The Use of Social Interactive Writing for English Language Learners (Swell) Method to Develop the Students' Ability to Write Narrative Text

This research aimed to find out the development of the students' ability to write narrative text viewed from both generic structure and language use at XI IPA of SMA Muhammadiyah Sungguminasa, Gowa. The type of this research was a Classroom Action Research consisted of two cycles. One cycle consisted of four meetings. Thus, that there were eight meetings for two cycles. This classroom action research was done at XI IPA of SMA Muhammadiyah Sungguminasa, Gowa. The research subjects were the students of class XI in 2012/2013 academic year with 26 students. Those consisted of 10 men and 16 women. The instruments of this research were writing test and observation. The research findings indicated that the Use of SWELL Method could develop the students' ability to write narrative text viewed from the generic structure and language use. It was proved by the students' mean score in cycle 2 test result was (77.81) which developed 16.31 % from the cycle 1 mean score (66.98). It was highly developed from a diagnostic test (D – test) mean score (58.69). The students' development in cycle 2 indicated that it had met the researcher score target (75), and considered to be successful criteria in developing the students' ability to write narrative text covering generic structure and language use.

been studying. In fact, providing with opportunities to write not only improves their writing but also promotes second language acquisition. In helping the students to write, we need to introduce the process of writing. Process writing allows students to concentrate on one task at a time and to experience the value of peer feedback in developing their ideas for effective written expression (Boyle, 1982b, 39-44).
According to the information, the researcher got the real fact of the situation in learning at SMA Muhammadiyah Sungguminasa from the English teacher by interview and from the observation. Which in fact, class XI IPA of SMA Muhammadiyah Sungguminasa had some problems in writing skill. The first problem is that the students' writing is not comprehensible, because the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not logic and communicated. The second problem is that there are many errors in pronoun and tense, the student are confused in use past tense.
Another problem is the students have low motivation and are not interested in doing the task since the writing activities are not interesting. Usually, the students are asked to write paragraphs without being given instruction so that it is difficult for them to express their ideas on a piece of paper.

THE ADVANTAGES OF SWELL METHOD
The advantages of SWELL Method can be seen from the modifications of the SWELL Method to the Topping's Method. The modifications are described below: 1. Use students' linguistic and cultural knowledge in L1 SWELL method allows the students to use their L1 for discussion activities during each step of SWELL and encouraged them use bilingual dictionaries for translation purposes.
2. Provide timely, explicit, and direct intervention. Adopting a balanced approach that focuses on writing fluency and explicit instruction in mechanics, simplifying the steps of the writing process by making them more concrete top the students, and providing the teacher intervention in the final step of the writing process as one way to increase interaction with the students at a crucial stage in the process.

Other modifications
Other SWELL modifications to Topping's method are as follows: a. Where Topping uses single-word questions (e.g. Who? Do? What?) to generate ideas, SWELL uses complete structured and directive questions beginning with wh-words, such as "Who did what to whom?" This modification helps learners generate ideas for their writing and provides the temporary support, or "scaffolding," that Peregoy and Boyle (2001: 277) believe is necessary to permit learners to participate in a complex process before they are able to do so unassisted. and punctuation, which are the editing criteria, are listed in the box in Step 4 (Editing) as a reference for the students as they edit their own and their peer's writing.
e. SWELL adds the editing criterion style to the four described above. Style is defined as "the clarity of sentences," which includes making appropriate word choices and using correct sentence structure.

