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CHAPTER I

INTRODUCTION

These chapters consist of background, problem statement, objectives of the

research, significance of the research, and scope of the research.

A. BackgroundAs a social human, communication is an important aspect to socialize and

language is the main tool of communication. Language is used in many sides of

life. Politicians use a language in discussing an issue, drawing up law, explaining

their stand to the voter. Teachers use language to give explanation, to distribute

their language and journalists use it to express their idea in writing and make news

or report for their magazine. Moreover In this modern science and era of

technology we are demanded to learn foreign language especially English

language. The admission of the whole people in the world that assume English is

an international language causes it is one of important languages that taught from

elementary school up to the university in Indonesia. In learning English, it is

necessary to know that there are four skills to be mastered which cover reading,

listening, speaking, and writing. They are important factors in the process of

English teaching and learning. In this sense the writer does not discuss all

language skills but she limits to discuss about writing.

Writing is thinking on paper, thinking is a mood at work, finding fact,

seeing relationship, testing and truth of them, reaching conclusion forming option.

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In1980s Howard Gardner, a leading light in educational research, wrote a

book called "Frames of Mind." In it, he posited the idea that there are many forms

of intelligence. He cited a total of seven, including visual, social, verbal, and so

on.

During in the 1990's, he came up with the idea of an 8th form of intelligence

which he called "naturalistic intelligence. Later, Howard Gardner's work around

has had a profound impact on thinking and practice in education. Multiple

intelligences become one of learning strategy for every subject. This strategy is

how the teachers manage their method to make students understand easily

((MunifChatib, 2009: 108).

Naturalistic strategy wiil help the students to constract their mind to think

what they are going to write. As we know that one of the difficulty of writing is

we lack of ideas. Whereas, when the students will be commanded to write about

nature, they will have many ideas. Because nature is well known for the all of

people.

As the writer experiences, the students in general are very hard to compose

writing a paragraph, so their ability and even motivation to write are very low.

One example that the writer can show is the case of the students at XI IPA 2 SMA

Negeri 1 Pangkajenne. When the writer observes that school, she found the

students were very hard to write, especially on descriptive paragraph writing. The

prove can be seen at the last page of this papers.

Nevertheless, the writer then has an idea to think and solve the problem by

using naturalistic strategy to improve their ability in descriptive paragraph


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writing. This may be enjoyable for the students because they will not be forced to

think much in order to compose writing. They only write all about nature, so that

they are easy to do it. Therefore, the writer is sure that this strategy is suitable for

the intermediate language learner such as the students of Senior High School.

Based on the problems above, the writer intends to conduct a research

under the title of Increasing writing skill by using naturalistic strategy.

B.Problem statementIn relation to the background described earlier that one of the main concern

To what extent does the naturalisticstrategy increase the students ability in

writing?

C. Objectives ofthe Research

Related to the problem statement above, the researcher aims to find out the

extent of naturalistic strategy in increasing students ability in writing skill.

D. Significanceofthe ResearchThe outcome of this research is expected to be a piece of useful references

toward learning and teaching process in increasing the students writingskill. This

might also enhance the students spirit to study more about nature and this

research also can be a fundamental reference for other researchers to conduct

further similar research.


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E. Scopeofthe RresearchTo specify this research, the researcher is focused on the use of Naturalistic

Intelligence strategy to improve the students writing skill. It is limited just on

writing descriptive pharaghraph.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theconceptofwriting1. Whatis writing?

Writing is the most complicated subject of four language skills. It also

support by scientist opinion mentioned as follows:

Kroma (1998) argues that writing is a kind of activity where the writer

express all the ideas in his mind on the paper, from word to sentences, sentences

to paragraph and to paragraph to essay.

Meyer(1992) says that Writing is thinking on paper, thinking is a mood at

work, finding fact, seeing relationship, testing and truth of them, reaching

conclusion forming option. In this way our mind produce a huge variety of ideas

and fact the support them are the materials, which go into any piece of writing

Laurer (1981:1) states that writing serves as the most completing way

because to outcome a visible where it Language is a permanent record of through

feelings.

Based on definition above the writer can conclude that writing is one of

language to is used to convey our ideas or feeling and though from word to

sentences, sentences to paragraph and paragraph to essay.

2. The ComponentofwritingThere are five main component of writing. They are content, organization,

grammar, vocabulary and mechanics.

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a. ContentThe content of writing should be clear to readers so that the readers can

understand the message convened and gain information from it. In order to have a

good content of writing, its content should be well unified completed. This term is

usually known as unity and completeness, which become the characteristics of the

good writing.

b. OrganizationIn organization of the writing concerns with the ways through writer

arranges and organizes the idea order message in the writing. There are many

ways used by the writers to organizes or arrange the writing.

c. GrammarGrammar plays important roles in the writing, in governs utterances that

we produces to be right and orderly. Therefore it also has great influence on the

quality of writing.

In order to have a good grammar in the writing, writer should pay attention

to the use of grammatical rule concerning tense, preposition, conjunction, clause

(adjective or adverb clause), articles, etc. the lack of good grammar will make the

contain of writing vague and can makes misunderstanding, for example the use of

tenses.

d. V

ocabulary

A good writing needs more vocabulary because we can not write anything

without it. Vocabulary is one of language aspect dealing with the process of

writing. The writers always think about putting words into sentences and then


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putting sentences into paragraph until they can express ideas to compose their

writing.

