THE INFLUENCE OF WRITING SHORT STORY ON STUDENTS MASTERY OF WRITING SKILLS AT SECOND GRADE JUNIOR HIGH SCHOOL 01 TANAH

MERAH

Name NPM

: Badrus Soleh : 0935511107 Class : V-b

STKIP PGRI BANGKALAN 2011

CHAPTER I INTRODUCTION A. Background of the Study In study English students must learn some skills of English they are speaking, listening, reading, and writing. In this research we will discuss writing skills. Writing learning in school has not been through the correct process. Teacher often delegates the task of writing without giving proper steps to be able to produce good work. Writing is not simply a matter of putting words together, it is a recursive process, it is process of revision and rewriting. Teaching writing means we create a pedagogy that helps students see writing as continuous process of revising and rewriting as they invent, plan, their draf text. Writing is not the only activities combine words. writing is a process repeated, namely process of revising and rewriting. Teaching writing means that we create a science education that helps students see that writing requires steps to find, plan and create a draft text. So there are many way to improve writing skill, one of them is write short story. It is kind of narrative text.

short story is a genre of literature. It is usually fictional narrative prose and tends to be more direct and less-detailed than longer works of fiction, like novels. Many short story writers define their work through a combination of creative, personal expression, and artistic integrity. They attempt to resist categorization by genre as well as definition by numbers, finding such

approaches limiting and counter-intuitive to artistic form and reasoning. As a result, definitions of the short story based on length splinter even more when the writing process is taken into consideration.

Words help us solve problems, discover new ideas, feel better, make people laugh and understand the world around us. Writing is simply one way of using words. It let us connect with our immediate environment. According to Zorn(2000) a reporter for the Chicago Tribune, tries to explain more precisely the power of writing in our daily lives:

We write to enlarge and preserve that which we know, that which we have felt. We write because organizing our jumbled impression into sentences is sometimes the only way to figure out what we think.

English educators in Japan are starting to recognise the importance of writing ability as a communicative English skill (Rinnert & Kobayashi 2001), but this is being met with resistance based on a tradition of having never really focused on how to write beyond the sentence level in the first language (Jarrell 2000, Rabbini 2003). Moreover, academic writing in English at the university level requires skills in critical thinking a capacity that has been commonly considered by researchers to not be cultivated in the Japanese education system (Stapleton 2002a).

One of the major challenges for teachers is to teach writing to English Learners. Teachers are trying to meet the needs of the growing population of second language writers by using instructional approaches that they consider

appropriate, unfortunately, many of the approaches being used in the classroom are not supported by research, thus are not as effective as those backed up by a series of research.

B. Statement of the Problem Based of the background of the study, the problems of this study are formulated follows: 1. Does write short story influence students mastery of writing skill to second grades of Junior High School 01 Tanah Merah ? 2. Which one are between male and female students better in writing short story to second grades of Junior High School 01 Tanah Merah ? C. Objective of the Study 1. To know write short story influence students mastery of writing skill to second grades of Junior High School 01 Tanah Merah. 2. To know Which one between male and female students are better in writing short story to second grades of Junior High School 01 Tanah Merah. D. Significance of the Study This research is important not only for student but also for teacher. For students, A children actually in junior high school have much imagination so writer will use that to up their will to write, because a skill of write it can easy to improve if the writer like to write actually for Junior High School students that their imagination is still grow, they can easy to write what else short story they just need to think a story that have ever they done in their life and it

maybe can improve their writing skills. For teachers, They can use this media to teach their students about writing just with simple way. E. Scope and Limitation of the Study This method writer program for second grade junior high school, especially to help English teachers of second graders at Junior High School 01 Tanah Merah in writing activities. A simple way to improve writing skills of students with write short story. F. Definition of Key Terms To avoid misunderstanding and irrelevance of the topic in this research, the writer would like to define the terms as follows: 1. Short Story : short story is a work of fiction that is

usually written in prose, often in narrative format. This format tends to be more pointed than longer works of fiction, such as novellas (in the 20th and 21st century sense) and novels. Short story definitions based on length differ somewhat, even among professional writers, in part because of the fragmentation of the medium into genres. Since the short story format includes a wide range of genres and styles, the actual length is determined by the individual author's preference (or the story's actual needs in terms of creative trajectory or story arc) and the submission guidelines relevant to the story's actual market. Guidelines vary greatly among publishers.(http:// id.wikipedia.org) 2. Writing Skills language skills in : Writing skills is one of the four English addition to listening, speaking, and reading.