PROCEDURES
Step 1: Ideas To help students understand important component such as character, setting, problem, and solution in narrative writing SWELL provides complete questions, most of which begin with wh-words.
During the writing process, students with higher writing levels assign as the role of Helper, and those with lower writing skills assign as the role of Writer.
The Helper stimulates the Writer by raising the questions stated at the flowchart above. As the writers respond verbally to the questions asked by the Helper, the Writer also makes a note of key words. The Writer might also add to the notes any relevant information he/she wants to write about.
The pair then reviews the keywords in the notes and determines if the order or organization should be changed. This could be indicated by numbering the ideas.
Alternatively, the ideas may seem to fall into obvious sections, which can be dealt with in turn.
Step 2: Draft In this step, there are five different stages as shown in the flowchart above. The teacher chooses one specific stage from the five stages given to the students before they move on to writing. However, the teacher should rely on the students' writing development. In other words, teachers may choose a higher stage for the pair to work on when the students progress in their writing. They may also go back one stage (or more) when they find that their students encounter a particularly difficult stage.
After the teacher chooses a stage, the paired writers will receive instruction from the teacher regarding what they are expected to do in that particular stage. The pair then proceeds to write. The teacher should emphasize that the Writer does not have to worry too much about spelling when he/she is writing a draft.
Step 3: Read The Writer reads the writing aloud. If he/she reads a word incorrectly, the Helper may provide support if he/she is capable of doing so.

Step 4: Edit
In this step, the Helper and Writer look at the draft together, and the Writer considers whether improvements are necessary. At the same time, the Helper also considers if there are any improvements the Writer might want to make. The problem words, phrases or sentences could be marked with a colored pen, pencil or highlighter. There are five edit levels in this step. They are meaning, order, style, spelling, and punctuation. The Writer and Helper should inspect the draft more than once, checking on different criteria on each occasion. To provide scaffolding to the students, teachers should encourage the Writer to ask himself/herself the questions stated in the flowchart above at the Step 4.
Step 5: Best Copy The Writer then copies out a neat or best version of the corrected draft. The Helper provides help when necessary, depending on the skill of the Writer. The best copy is a joint product of the pair and is then turned in to the teacher.

Step 6: Teacher Evaluate
Teacher Evaluates is the final step. In this step, students will have an opportunity to receive comments and instructive feedback directly from the teacher. When the Writer and the Helper turn in their best copy, the teacher will meet with them and provide them with explicit writing and grammatical instruction as well as corrective feedback. The teacher's comments focus on meaning/idea, order, style, spelling, and punctuation, which are the five editing criteria stated in Step 4. The writers are then expected to review the correction and feedback together as a pair.

TYPES OF NARRATIVE
Narrative writing can be divided into two types namely fictive and non fictive narration (Keraf, 2001: 141) a. Fictive narration Fictive narration is a narration illustrates events or conditions that do not take place in the real life. It is just based on the author's imagination and feeling.
Nevertheless, it still has something to do with human life because it also reflects human's experience, feeling, idea, and so on. Writings involved in fictive narration are novel, short story, drama, and myth.

b. Non-fictive narration
Non-fictive narration is a narration illustrated real events and concession.
Something illustrated in non-fictive narration is based on reality. Writings involved in this narration are history, biography, autobiography, incidence, and profile.

Language Features of Narrative
Narrative text has its own language features, such as below: a. The use of past tenses.
The formula of simple past as follows:

Subject + verb II
b. Focus on specific and individualized participants.
c. The use of material process (action verbs).
d. The use of some behavioral and verbal processes.
e. The use of relational and mental processes.
f. The use of temporal conjunctions and circumstances.

Generic Structure of Narrative
According to Thalib (2004: 1) narrative text has generic structures; they are orientation, complication, and resolution.

a. Orientation
It introduces the participants and the characters of the story with the time and place set. Orientation actually exists in every text type though it has different term. In this kind of text, it is clearly seen to introduce the participants of the story.

b. Complication
Complication is such the crisis of the story. If there is not the crisis, the story is not a narrative text. In a long story, the complication appears in several situations. It means that some time there is more than one complication. The complication can be Major Complication and Minor Complication.

c. Resolution
Resolution is the final series of the events which happen in the story. The resolution can be good or bad. The point is that it has been accomplished by the characters. Like complication, there are Major Resolution and Minor Resolution.