Thats why Vocabulary is one of the important components of writing that

should be taken into consideration by the English learner and English teacher

because there is no reason that learning a language always mean firstly learning

the words of the language itself.

e. MechanicsThe use of the mechanics is due to capitalization, punctuation and spelling

appropriately. This aspect is very important since it leads readers to understand or

recognize immediately what the writer means to express definitively the use

favorable mechanics in writing will make readers easy to group the conveying

ideas or message to the written materials. Further explanation about mechanic is

as follows:

1) CapitalizationThe use of capitalization in the writing can clarify the ideas if the

sentences are not capitalized correctly, ambiguous, and misunderstanding will

appear.

It also helps us to differentiate from sentence to the orders. The word,

which are capitalized at the beginning are: the first word of own word that

presents a dialogue the name of people , the name of organization, through first

and the last word of a little, etc.


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2) PunctuationPunctuation can help readers to identify words are to be taken as a unit of

meaning and suggest how the units of its related to each other.

3) SpellingThere are important roles follow in using spelling appropriately. They are

suffixes addition. Such as adding (gerund, present participle); omit becomes

omitting, plural formation such as adding es s or changing y to i if the

finally y is preceded consonant such as fly becomes flies, the handling of ie or ai

within the words.

(Baharuddin, 2001: 13-14)

3. Thecharacteristics ofagoodwritingThere are some characteristics of the good writing as Adelstein andPival

in Hasniati(2004) state as follows:

a. Good writing reflects the writers ability to use the appropriate voice. Eventhrough all good writing conveys the sound of someone talking to someone

else, the voice heard through the writing must also sit the purpose and

audience of the occasion.

b. Good writing reflects the writers ability to organized the material into acoherent whole so that it move logically from a central, dominant idea to the

supporting points and finally to a consistent entry, conveying to the reader a

sense of a well thought outplay.


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c. Good writing reflects the writers good writing reflect abidingly to writeclearly and unambiguously, to use sentence structure, language, and example.

So that the one possible meaning is the writers intend one.

d. Good writing reflects the writers ability to write convincingly to interestreaders in the subject and to demonstrate a though and sound understanding of

it.

e. Good writingreflects the writers ability to criticize the first draft and revise it.Revision is the key of effective writing.

f. Good writingreflects the writers pride in manuscript the willingness to spelland punctuate accurately and to check word meanings and grammatical

relationship within the sentence before submitting the finished predict to the

scrutiny of an audience.

4. Thetypes ofwritinga. Narrative writing

Narrative writing is a type of writing that that tells a story in

the constructive format that describes a sequence of fictional or non-

fictional events. A good narrative paragraph has three important

qualities. First, it tells a series of events or actions. Second, the events

are organized chronologically or by time sequence. And the last, it

shows the writers point or purpose (AdvanceWritingBook: 2008)


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b. Argumentative writingArgumentative writing is a composition, which means

supporting one side or the other of a controversial topic. Argument is

designed to convince that something is true. Its method is to make a

general statement and support it, or sometimes to lead logically to a

general conclusion by a series of facts. Argument depends for its

effectiveness on logical reasoning and concrete support for stated.

c. Persuasive writing.Persuasive writing is a type of writing where your main goal is

to persuade or convince someone to do something that you want them

to do. A form of persuasive writing is a letter written to someone

telling him a complaint that you have. In other to write a persuasive

letter, you need to have reasons why the person should do what you are

suggesting. You also need reasons why your idea might not be the

greatest. So you basically have reasons from your perspective and

from someone who thinks the opposite of you. And then give reason to

support your cause and explain what the consequences will be if the

things you are listing are not done. Lastly, your conclusion should

restate what you are trying to persuade the person to do.

d. Expository writingExpository writing is a type of oral or written discourse that is

used to explain, describe, and give information. The creator of an

expository text can not assume that the reader or listener has prior


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knowledge or prior understanding of the topic that is being discussed.

One important point to keep in mind for the author is to try use words

that clearly show what they are talking about rather than blatantly

telling the reader what is being discussed. And one of the most

important mechanisms that can be used to improve our skills in this

point is to provide directions to improve the organization of the text.

e. Descriptive writingRita Putatundastates that descriptive writing is about using the

power of words to arouse and capture the readers attention and create

a lasting impression of the person, place or thing. More than any other

kind of writing, descriptive writing strives to invoke a vivid and

involved experience for the reader. It is often considered as one of the

most creative forms of writing since it is basically about being able

evoke emotions in the reader through the word of words.

Wishon and Burk(1980; 128-129) say that a good descriptive writing for

instance, has the ability to arouse the readers senses and create a lasting impact

on the readers mind. This effect can be achieved not through statistic and facts,

but by detailed descriptions and observations. Good descriptions usually have

three important qualities. These have a dominant impression supported by specific

details, a clearly recognizable mood, and logical development

On the writing process of this point, one of the most effective ways make

the experience that you describing vivid for your reader is to use the five senses:

smell, sight, sound, taste, and touch. When the description is focused on the


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senses, you provide specific and vivid details in such a way that it shows your

reader what you are describing about.

From the explanation above, we can conclude that the primary purpose of

descriptive writing is to describe a person, place or thing in such a way that a

picture is formed in the readers mind. For example, we describe about flower, it

does not tell the reader that the flower is beautiful, but it shows them the flower is

beautiful. The reader feels like he/she is a part of the writers experience of the

subject.

