CHAPTER I INTRODUCTION Background

Writing can change your life. It can help you deepen your understanding of yourself as well as achieve the goals you set for yourself. It can help you make sense of information that assaults you every day and present ideas so that others will take you seriously. And it can broaden your world by enabling you to communicate effectively with people you have never met (Miller, 2006) 1. Writing is one of language skill which is important for students in learning English. It becomes very important because by writing the teacher can know all of about students English skills including speaking, reading, and listening. Writing becomes interesting activity when the teacher knows how about teaching it. Commonly the students write what they got from their environment even in school, home, or their neighborhood. One of important point the teacher can should be an inspiration about their writing and becomes good supporter in writing learning process. Actually writing is a tool for students to express their ideas through the paper, book, and file until blog that is provided in internet facility. Writing skills are specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message. Writing skills
1

Miller, R. K. Motives for Writing. New York: McGraw Hill. (2006).

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help the learner the creativity, comprehension and the unity in writing. If learners have mastered these skills, they will be able to write so that not only they can read what they have written, but other speakers of that language can read and understand it. We have to write with a good compression among one sentence to the other sentences to convey the information and the message. In writing, we are also demanded to recognize the sequence of the sentences. Creativity is also needed in writing because it includes the ability to write freely anything the learner wants to write. We have to guide their writing based on the purpose of the teaching learning process. Therefore, the students also have to pay attention on grammatical language including what kinds of tenses that should be used for their writing, how about the sentences are structured, and also how about the appropriate words that is used in their writing. Writing is a productive skill that need much practice. So, in teaching writing, a teacher should try to find a method that allows students to practice. In students image, this skill is more difficult than the others. It may be because the students are not given enough time to learn and to practice more about the productive skills and need good writing habit to have great writing. In outline there are four types of writing based on the goals of writing such as descriptive, persuasive, explanation and narrative text. Narrative writing tells a story.

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Creative narrative writing has a plot, a setting (where and when the story happens), and characters who have motives (reasons) for what they do. Good narrative writing is more than a list of random events (Keraf, 2003)2. Sometimes the students feel that writing narrative is difficult because they do not know how to start to write or they do not have any ideas about what to write. They do not know the writing process and produce a good story line. Many students lazy to write and it make them have low ability in writing. The teacher expected to make some effort to help students in improving their writing skill. In this case, the teacher has to find out a method that will be able the students to get an idea or to find an interesting theme to write. In this paper the writing that I want to emphasize is narrative writing because narrative is important and really useful either in academic side, personal side and workplace. And also narratives pattern is not difficult to remember by student. Many students also like read and write narrative text. But they couldnt write a good narrative text. By explanation above, the writer will discuss about improving writing skill in narrative text.

CHAPTER II
2

Keraf, G. Argumentasi dan Narasi. Jakarta: Gramedia. (2003).

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DISCUSSION
A. The Nature of Writing Basically writing means producing or reproducing oral language into written language. It involves an active process to organize, formulate and develop the ideas on the paper so that the readers can follow the writer's message as well as in oral form. But we should know that the writing requires an accurate and precise grammar, word choice and spelling, punctuation and vocabulary. According to Moore-Hat (2010, p. 1)3 state that Writing is communicating,

planning, thinking, imagining, remembering, collection information, accessing information or storing ideas in our memory Writing is a form of activity through exploring ideas in the papers from the writer in order to be understood by the reader. By writing, people can explore their ideas in their writing. They can also deliver some information to the readers (Asnawi, 2011, p. 5)4 Writing is one kind of productive skill that important in our life. We can express our feeling and our thought about all subjects in our life or in our professions in writing. So, writing is one skill that has many steps in the process and also an activity to exploring our ideas and delivers some info to our readers. That is why; many people say that the ability to write or express oneself clearly is an essential basic for success.
3

Moore-Hat. M. A. Teaching Writing in Diverse Classroom K-8. USA: Pearson Education. (2010, p. 1).
4

Asnawi, N. I. Improving the Students Writing Ability through Leading Questions Technique at The Second Year of Madrasah Aliyah Pondok Pesantren Yasrib Watansoppeng. Thesis. Makassar: UIN Alauddin. (2011, p. 5).