Writing skills include productive or produce other then speaking skills.(http:// id.wikipedia.org) 3. Narrative text : Narrative text is a genre to amuse, entertain

and to deal with actual or vicarious experience in different ways, narrative deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.(http:// id.wikipedia.org) 4. Influence action.(oxford dictionary) 5. Mastery : Complete knowledge or command of a : The power or ability to affect beliefs or

subject or skill.(oxford dictionary)

CHAPTER II REVIEW OF RELATED OF LITERATURE This chapter indicates the ideas relevant to the present subject relating to the other studies and is briefly discussed to provide the foundation of the proposed system. In order to develop a new method and procedures, careful review of literature and studies must be done for the development of the system. A. Writing 1. Definition of writing writing is an activity to express ideas, issues, events, feeling or thinking to the others through written form. Cohen and Reil in Kusumaningsih(2001:1) say that writing can be defined as

communicate act, a way of sharing observation, thought, or ideas with ourselves and others. It is a tool of thinking. By writing we can tell about people, remember the facts and ideas. Based on the statement above, it can be concluded that writing is expressing ideas, facts, feeling, experience, and thought in written form. In writing, the aspects include the use of vocabulary, structure of the sentence, composition of the sentence, spelling, and punctuation. These aspects are important to master in order to be able to produce good writing. Writing, one of the productive skills, is considered difficult, especially writing in a foreign language. 2. The Importance of Writing According to Axelord and cooper in Mamun (2004:5), writing is a complex process and such contains element of mastery and surprise. When students want to write something they should have a lot of information, ideas, and thought in their mind so that they will be able to express them into sentences, paragraphs, and an essay. The writing ability is the main activity of composition. The writing should be systematic and detail. A knowledge or study about good writing or how to write composition is much needed. 3. The Role of Writing in Class According to English Syllabus of School Unit Level Curriculum (KTSP), the teaching of writing for junior high school students involves the teaching of paragraphs or text. The texts advocated are: recount, narrative, descriptive, procedure and report. But in this

research writer just take one of them, i.e. narrative text. The writers strategy to improve the writing skill of student is writing short story where writer begin with introduction about material and related with genre. Narrative text is a kind of text that tells a story. It is developed in some steps: orientation, complication, resolution, evaluation, and reorientation. In the step of orientation, the writer tells the characters in the story, their names and the place they live, their ages, their condition, and their willing. In the complication step, the writer presents the unexpected event that happens to the characters. In the resolution step, the writer tells how the complication is solved. In the evaluation step, the writer invites the reader to think what meaning or values that are taken from the story. In the reorientation step, the writer concludes the story by giving comments. 4. Strategies of Teaching Teaching how to write short stories can be difficult. Students will have to learn about basic structure and character traits before they can begin to write their short stories. The best way to teach short story writing is through practical writing activities and encouraging students to read fiction. By using the idea of a writer's notebook, students will be able to record their ideas and write their short stories somewhere that feels safe. Instructions 1. Give the students a notebook or small writing pad. This will be their writer's notebook. Ask them to note down any feelings, memories, facts,

fictions, questions, poems, expressions, colors, stories and any ideas for short stories that come to mind. This notebook will be a safe place for them to write their ideas and feelings and to form their short stories. 2. Introduce students to children's literature. By having the students read a variety of children's literature they can begin to gain an understanding of character traits, important literary elements and story structure. These lessons can then be applied to their own short stories. 3. Instruct the students to draw on real life experiences for their short stories. Character development can be hard to grasp for some students. For a starting point, have the students think about the most interesting person they know, or have read about and base their character on that person. 4. Conduct regular spelling and grammar booster lessons. Ensuring that high levels of spelling and grammar are maintained in the short stories is an important step to improving the students' writing skills. As they become more competent, provide them with dictionaries and thesauruses to apply new and more advanced vocabulary. 5. Encourage the students to write in their writer's notebooks regularly. The best way to develop short story writing is to practice. Try setting the students the task of producing a short story every week. As they develop their writing, increase the length of the short story and the time in which they have to complete it. 6. Apply all of the points simultaneously to develop the students' understanding understanding. of fiction writing and their application of this