1) Languagefeatures ofdescriptivea) Use simple Present tense

b) Use coordinating conjunction( yet, for and nor)c) Use spatial order( in front of, behind, inside )d) Use five senses (include sight, sound, smell, taste, and touch )

(Alice oshima: 1997)

2) Thecharacteristics ofgooddescriptive writinga) Good descriptive writing includes many vivid sensory details that paint a

picture and appeals to all the readers senses of sight hearing, touch, smell

and when appropriate. Descriptive writing may also paint picture of the

feelings the person, place or thing invokes in the writer.

b)Good descriptive writingoften makes use of figurative language such as

analogies, simile, hyperbole, metaphor, symbolism and personification to

help paint the picture in the readers mind.


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c) Good descriptive writinguses precise language. General adjectives, nouns,and passive verbs do not have place in good descriptive writing. Use

specific adjectives, nouns and strong action verbs to give life to the picture

you are painting in the readers mind.

d) Good descriptivewriting is organized. Some ways to organize descriptivewriting include: chronological (time), special (location), and order of

importance. When describing a person, you might begin with a physical

description, followed by how that person thinks, feels, and acts.

5. Whatis paragraphHornby(1974: 60) expressed that a paragraph is a division or a group of

sentence dealing with one main idea of a piece of writing started on new on line.

Saraka (1998; 21) state that paragraph is derive from the Greek words

para and graphein means the writing. In this sense paragraph refers to a peace

of writing in which the paragraph stars to the reader a new kind of materials will

come on.

Timble(1979)says that paragraph usually defines as a group of sentences

forming a complete unit of though and mark on a page of text by spacing or

indentation.

Mc. Worther(1993: 104) says that paragraph is a group of relate sentences

about of relate sentences about a single topic. It has four essential parts: topic,

idea, details and transitions.

AliceOshima and Ann Hogue (1997: 71) state that a paragraph is made of

three kinds of sentences that develop the writers main idea, opinion or feeling


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about a subject. These sentences are (1) the topic sentence, (2) supporting

sentences, and (3) concluding sentences. And the writer may add a final comment

after the conclusion.

a. ThecharacteristicofeffectiveparagraphSaraka (1998: 61) states that there are four main characteristics of an

effective paragraph, namely unity, completeness, order and coherence.

1) UnityA paragraph has unity if every sentence develops one central idea. A

paragraph doesnt have unity if initial sentence that not develop or support the

main idea of the paragraph unity means oneness. The oneness of paragraph is

derived from the development one of idea.

2) CompletenessA complete paragraph provides information well enough develop to

convince the reader of its truths.

3) OrderOrder in paragraph can be achieved by presenting the information of

paragraph in a desirable sequence. The order of paragraph depends on the

subject matter, and the purpose of writing.

4) CoherenceThe word coherence means sticking together and paragraph should

stick together too. Thats why the reader must be able to follow a long from

sentence within the paragraph and from paragraph to paragraph all the

sentences logically follows the order.


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6. The process of writingMental Capacity: Your expression in the written form originates

in your thoughts. It is your mental capacity that is responsible for the

thoughts you plan to put on paper. What you put in black and white is

originally in the form of abstract thoughts that emerge in your mind. The

brain processes the abstract thoughts to concretize them, thus giving them

a definite form. It is after an interaction between your brain and mind to

contemplates on your abstract thoughts, that thoughts gain an expression.

Creative and analytical thinking form the basic components of the writing

process. Your creativity determines the way in which your thoughts

transform into written words.

Prewriting: This is the process that helps you find the right words

for your expression. It involves a thorough research on the subject to write

on and the gathering of all the information about the subject from every

available source of information. This forms an important component of the

writing process as it deals with the collection of information and the

experimentation of ideas.

Systematic Drafting: After you finish gathering the information

about your topic, the next step is to draft your write-up. This process

requires the planning and organizing of the gathered facts. The results of

your research should be organized in a logical manner so that the message

borne by your writing is conveyed to your readers. For an effective relay

of your thoughts to your readers, you need to present the information in an


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organized manner and include the different angles of looking at the

subject. An organized draft of your content is one of the key components

of the writing process.

Revising: The next important component of the process of writing

is revising of the draft. It is the phase in which you need to correct the

errors in your draft and also think about the ways to improve your writing.

You may like to revise your way of communication, your style of writing

or the way in which you have put up your information. Revising is an

important constituent of writing as it is about giving a second thought to

your writing. This is when you finalize your approach towards the subject

and the way to put it up.

Editing: The process of editing is another important component of

writing. When you are satisfied with your writing, you can subject your

write-up to the process of editing. It is during editing that your writing gets

the finishing touches. It is checked for minor mistakes if any and your

write-up is all set for publication. The process of publishing follows, after

the completion of which, you can get the actual feedback from your

readers. This phase of publishing is especially important, as it helps you

connect with your readers and reap the fruit of the seeds of words you

had sown.

The different components of the writing process give an overview

of the different phases your thoughts need to go through to reach your

audiences in the form of beautiful words.


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Furthermore Carderonello and Edwards (1986:5) explain in their book

Raugh Draft as follows: specify that there are five components in the process of

writing, namely:

- Inventing: Namely to find and generate ideas / ideas of students, what willstudents write or tell, steps can find ideas in many ways such as reading,

talking, brainstorming, questions, etc. mindmapping.

- Planning: the stages of how students are trying to determine how to conveyideas. This stage students will be raised the issue, purpose, reader, text

structure and tone of the text to be written.