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B. Writing process Writing process has been there for a long time which many writers follow naturally. Through the years, it is assumed that the writing process is generally operated in a variety of three to five "stages"; configuration below is typical as prewriting, drafting, revising, Editing, and Publishing. 1. Prewriting An activity that causes the writers to think about their subject. The writers organize their thoughts before they begin to write. We have to figure out what we are going to write about. There many things we have to prepare before write such as a. Finding a topic Topic identifies the specific part of that subject that the writer has discussed (Miller, 2003, p. 5)5. Writers need something to write about, and finding a topic can be the most difficult stage of the process. There are two process can help the writers in finding topic and ideas such as chaotic processes and structured process. 1) Chaotic processes
5

Miller, R. K. Motives for Writing. New York: McGraw Hill. (2006, p. 5).

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Among the chaotic processes for exploring subjects are those that rely on subconscious knowledge we all have. Depending on your inclination and your topic, two of these techniques (Brainstorming and free writing) may be inter chargeable. The other technique is mapping which is placed ideas in spatial relationship to each other. 2) Structured Processes Structured processes are conscious ways to encourage thinking along specific lines. There are four ways in these processes such as classical topics, the pentad, journalists questions and varying perspectives. b. Arranging ideas There are many things that we can do in arrange our ideas in an effective sequence for instance making an outline. Outline has four forms like lists and jottings, formal outlines, nutshell-abstract-capsules, and classic oration (Bullock, 2006)6. 2. Drafting The process of putting ideas down on paper. The focus is on content not mechanics. Drafting means writing a preliminary version of a work that you will later revise. There are two main activities in this stage. The first thing is identifying our main point or main idea. And the second thing is developing our
6

Bullock, R. The Norton Field Guide to Writing. New York: Norton. (2006).

27

ideas. After identifying main idea, we have to developthose ideas with supporting idea. 3. Revising

Revising means rewriting a paper, building on what has already been done, in order to make stronger (Langan, 2003, p. 34)7. Revising is a process of refining the piece of writing. The writer adds to a writing piece and reorganizes a piece of writing. The writer shares his story and gets input from peers or teacher. We have to think about what you need to add and what you need to remove. 4. Editing and Proofreading Editing also Writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. Having another writers feedback in this stage is helpful (Braine & May, 1996)8. 5. Publishing After all our hard work and finished all stage above, we are now ready to share our finished writing with other people. Here are some of the ways that we could do such as give it to your teacher to respond to, read it out loud in class, post it on a bulletin board, submit it for publication in a magazine, send or share it to
7

Langan, J. Collage Writing Skills, Media Edition. USA: McGraw Hill. (2003, p. 34).
8

Braine, G., & May, C. Writing from Sources A Guide for ESL Students. London: Mayfield Publishing Company. (1996).

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someone, publish it on internet or make it into a book for keeping in the school library.

C. Writing Purpose The first question for any writer should be, Why am I writing? What is my goal or my purpose for writing? For many writing contexts, a persons immediate purpose may be to complete an assignment or receive a good grade. But the longrange purpose of writing is to communicate to a particular audience. In order to communicate successfully to an audience, understanding the purpose for writing will make you a better writer (Copeland, 2007)9. There are ten different types of purpose include the following: 1. To express In expressive writing, the writer's purpose or goal is to put thoughts and feelings on the page. Expressive writing is personal writing. We are often just writing for ourselves or for close friends. Usually, expressive writing is informal, not intended for outside readers. Journal writing, for example, is usually expressive writing. 2. To describe

Copeland, M. The Writing Context: Writer, Subject, Purpose, Audience, and Form. Kansas. (2007). Retrieved from: http://www.ksde.org/Default.aspx? tabid=1726

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Descriptive writing portrays people, places, things, moments and theories with enough vivid detail to help the reader create a mental picture of what is being written about. Description allows the audience to feel as though they are a part of the writer's experience of the subject. 3. To explore/learn In exploratory writing, the writer's purpose is to ask key questions and reflect on topics that defy simple answers. In those topics where intuition and reflection are more important than rational analysis or argumentation, writers focus more on their journey of discovery than on any definite answers. In exploratory writing, your readers are companions, sharing your journey of discovery, listening to your thoughts and reflections. 4. To tell story Narrative writing tells a story. Creative narrative writing has a plot, a setting (Where and when the story happens), and characters who have motives (reasons) for what they do. Good narrative writing is more than a list of random events. It has tension a problem to be solved or a challenge to be overcome. 5. To inform Writing to inform is one of the most common purposes for writing. Most journalistic writing fits this purpose. Other examples of writing to inform include

