused when his friends read the text; he Moreover, it made the students felt bored. The
talked with his friends. students who sat in the back did not pay attention to
- The teacher helps the students to analyze the teacher because they talked each other. The
language feature and generic structure of majority of the students were girls. It made the class
narrative text in the group. condition more crowded. Therefore, the teacher must
- In a group, students are asked to identify the change the technique.
difficult word of the text. The teacher used modelling technique to make
- When the students asked it, the teacher asked the class more active and to increase the students'
them to look for the meaning of it in the scores in writing. The students felt enjoyable with the
dictionary. modelling technique. They felt more comfortable
- When the teacher asked the students to give than before. They also could absorb the teacher's
the meaning of the text, only a few students explanation well. However, sometimes the students
could do it, and the other just kept silent. who sat in the back felt that the teacher did not give
- When students translated the text into them attention. They talked each other. Moreover
Indonesian, the class condition was quieter they joked each other, and it made the class condition
than before. more crowded. To reduce this situation, the teacher
- When the teacher gave the exercise and walked behind the students to make them quiet.
asked them to analyze it, they could Moreover, it made the students felt that the teacher
understand what they should do. gave attention to them. The students liked the
- The exercise was making draft narrative text modeling technique that the last technique, which the
in group and read the draft in front of class. teacher used.
- The teacher asked them to evaluate students’ 4) Test and alternative assessment
work by discussion. The test is given to the students after they got a
- The teacher gave writing individually lesson. It was intended to complete the data. The test
- The class condition was quiet while the was in the form of doze test and analyze the sentence.
students were doing the writing. The purpose of writing test is improving the student's
2) Instrument of research to the class consists of achievement in writing. Alternative assessment is the
research questionnaire, personal interview, and student's work sheet writing in group.
check sheet. c. Instrument of output
The researcher got the data from personal The researcher and the teacher made the output
interview. The majority of the students did not like instrument dealing with the result of achievement
English especially English story. They prefer writing based on the criteria that had determined the limit
in Indonesian to in English. The students enjoyed score for individual and class be 75. The minimum
studying English. Some students said they like the score is 75. It is based on the mastery learning of SMP
teacher, but some said they were afraid of the teacher Negeri 2 Blitar.
and the lesson. Some of them thought that English is
difficult; the words on English are strange, besides Doing the implementation of Act simulation
they sometimes felt difficult when they write The researcher and the teacher together learned
individually. They also couldn't translate the text about how implement of the writing material teaching
well, that is why they sometimes the felt confused. technique to improve the students' achievement in
When the teacher gave a task they seldom do it writing. The implement-station has done in the
themselves, they always did with their friends. Some classroom by applying the modeling technique,
of them did the task directly, but some others waited besides the teacher also used the narrative text as a
for their friends first. The main difficulties were they model related to the topic and the teaching-learning
did not know the meaning of the text; they felt so hard process run well as written in lesson plan.
to write the words in a correct way.
3) Instrument observation to the student consists of Doing the action
anecdotal note of student act and interview In this phase had been done the class
orientation for reflection. organization by making a group based on modeling
technique, and the material was anecdote text
improved writing skill.

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Table 10 The Action of Modeling Technique

Teacher Student Time
1. Greeting 1. –
2. Asks the students to make groups. A group 2. Made a group 5 min
consists of five students.
3. Shows a short story as a model to the
students. 3. Students observed the story. 5 min
4. Gives questions that taken in the short story. 4. Students tried to answer the question.
5. Asks the students to read the text and identify 5. Students read the text and identify the 20 min
the text in group. text with their friends
6. Asks the hard word that the students have. 6. –
7. Asks the students to look for the meaning of
difficult word in the dictionary and asked 7. Students looked for the meaning of it in 10 min
them to discuss it with their friends. the dictionary and discussed it with their
8. Asks the students to analyze information from friends.
the text.
9. Helps the students to find generic structure 8. The students analyze information from 10 min
from text. the text.
10. Asks the students to translate into Indonesian. 9. The students find generic structure from 10 min
11. Asks the students to make draft narrative text the text.
in group and presented their work in front of 10. The students translated Indonesian. 10 min
the class. 11. Students make draft narrative text with
12. Evaluates the students’ work. friends.
13. Asks the students make simple draft narrative 12. Discussion. 20 min
text individually. 13. Make simple draft narrative text
14. Give the students writing individually individually. 15 min
14. Do writing individually.