- Drafting: In this stage, students tried to form a material or materials into text.Draft sustainable written, from draft 1, draft 2 and draft 3 to be the final result.

- Revising: revise including adding a new idea, another idea of eliminatingsome of the words or ideas that do not need or reconstrut what has been

written in the draft.

- Editing: Editing is polishing a piece of writing from various aspects such as,spelling, tenses, choice of words and others.

B. TheconceptofNaturalistic strategy Naturalistic strategy one kind of multiple intelligence that have been

found of Howard Gardner in 1983.

a. The ApplicationofMI Theoryto English Language Teaching (ELT)It seemed to us that ever since the arising of the learner-centered

instruction, every ELT method/technique with itsspecific emphasis has been


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developed to meet students' different needs, or interests (somewhat as

Gardner'sintention of developing and/or using different kinds of "intelligences").

The Silent Way, for example, emphasizesthe development of students' inner

thinking (intrapersonal intelligence); Total Physical Response,

however,emphasizes language learning through physical action

(bodily/kinesthetic intelligence); Suggestopedia, on the otherhand, emphasizes

the use of music (musical intelligence) to facilitate language cognition; both the

CommunicativeApproach and cooperative learning emphasize the importance of

interpersonal relationship (interpersonalintelligence) to language learning; and the

whole language learning not only emphasizes the wholeness and realityof

language (verbal/linguistic intelligence) but also believe the coordination of

bodily/kinesthetic, interpersonal, andintrapersonal intelligences to promote

language learning.

The announcement of Gardner's MI theory acknowledges a broader

intellectual spectrum in every leaner. We, theEnglish language teachers today, are

better aware of the fact that students bring with them specific strengths,

uniquelearning styles, and different learning potentials. The theory of multiple

intelligence offers us a way to examine andform our best teaching techniques and

strategies in light of human differences. We can teach our students to be

moreintelligent in more ways, and on more levels than we ever dreamed. With the

reference of Christison, researchers listfour steps to show how MI theory applies

to ELT. The first step is to identify the activities frequently used in ourclasses and

categorize them to each particular type of intelligence.


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Verbal/Linguistic Intelligence A Vocabulary & Grammar Learning -- learning new words and

grammatical points and practicing usingthem accurately in regular

communication

A Listening -- listening to tapes of stories, dialogues, and lectures, etc. A Formal and Informal Speaking -- making verbal presentation to others,

making conversations, havingdiscussions and debates, etc.

A Humor or Jokes -- creating puns, limericks, and telling jokes on topicsof study

A Impromptu Speaking -- instantly speaking on a randomly drawn topic A Storytelling -- telling stories about any topic one is studying A Reading -- silent reading, oral reading, and group/choral/chain reading

for comprehension

A Writing -- doing written exercises, note-taking, summary/report writing,and journal/log/diary keeping tokeep track of one's own thoughts and ideas

A Creative Writing -- writing original pieces (e.g., stories, essays, poems,novels, etc.)

Logical/Mathematical Intelligence A Logic Pattern Games -- creating riddles or puzzles that challenge

students to find a hidden rationale orpattern

A Logical/Sequential Presentation -- inventing point-by-point logicalexplanations for items or makingsystematic presentation of subject matter


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A Number Sequences/Patterns -- investigating numerical facts or gatheringand analyzing statistics on atopic

A Problem Solving -- listing appropriate procedures for problem solvingsituations

A Forming Relationships -- creating meaningful connections betweendifferent ideas

A Syllogisms -- making "if, then" logical deductions about atopicPage 3 of 5.

Visual/Spatial Intelligence A Visual Aids Using/Making -- using flash cards, pictures, paintings,

charts, collages, graphs, grids,diagrams, flowcharts, slides, sculptures and

video/film-viewing, etc. to facilitate learning andencouraging students to

make the visual aids by themselves

A Active Imagination -- finding connection between visual designs (orpattern) and prior experiences (orknowledge)

A Mind Mapping -- creating or arranging visual mapping activities (e.g.word maze, visual webs of writteninformation)

A Environment Arranging/Decorating -- encouraging students to decoratebulletin boards, and arranginglearning corner (e.g. English reading corner)

to achieve the effect of peripheral learning.

Bodily/Kinesthetic Intelligence A Physical Actions -- arranging and doing TPR and hands-on activities


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A Body Language -- "embodying" meaning, interpretation, orunderstanding of an idea in physicalmovement

A Role Playing/Mime -- performing skits or characters to showunderstanding of topics of study

A Dramatic Enactment -- creating a mini-drama that shows the dynamicinterplay of various topics of study

A Sports Games -- creating a contest or game based on specific knowledgeabout a topic of study

A Field Trips -- arranging trips to gain firsthand knowledge away from theclassroom.

Musical/Rhythmic Intelligence A Music/Song Listening -- listening to rhythmic patterns, recorded music,

or songs

A Singing/Humming -- creating songs for a class, a team, a topic of studyor finding existing songs thatcomplement a topic

A Musical Instruments Playing -- employing musical instruments to produce sounds for a lesson (e.g.,background accompaniment,

enhancement for the teaching)

A Music Composition/Creation -- composing and creating music for thesound effect of a play performanceor for the enhancement of teaching

A Jazz Chants/Rapping -- producing or using rhythmic patterns, such as jazz chants, or raps to helpcommunicate, or to remember certain words,

sentence structures, concepts, ideas, or processes


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A Vocal Sounds/Tones -- producing sounds with one's vocal cords toillustrate the meaning of a word, or aconcept (e.g., hiccup, gasp, etc.).