B. Short Story 1. Definition of Short Story A short story is a work of fiction that is usually written in prose, often in narrative format. This format tends to be more pointed than longer works of fiction, such as novellas (in the 20th and 21st century sense) and novels. Short story definitions based on length differ somewhat, even among professional writers, in part because of the fragmentation of the medium into genres. Since the short story format includes a wide range of genres and styles, the actual length is determined by the individual author's preference (or the story's actual needs in terms of creative trajectory or story arc) and the submission guidelines relevant to the story's actual market. Guidelines vary greatly among publishers. 2. Characteristics of Short Story a. A short story is a piece of prose fiction which can be read at a single sitting. b. It ought to combine objective matter-of-fact description with poetic atmosphere. c. It ought to present a unified impression of tone, colour and effect "unity of effect" (Poe) d. It mostly shows a decisive moment of life (which can entail a fatal blow). e. There is often little action, hardly any character development, but we get a snapshot of life (slice-of-life story).

f. Its plot is not very complex (in contrast to the novel), but it creates a unified impression and leaves us with a vivid sensation rather than a number of remembered facts. g. There is a close connection between the short story and the poem as there is in both a unique union of idea and structure. h. There is a limited set of characters, one single action and a simple plot (often: exposition, complication, crisis, sad / happy ending). i. A short story very often has an open / abrupt beginning and an open or surprise ending. j. A short story is restricted to one setting only (fixed place and time, social surroundings). 3. The Three Types of Short Story It is a simple task to define the short story in opposition to other literary genres, even in purely qualitative terms. The short story is distinct from a novel (or, for that matter, a short extract from a novel) in many ways: the protagonist of a short story doesn't have to be fully 'back-storied', they can remain fairly anonymous, we don't need a family tree for them; nor do they need to be the sort of ultimatelylikeable everyman that so dominates the novel (we don't have to get on with the star of a short story , the way we have to get on with a novel's central character as a 'fellow traveller' in the long 'plotted' course that is the novel's journey). Equally the moral compass of a short story doesn't have to be as fixed as the novel's, there doesn't have to be that cummulative truth

you find in a novel, always building and pointing in the same direction; as Nadine Gordimer argues, the short story's truth is momentary, discrete and fleeting, and as such the story can occupied a more morally ambiguious (and therefor realistic) universe. Also, we might distinguish the short story's revelation - and the nature of it - as being of a more singular, untempered variety than a novel's (if the novel trades in revelation at all). Conversely, and at another level, the novel could claim greater realism for reflecting the fact that any chain of consequences leading from a single act is indefinitely long, all relationships go on, arguably, forever. Whilst in a short story, they are re-defined suddenly at the close, and then abandoned in a kind of unchanging stasis. However, in trying to understand how a short story works on its own terms, short shrift will come from mere comparisons with the novel. What we need to talk about are the autonomous structures that make up the wider species we call short fiction. For the purposes of this Resource, we suggest the form be regarded in terms of three structural types - as discussed in more detail in the introduction to Parenthesis (2006) - namely: Epical, Lyrical & Artifice. The Epical Story In realist short fiction, brevity is commonly 'wired-in' through the withholding of a part of the narrative a hidden, suspended element, whose absence is ultimately unsustainable (its only a matter of time before it drops into view). This buckling version of the short story is

by far the most dominant species, and constitutes the vast bulk of the realist short fiction canon. Typically the best stories of this type are those where, despite being inevitable (in retrospect), the arrival of this missing part is genuinely unexpected from the readers' point of view. The revelation, when it comes, has to re-illuminate all thats preceded it giving life to what was previously just latent by locking with it, perfectly, and casting it in a new light. The supposed great shift in short story writing brought about by Chekhov and Joyce - between traditional revelations (in which external conflicts are resolved externally, by external events or discoveries about external events) and modernist 'epiphanies' (in which the revelation/resolution is entirely internal) - merely constituted a shift in practice within the Epical form. It is also worth saying that the quality of the revelation (as well as the means of its delivery) differs from the traditional to the modernist; in the traditional story the revelation is finite, in terms of our understanding of it - guilt is apportioned, an identity is revealed, a secret act is uncovered. In the modernist epical story, however, the revelation is more open; coming from inside the character, and affecting their (and our) perspective on the world, it colours a more indefinite range of things, if not everything. In both traditional and modernist stories the revelation occurs at the end (or in some cases just after the end, in the reader's realisation), and reilluminates the characters and events that preceded it. In this sense the end of Raymond Carver's 'Cathedral' and the climactic exposition