RESEARCH METHODOLOGY
This classroom action research was held in two cycles. Those were first and second cycle and each cycle was the series of activities which had a closed relation.
Where the realization of the second cycle was continued and repaired from the first cycle. The research variables consisted generic structure and language use. The indicators of generic structure were orientation, complication, and resolution; while the indicators of language use were past tense and pronoun. Orientation introduces the participants and the characters of the story with the time and place set; Complication is a series of events in which the main character attempts to solve the problem; Resolution is the final series of the events that can be good or bad; Past Tense talks about something happened in the past which is divided into verbal and nominal; Pronoun is the word used to replace the noun. It is divided into personal pronoun (nominative case and objective case), possessive pronoun, possessive adjective, reflexive pronoun.
Research subjects in this classroom action research were XI IPA of SMA Muhammadiyah Sungguminasa Kabupaten Gowa which consisted of 26 students, 10 men and 16 women. the researcher used two instruments namely test was designed to measure the students' ability in English writing and observation sheet was checklist format whether the students were actively participated or not, how is the students' behavior, attitude, and motivation in teaching and learning process. There were two components that concerned of the researcher in this research to measure. Those were generic structure and language use which used criteria as follows:

DATA ANALYSIS
The data analysis in the Classroom Action Research from the test was analyzed with: 1. To find out the mean score of the students' writing test through SWELL Method, researcher used the following formula: The sum of all score N = The total number of sample (Gay, 1981: 298) 2. From the basic standard above the researcher used the standard score for the total value of the students' writing by calculating the standard score given,

FINDINGS AND DISCUSSION
This chapter particularly presents the findings of the research and discussion.
A. Findings

The Development of the Students' Ability to Write Narrative Text Viewed from Generic Structure
The students' ability to write narrative text viewed from generic structure has been developed; it is indicated by the difference mean score and development between D-test, cycle 1 and cycle 2 tests. The following table shows the students' development in narrative text which consists of three indicators; orientation, complication, and resolution: Based on the percentages above there are significant developments of the students' ability to write narrative text viewed from generic structure through SWELL Method. The Development of the Students' Ability to Write Narrative Text Viewed from Language Use.
The application of SWELL Method as one of the teaching methods of English writing can assess the students' progress of writing ability to the good language use with the writing test as indicated by the significant differences between the mean score of the diagnostic test and the result of cycle I to cycle II as shown in the following table. Based on the percentages above there are significant developments of the students' ability to write narrative text viewed from language use through SWELL

B. Discussion
The discussion aims at describing the students' writing ability to write narrative text viewed from generic structure and language use through SWELL Method.

The development of the students' ability to write narrative text viewed from generic structure through SWELL Method
The indicators of generic structure of narrative text deal with orientation, complication, and resolution. The first, the mean score of students' ability to write narrative text viewed from generic structure in orientation before using SWELL Method (Diagnostic Test) is 70.92. It is classified as a good category, but after using the SWELL Method in cycle I, the mean score becomes 74.96. It is greater than diagnostic test (74.96>70.92), it is classified as a good category. Although, there is a development of the students' ability to write narrative text viewed from generic structure in orientation (5.70%). But, after doing action again in cycle II, the students' mean score becomes 82.46. It is greater than Cycle I and D-test (82.5>74.96>70.92) and it is classified as a very good category. It means that there is a development of students' ability to write generic structure of narrative text in orientation from cycle I to cycle II (10.01%) and from D-test to cycle II (16.27%).
The second, the mean score of the students' ability to write narrative text in complication before using the SWELL Method (Diagnostic Test) is 65.65. It is classified as a fairly good category, but after using the SWELL Method in cycle I, the mean score becomes 73.54. It is greater than diagnostic test (73.54>65.65), it is classified as a good category. Although there is a development of the students' ability to write narrative text viewed from generic structure in complication (14.18%). But, after doing action again in cycle II, the students' mean score becomes 82.42. It is greater than Cycle I and D-test (82.42>73.54>65.65) and it is classified as a very good category. It means that there is a development of students' ability to write narrative text viewed from generic structure in complication from cycle I to cycle II (12.08%) and from D-test to cycle II (25.54%). The last, the mean score of the students' ability to write narrative text in resolution before using the SWELL Method (Diagnostic Test) is 55.27. It is classified as a fair category, but after using the SWELL Method in cycle I, the mean score becomes 62.31. It is greater than diagnostic test (62.31>55.27), it is classified as a fairly good category. Although there is a development of the students' ability to write narrative text viewed from generic structure in resolution (12.74%). But, after doing action again in cycle II, the students' mean score becomes 72.27. It is greater than  and it is classified as a good category. It means that there is a development of students' ability to write narrative text viewed from generic structure in resolution from cycle I to cycle II (15.98%) and from D-test to cycle II (30.76%).
The development of the students' ability to write narrative text viewed from generic structure through SWELL Method has an effective effect. Where, the teacher finds the students' mean score in diagnostic test is 63.95. It is far from the target, but after implies the SWELL Method; the students get mean score 70.27 in the cycle I. It means the students' development from diagnostic test to cycle I is 10.87%. After doing action again in cycle II, the students' mean score becomes 79.05. It means the students' development from cycle I to cycle II is 12.69%. And the students' development from diagnostic test to cycle II is 24.19%.
From the explanation above the researcher analyze that SWELL Method can develop the students' ability to write narrative text viewed from generic structure, where the students' mean score in cycle I and cycle II is higher than dtest.