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laboratory reports, economic reports, and business reports (Braine & May, 1996)10. 6. To explain Writing to explain, or expository writing, is the most common of the writing purposes. The writer's purpose is to gather facts and information, combine them with his or her own knowledge and experience, and clarify for some audience who or what something is, how it happened or should happen, and/or why something happened. 7. To argue An arguing essay attempts to convince its audience to believe or act in a certain way. Argument is a specific type of persuasion that follows certain ground rules. Those rules are that opposing positions will be presented accurately and fairly, and that appeals to logic and reason will be the primary means of persuasion. 8. To persuade Persuasive writing may, if it wishes, ignore those rules and try any strategy that might work. Advertisements are a good example of persuasive writing. They usually do not fairly represent the competing product, and they often appeal to image, to emotion, to character, or to anything except logic and the factsunless those facts are in the product's favor (McCrimmon, 1984)11. 9. To evaluate
10

Braine, G., & May, C. Writing from Sources a Guide for ESL Students. London: Mayfield Publishing Company. (1996).
11

McCrimmon. Writing with a Purpose. Boston: Houghton Mifflin. (1984).

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Writing to evaluate a person, product, thing, or policy is a frequent purpose for writing. An evaluation is really a specific kind of argument: it argues for the merits of the subject and presents evidence to support the claim. 10. To solve the problem Problem solving is another specific type of argument: the writer's purpose is to persuade his audience to adopt a solution to a particular problem.

D. Types of Writing In outline there are four types of writing based on the purpose of writing such as descriptive, narrative, expository and argumentative (Pariwara, 2007)12.
1. Description

Through description, a writer helps the reader use the senses of feeling, seeing, hearing, smelling, and tasting to experience what the writer experiences. Description helps the reader more clearly understand the people, places, and things about which the writer is writing. It is the most common form of writing. You will find descriptive writing in newspapers, magazines, books, and most other forms of written communication (Wiratno, 2009)13.
2. Exposition

12

Pariwara, I. Detik Detik Ujian Nasional Bahasa Inggris . Klaten: Intan Pariwara. (2007).
13

Wiratno, T. Kiat Menulis Karya Ilmiah dalam Bahasa Inggris . Yogyakarta: Pustaka Pelajar. (2009).

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Through exposition, a writer informs, explains, and clarifies his/her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the ideas and thoughts of the writer. Expository writing, like descriptive writing, is commonly found in newspapers, magazines, books, and most other forms of written communication.
3.

Persuasion

Through persuasion, a writer tries to change a reader's point of view on a topic, subject, or position. The writer presents facts and opinions to get the reader to understand why something is right, wrong, or in between. Editorials, letters to the editor in newspapers and magazines, and the text for a political speech are examples of persuasive writing.
4. Narration

Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem. Bedtime stories are examples of short stories while novels are examples of long stories. The scripts written for movies and plays are further examples of narrative writing.

E.

Narrative text

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In the learning process some students have problem in narrative text. They are difficult to understand about general structure of narrative text. Narration is storytelling, whether we are relating a single story or several related ones ( Langan, 2003, p. 95)14. 1. Purpose The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions e.g. soap operas and television dramas that are used to raise topical issues. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved (Clouse, 2003)15. 2. Types of Narrative

There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. 3. Features Characters with defined personalities/identities. Dialogue often included - tense may change to the present or the future. Descriptive language to create images in the reader's mind and enhance the story.
14

Langan, J. Collage Writing Skills, Media Edition. USA: McGraw Hill. (2003, p. 95).
15

Clouse, B. F. Patterns for A Purpose. New York: McGraw Hill. (2003).

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4. Structure In a Traditional Narrative the focus of the text is on a series of actions: a. Orientation: (introduction) in which the characters, setting and time of the story are established. Usually answers who? When? Where? E.g. Mr. Wolf went out hunting in the forest one dark gloomy night. b. Complication or problem: The complication usually involves the main character(s) (often mirroring the complications in real life). c. Resolution: There needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader (Keraf, 2003)16. 5. Narrative Elements a. Plot: What is going to happen? b. Setting: Where will the story take place? When will the story take place? c. Characterization: Who are the main characters? What do they look like? d. Structure: How will the story begin? What will be the problem? How is the problem going to be resolved? e. Theme: What is the theme / message the writer is attempting to communicate?