Observation and Assessment descriptive statistics, c) Technique of data

The teacher applied the technique well; there analysis: d) Qualitative Data, the writer, used a non-
was only obstacle, by using modelling technique, the statistical method. He collected two data; they are
class rather crowded although it was a small class. from the questionnaire. Also, students' score, which is
The majority of students were girls. Nevertheless, the obtained from the students. They are filled with the
teacher explained the material with louder voice so table and quantitative data. From this formula, the
that the students could absorb the material presented writer would know the mean score and the result of
by the teacher. Although few of them did not improving the students' score in writing skill using
understand what the teacher meant, they did not feel modelling technique.
shy to ask the teacher in order they understand. After applying the modelling technique, it is
Together with the action and observation are interpreted that the student's score was better than
also doing the assessment to evaluate the learning previous scores. It means that using modelling
achieved by the students. As the result of the action, technique made the students comfortable and could
the result of the evaluation is the data from the absorb the lesson well. Moreover, it could increase
research. The researcher collected the data from the the students' score in writing.
questionnaire and student's worksheet.
Problem of Cycle II
Data analysis, observation result, assessment The class condition rather is crowded when the
and interpretation modelling technique applied. Although the class was
The result of observation and evaluation data small and the total all of the students' in were 26, and
analysis: a) Kinds of the data obtained were in the the majority of the students' were girls. The students
form of qualitative and quantitative, b) Observing the who sat in back talked each other. Moreover, they
previous semester scores did the analysis of data. The joked each other. They did not attention the teacher's
teacher expected the students' score would be explanation. Because they felt the teacher did not give
increased if the technique used were suitable to be him attention. They felt only students who sat in front
applied. The previous semester scores were not good the class that the teacher gave attention. Therefore,
enough because the technique used did not run well. the teacher walked behind to reduce the condition. It
The cause was the students did not active following made the students felt the teacher gave them attention.
the lesson: qualitative, collecting the data, doing the In cycle II, the teacher learned that the teaching
reduction, making data corpus and quantitative: learning process was successful. In this ease, the

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students were more active than before. They felt 5. The teacher gave questions that taken in the
enjoy with the technique that the teacher applied they short story. Students tried to answer the
also could absorb the material well. question.
6. The teacher asked the students to read the text
Analysis of the Observation per paragraph one by one. Students read the text
It seemed that the teacher got the same problem by themselves, and then they read the text
in teaching writing as the writer assumption before. loudly.
Writing is critical to help students increase their 7. The teacher asked to the students’ difficult word
knowledge about English. Besides if they can write that the students have.
well, it will make them easier distinguish meaning for 8. The teacher asked the students to look for the
example; between the word which has the same sound meaning of the difficult word in the dictionary.
but different written. The researcher analyzed the Then the students look for the sense of it in the
qualitative and quantitative data. dictionary and discussed it with their friends.
9. The teacher asked the students to analyze
Data of the Teacher and Students Activity information from text.
In this treatment, the teacher tried to increase 10. The teacher helped the students to find general
the students' writing skill by using the same technique structure and feature from the text.
as the cycle I, modelling technique. He used the short 11. The teacher asked the students to translate into
story from the textbook. The material given was Indonesian. Then the students translated it.
"narrative text" but in a different title. The activities 12. The teacher asked the students to make the draft
are as follows: narrative text in the group and presented in front
1. The teacher explained the material and the of class.
technique that would be used. 13. Evaluate the student’s work, discussion.
2. The teacher asked the students to make groups. 14. The teacher gave the students to make draft
Then the students created a group based on the narrative text individually.
teacher's instruction. 15. Students make narrative text individually based
3. The teacher asked the students to make groups. on draft.
Then the students made a group based on the
teacher’s instruction. Quantitative Data
4. The teacher showed a short story to the students, The data obtained from the post-test of
and they observed the short story. “narrative text” in cycle II. Below are the students’
score of the post-test in cycle II:

Table 11 The students’ score of writing post-test cycle II

No Score Students %
1 0 – 59 0 0
2 60 – 74 1 3, 90 %
3 75 – 80 - -
4 81 – 90 25 96,1 %
5 91 – 100 -

Table 12 Students score from writing test of cycle I

No Point  75 ≥ 75
1 Individual Score 1 25
2 Mean 3, 90 % 96,10%

Table 13 Students’ score from writing test of cycle II

No Point  75 ≥ 75
1 Individual Score 4 25
2 Mean 15,38 % 84,62%

Based on the observation in cycle II, the the modelling technique. But some students needed
students' score increased. It showed by the average more motivation to increase their score as the target
score (mean) for the cycle I am 84,62% and for cycle expected. In the cycle II, there were no students who
II is 96,10%. In the cycle II, the students were more have decreased score, and one student got the same
active and the score was higher than cycle I. Their score as period 1. In cycle II, the researcher learned
skill in writing was better. They felt enjoyable with that the teaching learning process was successful.

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From the data analyzed of a cycle I and II, the learning process. However, it doesn't mean that the
teaching learning process was successful. There was teacher should focus on only one teaching method,
one obstacle that is by using modelling technique the but he must be able to choose the teaching method
condition of a class is noisy. Although the class was with the approach that is suitable for the lesson
small and the majority of students were girls, but the material and the students' intelligence. For the
teacher could control the situation. The teacher also students, modelling technique helps them learn
explained the material with the louder voice so that English more effectively because all of the students
the students could absorb the material presented by will participate actively in learning activities.
the teacher well. In cycle II the teacher felt satisfied Therefore, the researcher suggests improving their
with the students' response. From the data above the English ability by many texts as a model and studying
cycle II is qualified enough in mastery writing for together or discussing with their friends. Through this
learning narrative text. The students were more active way, the students will be able to help each other,
and creative when the learning process was running. overcome their problem and share their experience in
learning together.
CONCLUSION
From the data analysis mentioned in chapter IV, REFERENCES
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