The development of the students' ability to write narrative text viewed from language use through SWELL Method
The indicators of language use are past tense and pronoun. The first, the mean score of the students' ability to write narrative text viewed from language use in past tense before using the SWELL Method (Diagnostic Test) is 53.15. It is classified as a very poor category, but after using the SWELL Method in cycle I, the mean score becomes 64.50. It is greater than diagnostic test (64.50>53.15), it is classified as a fair to poor category. Although, there is a development of the students' ability to write narrative text viewed from language use in past tense (21.35%). But, after doing action again in cycle II, the students' mean score becomes 76.62. It is greater than Cycle I and D-test (76.62>64.50>53.15) and it is classified as a good to average category. It means that there is a development of students' ability to write narrative text viewed from language use in past tense from cycle I to cycle II (18.17%) and from D-test to cycle II (44.16%). The second, the mean score of students' ability to write narrative text viewed from language use in pronoun before using the SWELL Method (Diagnostic Test) is 53.69. It is classified as a very poor category, but after using the SWELL Method in cycle I, the mean score becomes 62.88. It is greater than diagnostic test (62.88>53.69), it is classified as a fair to poor category. Although there is a development of the students' ability to write narrative text viewed from language use in pronoun (17.17%). But, after doing action again in cycle II, the students' mean score becomes 76.50. It is greater than Cycle I and D-test (76.50>62.88>53.69) and it is classified as a good to average category. It means that there is a development of students' ability to write narrative text viewed from language use in pronoun from cycle I to cycle II (21.66%) and from D-test to cycle II (42.48%).
The development of students' ability to write narrative text through SWELL Method has effective effect. In the analysis of students' language use the researcher finds that before the use of SWELL Method the students' mean score is 53.42 (very poor). After using SWELL Method in cycle I the students' mean score is 63.69 (fair to poor) and in the cycle II the students' mean score is 76.56 (good to average). The development of the students' ability to write narrative text viewed from language use can be seen from the mean of language use from d-test to cycle I is 19.27%, whereas the development of students' score from d-test to cycle II is 19.92 % and from cycle I to cycle II is 43.32%. From the explanation above, the researcher analyze that the students' ability to write narrative text viewed from language use by using SWELL Method is developed.

CONCLUSION
Based on the research findings in the previous chapter, the researcher puts the following conclusions: 1. SWELL Method is one of the good methods in writing narrative text. It indicates that this method have succeeded to develop the students' ability to write narrative text at XI IPA of SMA Muhammadiyah Sungguminasa Gowa.
2. The mean score of students' ability to write narrative text viewed from generic structure component in d-test is 63.95 (fairly good). In cycle I it is developed