Interpersonal Intelligence A Person to Person Communication -- focusing on how teachers and

students relate to each other and howto improve their relating

A Giving and Receiving Feedback -- offering input on one's performanceor about one's opinions; andaccepting another's input or reaction to one's

performance/ opinions

A Cooperative Learning Strategies -- using structured teamworks for topiclearning and/or practicing peerlearning

A Pair Works and Group Projects -- investigating and discussing a topicproblem with a partner or withothers in teams

A Jigsaw Puzzle/Strip Story -- dividing a picture or a story into distinctsegments so that students can learnfrom each other on the process of

putting it back to its original form.

Intrapersonal Intelligence A Independent Studies/Projects -- encouraging students to work

independently for goal-setting, processplanning,self-assessing, and

homework choosing

A Journals/Logs/Diaries keeping -- working with reflection tools, such asreflective journals, thinking logs,learning diaries, etc.


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A Focusing/Concentration Skills -- learning the ability to focus one's mindon a single idea or task

AThinking strategies -- learning what thinking patterns to use for whattask.

Naturalist Intelligence A Nature Encounters/Field Trips -- going outside for firsthand experiences

in nature and/or bringing naturein the classroom via videos, objects,

animals, plants, etc.

A Species Classification -- working with classification matrices tounderstand characteristics of naturalobjects

A Sensory Stimulation Exercises -- exposing the senses to nature's sounds,smells, tastes, touches, andsights

A Hands-On Labs -- performing experiments or activities that use objectsfrom the natural world

A Nature World Simulations -- re-creating or representing nature in someform (e.g. photographs, drawings,etc.)

b. NaturalisticintelligenceNaturalistic or nature smart is the eighth intelligence of Multiple

Intelligences theory. This theory was proposed by Dr. Howard Gardner, a

professor of education at Harvard University in 1983 which is the most recent

addition to his theory and has been met with more resistance than his original

seven intelligences.


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Naturalistic intelligence deals with sensing patterns in and making

connections to elements in nature. Children who possess this type of intelligence

like to learn about nature and they have a strong affinity to the outside world or to

animals, and this interest often begins at an early age. They may enjoy subject,

shows and stories that deal with animals or natural phenomena or they may show

unusual interest in subject like biology, zoology, botany, geology, meteorology,

paleontology, or astronomy. So if we talk about the potential career of this

intelligence, it will not so far from their interest whether is being conservationist,

gardener, farmer, animal trainer, scientist, botanist, zookeeper or being geologist

etc.

People that posses nature smart are keenly aware of their surrounding and

changes in their environment, even if this changes are at minute or subtle levels.

On the other hand, people with this intelligence have keen sensory skills (sight,

sound, smell, taste, and touch) to notice and categorize things from the natural

world. Their heightened sense may help them notice similarities, differences and

changes in their surroundings more rapidly than others.

Therefore the writer suggests using this strategy to improve students

ability to write descriptive paragraph in order they easy to write everything, that

has relation with nature or their selves environment. And of course they can

compose their good descriptive writing because what they are going to write

based on their own experience by using their sensory perception.

1) Characteristics ofnaturalisticintelligencea) Enjoys nature or likes to learn about nature.


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b) Have keen sensory skills (sight, sound, smell taste, and touch) to noticeand categorized things from the natural world.

c) Interested in subject such us botany, biology, and Zoologyd) Like to enjoy camping, gardening, hiking and exploring the out doore) Feels alive when in contact with naturef) Show heightened awareness and concern of the environment or sensitive

to environmental and animal abuse.

g) Understand different weather patterns(LeslieOwenWilson: 1998)

2) Thebenefitofnaturalisticintelligencea) Enhance the peoples charm to observe their environment by using their

sensory perception.

b) Help us to realize the important of nature.c) Able to help us study more about nature and appreciate everything which

are in the World

(Armstrong, 2004: 235)

3) IncreasingnaturalisticintelligenceThe following activities will help you to improve your naturalistic

intelligences and knowledge of your environment. Try to do the interest activity,

in order you able to understand how smart you are. The points are:

a) Categorizing species of plants and animalsb) Developing an outdoor classroomc) Collecting object from nature


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d) Making celestial observationse) Using scientific equipment for observing naturef) Initiating project on the food chain, water cycle, or environmental issues.g) Predicting problems in nature related to human habitationh) Joining an environmental or wildlife protection groupi) Finding, reporting or researching local and global environmental concerns.

j) Building and labeling collections of natural object of variety of sources.c. Ways of Naturalistic Learning in writing

Think Through Nature

Love Playing with pets, observing nature and gardening

Need Access to nature opportunity for interacting with

animal, plants etc

Teaching activities Study about nature

Activity to began a

lesson

Bring in an interesting plant or animal to build

students idea or look for an ispiration what they are

going to write

d. Effective teaching strategies for naturalistic intelligence to writedescriptiveparagraph

Students with naturalistic intelligence have a high degree of nature-

awareness. It can enhance the students charm to observe their environment with

their sensory perception and learn many things about their environment. In

Quantum learning book Bobby Deporter: 1992 explained that the effective


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teaching for writing process has seven stages; they are prewriting, drafting,

sharing, revising, editing, rewriting and evaluation. These stages are good for the

all types of writing. So if you want to apply this way into make descriptive

paragraph writing by using naturalistic intelligence, you may do the procedures as

follows:

Activity Ideas:

1) Let your students to observe their environment, for example come to theforest, visit a flower garden or come to the zoo etc as long as the place or their

activities has relation with nature.