16

Keraf, G. Argumentasi dan Narasi. Jakarta: Gramedia. (2003).

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F. The Importance of Narrative Stories can entertain, instruct, clarify, and persuade. they can show us how the world works, how the people behave, and how events unfold. Stories are really useful and important to us. 1. Narration is important in many classes or subject such as : a. In a paper for political science class, we might narrate the sequence of events leading to the failure of the League Nations. b. For history exams, we might narrate an account of the Teapot Dome scandal, or the colonization in Indonesia. c. In literature class, we might write a narrative plot summary. d. In a journalism course, we might write a news article that narrates an important event. e. In education class, you might narrate an event you observed in a classroom during student teaching. 2. Narration is also common component of workplace writing. a. Police officers write arrest reports with narrative accounts of crimes. b. Safety officers write accident reports that narrate what happened. c. Social workers write narrative accounts of events in their clients lives d. Teacher also writes narrative accounts of their students behavior and progress (Clouse, 2004)17.

17

Clouse, B. F. The Students Writer: Editor and Critic. New York: McGraw Hill. (2004).

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G. Write a Narrative A narrative story is written from the writer's point of view and can include the writer's feelings and view point on a certain event. The following short guide would help you in a great way to find answers to the question how to write a narrative essay (Dietsch, 2006)18. 1. First decide the topic you want to write upon. 2. Discuss the chosen topic with your peers and teacher. This can be done in the class, in a group discussion or at the tutorial. 3. Use a brainstorm session to find the different ways to write the narrative. 4. Begin writing the essay. 5. The writing should keep moving ahead with a natural flow of consciousness. 6. Read the essay twice. 7. Make editing for all the technical and grammatical errors. 8. Ask another person to read and make the editing for grammar. 9. And the last step is publishing your result of writing.

H. The Problems in Writing Narrative

18

Dietsch, B. M. Reasoning & Writing Well. New York: McGraw Hill. (2006).

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Writing skills are sometimes difficult to teach, so the teachers have to be creative to make the learning process easier and fun for students.

As print (Heaton) said Writing skill is complex and difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental element (as cited as Handayani, 2009, p. 10)19. Sometimes many students are confused about what they want to write, how to arrange the idea word by word, and how to make it becomes a result of our series of our though. The students feel that writing is difficult because they do not know the writing process and produce a good story line. Many students lazy to write and it make them have low ability in writing. Sometimes the feel bored with the learning process and they are difficult to get interesting theme for their writing.

I.

Ways To Enhancing Writing Skill

There are two ways that we can use to enhancing writing skill such as building the students writing habit and fun writing activities that have been researched. 1. Building the Writing Habit

19

Asnawi, N. I. Improving the Students Writing Ability through Leading Questions Technique at the Second Year of Madrasah Aliyah Pondok Pesantren Yasrib Watansoppeng. Thesis. Makassar: UIN Alauddin. (2011, p. 10).

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Good writing doesn't happen by accident. Theres no better way to consistently improve your work and knowledge of the craft than by adopting good writing habits. Writing habits will strengthen students writing through study, practice, observation, and self-reflection. Many students either think or say that they cannot or do not want to write. We need to engage them with many activities which are easy to take part in. when students have acquired the writing habit that they are able to involves themselves in writing process (Harmer, 2007, p. 113)20. There are ten things that can build students writing habit. a. Reading Reading is undoubtedly the most significant aspect to improve writing skills. There are many things that students can read daily, such as the newspaper, magazines, articles on the Internet, novels and stories, and any other materials which have good content. By the developing of good writing skills, students will also gain substantial knowledge. There is quote said The more you read the more your result in writing. b. Write every day Even if someone can only dedicate a few minutes to writing every day, it will become an ingrained habit. Writing will become an integral part of their life. c. Brush up on grammar and style

20

Harmer, J. How to Teach English. UK: Pearson Education. (2007, p. 113).

