Umaemah, Amroh, 2015. The Use of RAFT Strategy to Improve the Eight Grade Students’ Writing Ability at MTs Salafiyah Syafiiyah Babakan Ciwaringin Cirebon.Thesis. English Language Education, Graduate Program of State University of Malang. Advisors: (1) Prof. M.Adnan Latief, M.A, Ph.D. (2) Dr. Enny Irawaty, M.Pd.
Key words: RAFT Strategy, improve, writing ability
Despite the significance of writing for social life, the teaching of writing in MTs Salafiyah Syafiiyah Babakan Ciwaringin Cirebon seems difficult to maximize the students’ ability to write. Based on the result of the preliminary study conducted the eight grade students, it was found that they had difficulties in generating ideas, exploring the topic, getting vocabularies, using the right grammar etc.
This research employed classroom action research design. The researcher and the collaborative teacher worked together in preparing suitable steps of RAFT strategy, designing teaching scenario, determining the criteria of success, applying the action, observing and making reflection.
The subject of the study was 30 eighth graders of MTs Salafiyah Babakan Ciwaringin Cirebon 2015/2016.The study used two cycles which consisted of three meetings in each cycle. The instruments used in this study are questionnaire, observation checklist, writing test and field note. There were two criteria of success. They are: 1) The study is successful if all the students achieve the minimum passing grade of 55. 2) In addition, the study is successful if 75 % students participate actively in the implementation of RAFT strategy.
The finding of the study showed the implementation of RAFT strategy was successful to improve the students’ writing ability. The finding showed that 60 % students (in cycle one),100 % (in cycle two) of students already achieved, the score greater than or equal to 55. There were 74,24 % students in cycle one, and 77,55 % of students in cycle two who actively involved in the action.
Another finding was the procedures to implement RAFT for teaching writing which consist of the following steps they were: (1) the researcher guides the students to make group of work and pointing the smart learner as leader of the group; (2) Showing video of RAFT; (3) Explaining the important of RAFT strategy for their writing process; (4) Guiding the students to observe the components of RAFT as tool of brainstorming. They are: R (Role : The role/position of the writer, A (Audience : who is the audience for the writing), F (Format : the form of the writing. It can be a letter, ads, article, invitation, memo, short message etc.), T (Topic: What are you going to write ? the subject ? ); (5) Giving a model of RAFT assignment; (6) Guiding the students to fill in RAFT assignment in group; (7) Asking one or two groups to present their RAFT in front of the class; (8) Giving model RAFT for short message text; (9) Asking the group to observe RAFT of short message ; (10) Explaining RAFT and generic structure of short message; (11) Guiding the students to elaborate language feature of short messag; (12) Guiding the group to arrange RAFT for short message; (13) Clarifying the group to arrange components RAFT as a unit idea of brainstorming; (14) Asking the group to check the component of topic in RAFT; (15) Guiding the group to find words from dictionary which related to the topic; ( 16) Asking the group to decide grammar used, have connection with the topic ;(17) Asking the group to make first draft based on RAFT made; (18) Asking the group to present RAFT and their first draft in front of the class;(19) The teacher clarifies the group task ; (20) Asking the students to arrange RAFT for short message individually; (21) asking the students to write their first draft individually; (22) Asking the students to revise the draft by their own, peer using revising guideline; (23) If necessary make conference and ask comment or feedback from the teacher related to the draft; (24 ) Rewrite the draft depend on feedback from the teacher and the peer; (25) Asking the students to edit their draft using editing guideline; (26) guiding the students to edit their draft from the peers’ comment and the teachers’ feedback; (27) Rewrite their final writing task; (28) Asking the students to publish their writing task by reading in front of the class, by joining wall magazine or school’s blog.
Based on the findings, it can be concluded that RAFT strategy was effective to improve the students writing skill and the students’ involvement in teaching learning English. Furthermore, the English teachers are suggested to implement RAFT strategy as one of the alternatives for improving students’ writing ability. The future researchers are recommended to conduct in other level of study with different setting, subject and skills.