2) Find out the various intelligences of your students in naturalistic and ask themto choose the most interesting topic, place or object of them to develop as

descriptive paragraph which has givethem a good impression to compose a

good descriptive paragraph.

3) Guide your students to create a good descriptive writing by develop their ideasjust focus on the paragraph contents first rather than give attention toward the

use of punctuation and its grammar. And do not forget to remind them the

purpose of their description is to show not to tell, they have to describe

about place, person or thing on the readers mind.

4) Have your students to share their writing out with you or their friends and letthem give correction or feedback one another.

5) After your students having feedback from their friends or from you as theirteacher, let them to repair their writing by ignoring unimportant case of their

writing.


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6) The next step, ask your students to analyze their errors, whether it aboutspelling, the using of grammar or its punctuation. And make sure that they use

appropriate verbs and complete sentences on their writing.

7) Have your student to write their descriptive paragraph again by entering theediting change and new contents on their writing.

8) The last procedure is evaluation. Check your students writing to make surethat they have finished their good descriptive writing by giving attention

toward their primary purpose of descriptive paragraph as we know its purpose

is creating a vivid and lasting impression of the person, place or thing in the

readers mind as if they are a part of the writers experience of the subject

C. The ConceptofClassroomAction Research.In this research, the researcher uses classroom Action Research (CAR).It has

introduced byKurtLewin at the first time in 1964. Many scientists explain about

CAR definitions, some of them as follows:

Mc Niff(1992:1) define it as a form of self-reflective research undertaken by

teacher in educational process where the output of that research can be useful to

improve curriculum, teaching skill and all about school development.

OBrienin Indarwati (2008: 7) states that simply classroom action research is

learning by doing. In this research, a group of people identifies a problem, finds

the solution, and investigates the result toward their efforts to solve the problem.

The common models of Classroom Action Research consist of two cycles. In Kurt

Lewin main concept, he explained that in one cycle of CAR consist of four steps

namely:


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1) Pl i

2) cti

3) Observi

4) Reflecti

The cycle of cl ssroom action research is described through the scheme of

action research phases as follows:

T e scheme of cl ssroom action research

Cycle I

The activity in this research has two weeks in fourtimes meeting and then its

stages as mentioned below:

1. The pl

i

a. Understanding the curriculum of the school that used for the school in thefirst semester.


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b. Making lesson planning based on the curriculum, and arranges material oflesson planning and it should base on the teaching of writing ability.

c. Making pre material or pre test.d. Making the observation paper for observing the condition of learning

process.

e. Arranging the post test to know the improvement of the result of study afterthey have studied through the use of naturalistic strategy.

2.Acting orActionIn This activity has scenario learning process that should be based on the

cooperative learning approach in learning English specially in writing skill

through Naturalistic Intelligence Strategy as like mentioned below:

a. In the first meeting the researcher gives explanation to the students about thematerial that will be discussed.

b.Giving the guidance to the students how to write a good paragraph and let them

to compose descriptive paragraph writing base on their ideas; they are free to

determine which topic that they will write as long as related to nature or their

environment.

c. Giving the chance to the students to learn and write paragraph based on theirlearning style.

d. Guiding the students to write more about naturee. In the end of cycle then the researcher will give evaluation.3.Observation


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a. Making a note all the activities of the students in every meeting in orderthe researcher can measure the improvement of the studentsability.

b. Identifying and making note to all the problems that we need whenteaching and learning process based on observation paper that has been

arranged.

c. Doing based on the result of the study, to know how far theirimprovement.

d. Giving chance to the students to give suggestion in action research.4.ReflectionThe result of data that have been done it will be continued in the analysis until can

be reflection after action research. The reflection will be discussed as well as a

guidance lecturer while teacher and should make research planning for the next

cycle.

The research plan is the plan for the next cycle will be repaired from cycle I.

Cycle II

In This cycle will be conducted in four times meeting include once time for

test in cycle II. The main activities are:

1.PlanningThe ways that have will be done:

a.

Continuing the activities that have been done in first cycle.

b. Repairing the weakness in the first cycle.c. Making planning again in the learning process from the result of cycle I

reflection.


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d. Action research repair2.Acting or action

In this stage, action is done to improve the result based on the cycle I

reflection. Thestages done are the same with the previous cycle that is to say, to

do improvement of the applied teaching method.

3.ObservationIn the reality the observation done at the cycle II is almost same with the done

observation at cycle I.

4.ReflectionBased on to the achieved result of the observation is collected and analyzed.

From the result of the researcher, the researcher will draw conclusion about the

use ofNaturalistic strategyin writing skill

D. Conceptual Framework

Treatment

Pre-condition

Teacherat school:

Traditional

Methodin

TeachingEnglish

Students

Theyarelackofideas

inWriting Paragraph

UsingNaturalistic

Strategyin

TeachingWriting

Paragraph

Thefirstcycle

- Observingnature- Constructingideas

-Applying inwritingThe secondcycle

-Observingnature-Constructingideas-Applying in

writing


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E.Thelastcondition

The students can share

theirideas innarrative

paragraph


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CHAPTER III

METHOD OF RESEARCH

A. Research DesignThe design of the research will use a classroom action research (CAR).it

covers research location, research time, and classroom action research cycle as

follows:

1. Research locationThis classroom action research will be conducted at SMA Negeri 1

Pangkajenne Sungguminasa. The subject of the research is the second

grade students in X1 IPA 2 class. The class consist of 32 students with

5 men and 17 women.