of a classic Sherlock Holmes story are not altogether dissimilar. In both cases the quality of the final revelation aspires towards that of an unexpected discovery, a twist. An examplar of the traditional twist story is Ambrose Bierce's 'An Occurance at Owl Creek Bridge'. The Lyrical Story Lyrical stories are characterised by the sustained deployment of an image (typically a visual image) throughout, and the delivery of a 'revelation' through that image. The language of the 'revelation' is less paraphrasable than an internal epical epiphany (which is in turn less paraphrasable than an external epical revelation), though no one type is necessarily more widespread in its ramifications. Lyrical stories generally need a an epical, external plot to run alongside them to a certain point, but the climactic 'surprise' comes in the last, irresolvable power of the central image. Until this point the lyrical and epical elements enjoy a symbiotic relationship: the image informs our understanding of the plot; while the external events

extrapolate/develop the embryonic meaning contained within the image. However lyrical stories generally eschew complete closure - the atmosphere is established early, sustained throughout and merely rings louder in its absence after the close. A good example of the lyrical story would be David Constantines 'In Another Country' (Under The Dam, Comma Press, 2006): here, the central image encapsulates not only a woman trapped in ice, but the protagonists past and his secret, internal life all of which are about to melt away.

The Artifice Story A third type of story should be considered, for deriving its 'surprise' not from the arrival of any revelation, or the escalation of any image, but from the intertwining of two seemingly incompatable ingredients: be these two incompatible story-lines, perspectives or indeed realities. This ingredient may take the form of a literary conceit, an over-arching metaphoric device or a single, abruptly inserted incongruity, but in all cases it is introduced into an otherwise conventional narrative at the start of the story, with the greater 'meaning' of the story emerging directly from the unlikely symbiosis of the inserted artifice* and the conventional plot. The defining exemplar of this type is, of course, Kafkas 'Metamorphosis' Here the opening 'irreality' plays against the human drama of the story, which follows an otherwise conventional plot; the surrealism of the artifice shines a light onto the emotional/psychological realism of the conventional story. 'Metamorphosis' shows that the conceit must be random, unlikely, preposterous even; and yet somehow perfect. Not any contrivance will do. Take the decision in Adam Mareks 'Testicular Cancer vs The Behemoth' (Instruction Manual for Swallowing, see above) to smash together entirely incompatible genres: literary realism and B movie scifi. The decision always seems illogical, like a malfunction in the fiction programme but, in retrospect, its an incongruity that couldnt have been better chosen. This sense of part of the story being wrong

but right, unexpected and arbitrary but serendipitously perfect, is something that any regular short story reader will be familiar with. C. The Students Writing Short Story Students can construct their knowledge during learning narrative text easily by writing some short story such as fable, their imaginations story etc. The teacher can make a rule to the students, for examlpe every writing subject all of student must collect one short story. In the other way teacher and all student identification a story in the class and divide its generic structure.

CHAPTER III RESEARCH METHOD

A. The Research Design and Method In this research, the researcher used Descriptive Qualitative. Qualitative research is descriptive research. Borgan and Taylor in Margono (2005:36) defined that qualitative research is the research procedure which produces descriptive data such as word written or speed from the population people and attitude which can analyze. In line with that, Sugiono (2005:9) states that Qualitative research is descriptive, the data collected is in the form of words of pictures rather that number: Qualitative researches are concerned with process rather than simply outcomes or products: qualitative researches tend to analyze their data inductively. The writer used this method to examine the events or phenomena of students, especially in students strategies in composing narrative writing. Sukmadianata in Sugiono (2005:60) states that qualitative research is a research that is used to describe and analyzed phenomena, event, social activity, attitude, belief, perception and people thinking either in individual or in a group. 1. Place of Research The research is about the analysis of students strategies in composing narrative writing at second year class of Junior High School 01 Tanah Merah. It is a formal education institution located in Tanah merah. Junior High School 01 Tanah Merah has facilities that support students in teaching and learning process such as library. 2. The Research Instrument Arikunto stated that Research instrument is the tools or facilities used by researcher in collecting the data, hope the result of research is more accurate,