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Its rare for a piece of writing to be so amazing that readers are willing to ignore bad grammar. Many writers are lazy in this area because learning grammar is a lot of work and its academic work rather than creative work. The good news is that once you learn the rules, they will be with you forever. d. Cultivate creativity Having fun with your writing. Fill it with color or scale it back to a minimalist style. Try new words and off-the-wall images. Creative writing keeps readers interested! e. Develop a process Find a writing process that works for. Maybe someone needs to start with an outline, or perhaps they do better when they just dive right in. They could have one process for fiction and another for nonfiction. f. Proofread, edit, and revise Its blatantly obvious when a piece of writing has not been properly proofread. Typos, grammatical errors, and other crimes against language will assault anyone who attempts to read your work. g. Share your work and invite feedback One of the quickest ways to improve your writing is through feedback. h. Make writing a priority

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It will be almost impossible to succeed if writing isnt high on list of priorities and commitments. If writing is last on daily to-do list, maybe its not something that serious about. i. Experiment with different forms Every fiction writer can learn a thing or two from reading and writing a little poetry and vice versa. Nobodys asking to start rooting for a different team; just dip toes in different waters so it can know swimming in the right body of water. j. Set goals and pursue the goals. Make a conscious commitment to strive for better writing every day.

2. Writing Activities In written English communication, the students find many difficulties. The problem is they difficulties to find idea, so that they dont know how to begin the writing process and produce good sentences into short composition. Realizing the fact that, the teacher is expected make some effort to help the students to improve their writing skill. There are three technique learning style using by the teacher to improve the students writing ability. They are auditory learning style, visual learning style and tactile learning style (Handayani, 2010)21. In paper, the writer just talk about auditory and visual learning style
21

Handayani, N. The Influence of Using Comic Strips to the Students Writing Ability at SMA Gunung Sari Makassar. Thesis. Makassar: UIN Alauddin. (2010).

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because these learning are suitable in learning writing narrative. There are three activities that can enhance students writing skill in narrative. a. Using video clips Using a song video clip in writing class may make the students enjoy the class. The students are asked to watch the video clip and give them some writing activities such as note down the main idea of the clip, list some words they heard from the song that they think will help them in composing their story, and so on. The procedures of these strategies are illustrated as follows (Mirawati, 2011)22: 1) The students were divided into four groups. Then each group was asked to watch a song video clip that the lecturer brings into the group. 2) While watching, they must write some words that related to the story of the clip. 3) After that, in group, they would have a small discussion about the words they wrote. 4) And then, they compared their words to other groups. 5) After that, individually, they should correlate the topic given by the lecturer and the words they found based on the video clip.
22

Mirawati. Using Song Video Clips in Writing Short Story: An Experimental Study at English Department of FKIP Tomakaka University.Thesis. Makassar: Univeritas Negeri Makassar. (2011).

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6) After that, the students made outline according to the video clip. 7) The teacher explained about what short story is and how to make it. 8) The teacher played the video clip again and asked the students to write a complete short story based on the outline they have made at the first meeting. b. Using comic strips Comic strips can be very motivating for learners as the story-line is reinforced by the visual element, which can make them easier to understand. There are a number of different ways to use comic strips. The following have proved quite successful with various classes (Handayani, 2010)23. 1) The teacher presented different topics of narrative story and assigned the students to work in group. 2) The teacher gave uncaptioned comic strip for each group as a media in developing the narrative writing based on the comic strip. 3) The students matched the comic pictures with its appropriated text. 4) The students retold the story in narrative form, chronologically. c. Using Silent Film

23

Handayani, N. The Influence of Using Comic Strips to the Students Writing Ability at SMA Gunung Sari Makassar. Thesis. Makassar: UIN Alauddin. (2010).

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Film and writing is cannot separated. Since film is used as media in learning process, there are many ways of how the film used in the classroom with specific purposes. Using film without sound will actively expose student to their assumption and biases of those of their pairs, so that they can create the story by their own word. The procedures of these strategies are illustrated as follows (Raisah, 2009)24: 1) Choose a scene from a motion picture. Obscure films will probably work best since fewer students will know them already. The scene should have plenty of action or variety of characters. 2) Play the film clip to class without sound, but first explain that afterwards they will write a descriptive account of the clip. Suggest that they might want to focus on single character, invent dialogue, depict the place and time, create a situation or background, or say what happens next. 3) Let them write and share their descriptions. 4) Play the clip again, this time with sound on and provide the necessary contextual details. 5) Then you may want to ask them to write about the similarities and differences between their individual accounts and screen writers.
24

Raisah, G. Using Silent Film Exercise To Improve The Writing Ability to the Students of Darul Istiqomah Makassar. Thesis. Makassar: UIN Alauddin. (2009).