2. Research timeThis research time will be determined based on the school academic

calendar because classroom action research requires two cycles.

3. Classroom action research cyclesThis classroom action research will be conducted through two cycles. Each cycle

consists of four steps; they are planning, implementation of action, observation

and reflection. The aim of this point is observing the students improvement in

writing by using naturalistic strategy

B. Classroomactionresearch preparation1. Observation


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The observers research subject for one week namely pre-action. The observer

analyzes the students motivation in writing descriptive paragraph in order to

apply the naturalistic strategy.

2. Lesson planBefore doing this classroom action research, the observer prepares lesson plan.

C. Research subjectThe research subject of this classroom action research is the second year students

in class X, academic year 2010/2011. The class consists of 33 students with 23

men and 10 women.

D. Research Variablesand IndicatorsThis research will use two variables, they are:

1. Independent VariebleThe independent variable is implementation of Naturalistic Strategy. It is a

strategy will be used by the teacher at the classroom during taeching and learning

process

2. Dependent VariableThe dependent variable is the students writing skill with the indicators as

follows:

y Contenty Grammary Vocabulary

E. Research Procedure


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In this research the observer uses the CAR principle to collect the data.

The research is divided into two cycles. Each cycle consists of four phases, those

are:

a. Planning

b. Acting or action

c. Observation

d. Reflection

The cycle of classroom action research is described through the scheme of action

research phases as follows:

The CycleScheme

The schemeofClassroomActionResearch

Planning

Cycle I ActionRef

lect

ion

Observation

Planning

Reflection ActionCycle II

Observation

?


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1st sycle

1. Theplanninga. Understanding the curriculum of the school that used for the school in

the first semester.

b. Making lesson planning based on the curriculum, and arranges materialof lesson planning and it should base on the teaching of speaking

ability.

c. Making pre material or pre-test.d. Making the observation paper for observing the condition of learning

process.

e. Arranging the post-test to know the improvement of the result of studyafter they have studied through the use of naturalistic intelligence

strategy

2. Acting orActiona. In the first meeting the researcher gives explanation to the students

about the material that will be discussed.

b. Devide the students into several groups and let them identify the natureof their surrounding.

c. In the observation activity, every group must choose one object aboutnature

d. The students will be asked to get the class to compelte their writtendescription about the object that have been choosen

e. Give the chance to every groups for presenting their writing.

30


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f. In the end of cycle then the researcher will give evaluation.

3. Observatione. Making a note all the activities of the students in every meeting in order

the researcher can measure the improvement of the studentsability.

f. Identifying and making note to all the problems that we need whenteaching and learning process based on observation paper that has been

arranged.

g. Doing based on the result of the study, to know how far theirimprovement.

h. Giving chance to the students to give suggestion in action research.

4. ReflectionThe result of data that have been done it will be continued in the

analysis until can be reflection after action research. The reflection will be

discussed as well as a guidance lecturer while teacher and should make

research planning for the next cycle.

In cycle II conduct four times meeting include once time for test in cycle II. The

main activities are:

1.

Planning

The way that have been done:

a.Continue the activities that have been done in first cycle.b.Repair the weakness in the first cycle.


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c. Make planning again in the scenario earning process from the result ofcycle I reflection.

d. Action research repair2. Acting or action

In this stage, action is done to improve the result based on the cycle

reflection I. the stages done are the same with the previous cycle that is to

say, to do improvement of the applied teaching method.

3. ObservationIn the reality the observation done at the cycle II is almost same with the

done observation at cycle I.

4. ReflectionAccording to the achieved result of the observation is collected and

analyzed. From the result of the researcher, the researcher can draw

conclusion about the use ofnaturalistic strategyin writing

F. InstrumentInstrument of the research will be as follows:

Writing test, it aims at finding out the students competence in learningwriting.

Observing, it aims at finding out the students activeness during theteaching and learning process

G. The ProcedureofCollecting Data


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a) The data source: the data source in this research is the students of SMA Negeri1 Pangkajenne. The type of the data which is received consists of:

1.The result of the study as quantitative data2.The result of observation as qualitative

b) The way in taking data1.The result of data students is taken by giving the test to the students.2.The activity of data students in the class action research is taken from the

process of observation format

The Analysis ofData

The collecting of data it will be continue in analysis which is used

quantitative and qualitative analysis. For the quantitative is used descriptive

analysis those are score and percentage. In other word is used also frequent and

percentage in minimum and maximum score that students achieve in every cycle.

While the result of data observation and inquiry the students response is analyzed

by qualitative. To emphasize the ability of students category in solving problem,

Table 1.Writing scheme

Score Level Criteria

Content 30 27

26 22

21 17

Excellent to Very Good: Knowledge, substantive, through

development of topic relevant to assigned topic

Good to Average: Adequate range. Limited development of topic.

Mostly relevant to topic, but lacks detail.

Fair to poor: limited knowledge of subject. Little substance. Inadequate


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16 13

development of topic

Very poor: does not show knowledge of subject. Non-substantive. Not

pertinent. Or not enough to evaluate.