complete, and systematic, so the process is easier. Based on that explanation, the writer used research instrument in collecting data to support the research. As human instrument, the writer should make to focus of the research, choose the informant as source of the data, analyze the data and make conclusion. Moreover Licon and Guba in Sugiono (2005:60) state that the instrument of choice in naturalistic inquiry is the human. We shall see that other forms of instrumentation mat be used a tear phrases of the inquiry, but human instrument has been used extensively in earlier stages of inquiry, so that an instrument can be constructed that grounded in the data that the human instrument has product. From the statement above, the writer concluded that in qualitative research, there is no other opinion that to use human as the main research instrument because the problem, research focus, research procedure hypotheses and event the result in qualitative research are still unclear, so that there is no choice than to use the researcher as the main instrument. 3. Time of Research The research held on 15 29 Desember 2011. it consist three meeting. 4. The Research subject Related to the research subject, the writer conducted her research in Junior High School 01 Tanah Merah, which consists of three class and 102 students. Then, the writer used purposive sampling in deciding the students as research subject. So, the writer took the students as research subject purposively. They are 102 students.

According to Linclon and Guba in Sugiono (2005:54) the characteristic of purposive sampling: a) Emergent sampling design b) Serial selection of sample unit c) Continuous adjustment of focusing of the sample d) Selection to the point of redundancy 5. The Data Collecting Technique In collecting the data in the students strategies in composing narrative writing the writer used observation, interview known as triangulation and questionnaire. a. Observation In the instrument, the writers will observation about students strategies in composing narrative writing at second year of Junior High School 01 Tanah Merah. In this observation the writer as an observer, just only observed and was not involved in the teaching process. Furthermore, the writer only used checklist as the instrument in the observation. Besides observing students activities, the writer also observed teachers roles, teaching aids and students achievement in order to know how the process of students strategies in composing narrative writing is and how is the result of students strategies in composing narrative writing. Observation used as data collecting technique have specific type if compared by another type such as interview and questioner.(Sugiono,2005:65).

As far as the writer conducted a observation in the second year at Junior High School 01 Tanah Merah. b. Interview This instrument is the way on the method of data collection in which the writer asks the information directly. The writer interviewed the English teacher and students to knowing some information from her/him how the teacher give a material narrative writing and how the students using strategies in composing narrative writing at second year (management) of Junior High School 01 Tanah Merah. c. Questionnaire In this research, the writer was given questioner to the students at second year of Junior High School 01 Tanah Merah cause the writer want to know more deeply how does the students strategies in composing narrative writing. B. The Data Analysis Technique Muhajir, data analysis is a process to find out and set result data from observes, interview, and other to increase the researcher about the study and make easy to understand by our self and other. In this research the writer conducted her research at second year of Junior High School 01 Tanah Merah in dividing into three classes (Management I, and II) consist of 102 students. Then, to find out the data, the writer used the method by L.R. Gay and Arikunto The writer used the following technique to measure the data:

Agreement x 100%

__________ Items (Taken from L.R. Gay, 1992:248) The following are the standard in measuring the data: 1. Good 2. Enough 3. unsatisfactory 4. Worst : 76-100% : 51-75% : 40% - 55% : < 40%

(Taken from Arikunto 2002:244) To analyses the data the writer as follow: 1. Reduction of data Data reduction use for collecting the data from observation, interview, and questionnaire. In data reduction, the writer will summarize and focus on the important data that could eases the writer in collecting the next data. 2. Display In data display, the writer will analyze the result from observation, interview and questionnaire. Then the data were organized and arranged in a pattern, so that they would be understood easily. 3. Conclusion drawing/ Verification According to Miles and Huberman, the third step in analyzing data in qualitative research is conclusion drawing or verification. It was used to describe all of the data which were still unclear in the beginning.