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Chapter III Conclusion

Summary Writing is one skill that has many steps in the process and also an activity to exploring our ideas and delivers some info to our readers. That is why; many people say that the ability to write or express oneself clearly is an essential basic for success. Through the years, it is assumed that the writing process is generally operated in a variety of three to five "stages"; configuration below is typical as prewriting, drafting, revising, editing, and publishing. There are ten different types of purpose in writing such as To express, To describe, To explore/learn, To tell story, To inform, To explain, To argue, To persuade, To evaluate and to solve the problem. There are four types of writing based on the purpose of writing such as descriptive, narrative, expository and argumentative.

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Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem.

The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions e.g. soap operas and television dramas that are used to raise topical issues.

There are many types of narrative. They can be imaginary, factual or a combination of both.

In a Traditional Narrative the focus of the text is on a series of actions: 1. Orientation 2. Complication or problem 3. Resolution

Narrative is important and really useful either in academic side, personal side and workplace.

The students feel that writing is difficult because they do not know the writing process and produce a good story line. Many students lazy to write and it make them have low ability in writing.

Good writing doesn't happen by accident. Writing habits will strengthen their writing through study, practice, observation, and self-reflection.

There are three technique learning style using by the teacher to improve the students writing ability. They are auditory learning style, visual learning style and tactile learning style.

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There are three activities that can enhance students writing skill in narrative such as learning using video clips, comic strips and silent way. All these activities had researched and the result of the research said that many students writing skill improved by using these activities.

Bibliography
Asnawi, N. I. (2011). Improving The Students Writing Ability Through Leading Questions Technique at The Second Year of Madrasah Aliyah Pondok Pesantren Yasrib Watansoppeng. Thesis. Makassar: UIN Alauddin. Braine, G., & May, C. (1996). Writing from Sources A Guide for ESL Students . London: Mayfield Publishing Company. Bullock, R. (2006).The Norton Field Guide to Writing. New York: Norton. Clouse, B. F. (2003). Patterns for a Purpose. New York: McGraw Hill. Clouse, B. F. (2004). The Students Writer: Editor and Critic . New York: McGraw Hill. Coopeland, M. (2007). The Writing Context: Writer, Subject, Purpose, Audience, and Form. Kansas. Retrieved from: http://www.ksde.org/Default.aspx?tabid=1726 Dietsch, B. M. (2006). Reasoning & Writing Well. New York: McGraw Hill. Donald, P., &Buscemi. (2005). Writing Today. New York: Lisa Moore. Handayani, N. (2010). The Influence of Using Comic Strips to the Students Writing Ability at SMA Gunung Sari Makassar. Thesis. Makassar: UIN Alauddin. Hermer, J. (2007). How to Teach English. UK: Pearson Education. Keraf, G. (2003). Argumentasi dan Narasi. Jakarta: Gramedia. Langan, J. (2003). Collage Writing Skills, Media Edition . United States of America; McGraw Hill.

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McCrimmon. (1984). Writing with A Purpose. Boston: Houghton Mifflin. Miller, R. K. (2006). Motives for Writing. New York: McGraw Hill. Mirawati. (2011). Using Song Video Clips in Writing Short Story: An Experimental Study at English Department of FKIP Tomakaka University .Thesis. Makassar: Univeritas Negeri Makassar. Moore-Hat. M. A, (2010). Teaching Writing in Diverse Classroom K-8. USA: Pearson Education. Pariwara, I. (2007). Detik Detik ujian Nasional Bahasa Inggris. Klaten: Intan Pariwara. Raisah, G. (2009). Using Silent Film Exercise to Improve the Writing Ability to the Students of Darul Istiqomah Makassar. Thesis. Makassar: UIN Alauddin. Wiratno, T. (2009). Kiat Menulis Karya Ilmiah dalam Bahasa Inggris. Yogyakarta: Pustaka Pelajar.

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