Organization 20 18

17 14

13 10

9 7

Excellent to very good: fluent expression. Ideas clearly

stated/supported. Well-organized. Logical sequencing. Cohesive

Good to Average: loosely organized but main ideas stand out. Limited

support. Logical but incomplete sequence.

Fair to poor: fluent. Ideas confused or disconnected. Lacks logical

sequencing and development.

Very poor: does not communicate. No organization. Or not enough to

evaluate.

Vocabulary 20 18

17 14

13 10

9 7

Excellent to very good: sophisticated range. Effective word choice and

usage. Word form mastery

Good to Average: adequate range. Occasional errors of word/idiom

form. Choice, usage but meaning not obscured.

Fair to poor: limited range. Frequent errors of word form, choice,

usage. Meaning confused or obscured

Very poor: essentially translation. Little knowledge of English

vocabulary, idioms, word form. Or not enough to evaluate

Grammar 25 22

21 18

Excellent to very good: effective complex constructions. Few errors of

agreement, tense, number, word/function, articles, pronouns and

preposition

Good to overage: effective but simple constructions. Minor problems


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17 11

10 5

in complex constructions. Several errors of agreement, tense, number,

word order/function, article, pronouns, preposition but meaning seldom

obscured.

Fair to poor: major problem in simple/complex constructions. Frequent

errors of negation, agreement, tense, number, word/function, articles,

pronouns, preposition, and/or fragments. Meaning confused or

obscured.

Very poor: virtually no mastery of sentence constructions rules.

Dominated by errors. Does not communicate. Or not enough to

evaluate.

Mechanics 5

4

4

2

Excellent to very good: demonstrates mastery of conventions. Few

errors of spelling, punctuation, capitalization, paragraphing.

Good to overage: occasional errors of spelling, punctuation,

capitalization, paragraphing but meaning not obscured

Fair to poor: frequent errors of spelling, punctuation, capitalization,

paragraphing. Poor handwriting. Meaning confused or obscured

Very poor: no mastery of conventions. Dominated by errors of

spelling, punctuation, capitalization, paragraphing. Handwriting

illegible. Or not enough to evaluate.

Adapted from Jacob, Holly L, et al (1981) with some modifications.

In giving score with the students ability in writing some categories the

researcherused are as follows:


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1. Calculating the mean score of the students writing test by using thefollowing formula:

=

Where: = Mean

= Total raw score

N = the total number of the student

(Gay, 1987)

2. Calculating the percentage of students activity in learning process by usingthe following formula:

P =

X 100%

Where: P = Percentage

F = frequency

N = Number of students

TheindicatoroftheachievementIn this classroom action research it will be success if has improvement in the

result of the study, as well as the test in the last cycle while the students activation

in the classroom. The result in learning English is complete from the cycle I to the


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cycle II, the students active in teaching and learning process so improve from the

cycle I to cycle II.


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BIBLIOGRAPHY

Adelstein, Michael and Pival G. Jear. 1980. The Writing.

Armstrong, Thomas. 2009. Multiple Intelligences in the Classroom. Virginia,

USA: ASCD.

Brown, H. Doughlas. 2001. Teaching by Principles: An Interactive A pproach to

Language Pedagogy. New York: Longman.

Chatib, Munif. 2009. Sekolahnya Manusia. Bandung: Mizan Pustaka.

Deporter, Bobbi. 2009. Quantum Writer. Bandung: Mizan Pustaka

Deporter, Bobby and Hernacki, Mike. 1992. Quantum Learning; Uncleasing TheGenius in You. New York: Dell Publishing.s

Gardner, Howard. 1983. Frames of Mind: The Theory of Multiple intelligence.

New York: Basic Books.

Hornby, A. S. 1974. Ox ford advanced Learners Dictionary of Current English

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http://en.wikipedia.org/wiki/Theory_of_multiple_intelligenceshttp://www.infed.org/thinkers/gardner.htm

Jacob, Holly L. 1981. Testis ES L Composition: A Practical Approach . USA:

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Kroma, S.K.1988. Action Research in Teaching Composition. Washington Dc;Vol. XXVI.

Larsen, Freeman Diane. 2000. Technique and Principles in Language Teaching.

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Laurer. J, M.et al. 1981. Four Words of Writing. New York: Harper and Row

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Littell, Joy. 1981. Basic Skill in English. New York: Harper and Row Publisher

Manser, Martin H. 1980.Oxford learners pocket dictionary. New Edition Oxford

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Kroma, S.K.1988. Action Research in TeachingComposition.Washington Dc;

Vol. XXVI.

Laurer.J, M.et al. 1981.Four Words of Writing. New York: Harper and Row

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Manser, Martin H. 1980. Oxford learnerspocketdictionary. New Edition Oxford

Mc. Crimon, James M. 1950. Writing Withpurpose. London: Houghton Mifflin

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Mc. Whorter. T. Ketchleen. 1993. Collage andComposition. Boston: Houghton

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Oshima, Alice and Hogue, Ann. 1997.Intro

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TechnicalEnglish. English Teaching From


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INCRE SING ST ENTS WRITING SKILLBY USING NATURALISTIC

STRATEGY

(A Classroom Action Research at XI IPA OF SMA Negeri 1 Pangkajene

A Draft

RISNAYANTI

10 6 8 07

ENGLISEDUCATION DEPARTMENT

FACULTY OF TEACHERTRAINING AND EDUCATION

MAKASSARMUHAMMADIYAH UNIVERSITY

011

draftx nasywa

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