a. Research validity and Reliability To determine the validity of the data, it is needed a checking technique of the data. According to Moleong, there are four terms used: a. Credibility The validity concept mentions that generalization of a finding can be valid or applied on all contexts in the same population based on the finding obtained in the sample which resent the population it self. b. Transferability Transferability as empiric matter depends on the equity between sender and receiver contexts. To do the transferability, a researcher should find and collect empiric event of the context equality. Therefore, the researcher is responsibility for providing efficient descriptive data if she wants to make a decision about the transferability. To do this thing, a researcher needs to conduct a researcher to ensure an attempt of verifying it. c. Dependability Dependability term is reliability substitution term in qualitative research. The reliability is achieved if the result is equal when two or several times conducted repetition of a study in the same condition and essentially. d. Conformability A conformability term derives from objectives concept according to non qualitative research. Non qualitative states the objectivity of agreement side between subjects. To make sure that something is objective or doesnt depend on

several people agreement toward view, opinion, and someones finding. So, in this case, the objectivity of something depends on the people opinion. Beside that, As Scriven, there is another qualitative element which sticks on the objectivity, it should be trust able, factual, and can be guaranteed. In other word, subjectivity means vague. From the above explanation, if qualitative research emphasizes on people, whereas, non qualitative emphasize on the data. In this case, to determine the validity and reliability, with a consideration that qualitative research with its naturalistic paradigm is completely unable to use validity and reliability terms. Based on those descriptions, the naturalistic paradigm qualitative uses the term in which certainly adjusted to inquiry force, so that the redefine term is a demand that unavoidable. Based of the techniques mentioned above, the writer used conformability of the data.

b. Checking Technique of Data Credibility Lincoln et al, there are eight checking techniques of data credibility suggested namely: 1. Prolong Observation Prolong observation means that the writer should back to the field research again, then do observation and interview again to the participants in order to recheck whether the data, that were given before, are true or not. When the data,

that were given, are true means that the data are credible and the prolong observation can be ended. Furthermore, by using prolong observation the relationship between the writer and the participants can form rapport. 2. Persistent Observation Persistent observation means that the writer should do observation more accurately and continuously. By using persistent observation, the writer could give an accurate and systematic data description about the thing that is observed. In this case, the writer observed the English teacher when her/him teaching narrative writing. 3. Triangulation Triangulation data is a checking technique of data credibility by making use of another thing which out of data to check the necessity of the data or as a comparison of the data. The most triangulation technique often used is checking trough available source. Denzin defines types of triangulation as checking techniques, are: 1) triangulation of source, 2) triangulation of method, 3) triangulation of investigation, and 4) triangulation of theory. 4. Colleague Checking Through Discussion It is known as inter-rater. This technique is conducted to know whether the writer and the other experts find the same data. When the writer and the other research find the same data means that the data are credible.

5. Negative Case Analysis Negative analysis means that the writer should search another data, which are different and even contradiction with the data that had already found. When the writer does not find the contradiction data means the data are credible. 6. Available Reference Available reference is a device to cope and adopt with written critics for evaluation necessity. Film or video tape for example, can be used to record and compare with the result gained with the critics collected. If those mediums are not existed, other devices can be used as a comparison critic, for example information that can be used during checking of the data. 7. Checking Member Checking with the members involved in the process of collecting data is very important to check credibility of the data. What will be checked with the members involve are data, analytic category, assumption and conclusion. The member involved who represent their colleague have function to give reaction from their view sight and situation towards the data which organized by the researcher. 8. Detail Description Detail description technique which demands the researcher to describe the result of the research as accurate as possible which draws the research place carried out. The description should be revealed in detail to give what the readers needed so that they are able to understand the findings obtained. Auditing

technique is a technique in business concept, especially in fiscal field which is used to check the dependency and credibility of the data. As Setiyadi (2002:206) states that there are five checking technique of data credibility are, 1) Observation, 2) Interview, 3) Triangulation, 4) Documentation, and 5) Field note. From all of the technique mentioned, researcher uses triangulation of source to display that the data is credible. C. Research Procedures The following are the procedure used in this research: 1. 2. Determining the subject of the research. Providing the instruments of data collecting such as observation form, interview guide, interview students and questionnaire guide. 3. 4. 5. 6. Doing observation in the class. Interview the English teacher and interview students. Giving questionnaire to the students. Analyzing the result of observation, interview and questionnaire by using data display. 7. Explaining the result of data descriptively by making conclusion drawing or verification. 8. Identifying the credibility of the result of the observation, interview and questionnaire by using colleague checking or inter-rate and member check technique.