A COMPARATIVE STUDY OF QUICK WRITE AND FLOWER WRITING STRATEGIES ON

STUDENTS’ WRITING ACHIEVEMENT

(A Study at IX Grade Students of SMP N 1 Sungai Rumbai Dharmasraya)

Oleh:
Mellki Sara *)

**) Sesmiyanti dan **) M. Khairi Ikhsan Staff Pengajar Program Studi Pendidikan Bahasa Inggris
STKIP PGRI Sumatera Barat

ABSTRAK
Penelitian ini bertujuan untuk membandingkan Kemampuan menulis dengan menggunakan strategi Quick
Write dan strategi Flower Writing. Melalui penelitian eksperimen pada siswa kelas IX SMPN 1 Sungai Rumbai,
Dharmasraya Tahun Pelajaran 2014/2015. Rancangan penelitian adalah the static group pretest–postest dan bentuk
tes yang digunakan adalah writing test. Populasi dari penelitian ini adalah siswa kelas IX SMP N 1 Sungai Rumbai,
Dharmasraya tahun ajaran 2014/2015 yang berjumlah 221 orang yang terdiri dari 7 kelas. Untuk menentukan sampel
penelitian ini, peneliti menggunakan uji liliefors untuk menentukan kelas yang berdistribusi normal. Oleh karena itu,
peneliti menemukan 7 kelas yang berdistribusi normal, peneliti menggunakan uji homogenitas bartlet untuk
menentukan homogen kelas. Kelas yang berdistribusi normal antara lain kelas IX B, IX C, IX D, IX E dan IX G.
Peneliti mengambil kelas sampel dengan menggunakan cluster sampling dengan lotre. Lalu peneliti memilih kelas
uji coba di kelas IX G, kemudian kelas IX C sebagai kelas eksperimen pertama dengan menggunakan Quick Write
dan IX D sebagai kelas eksperimen kedua dengan menggunakan Flower Writing. Instrument penelitian ini adalah tes
menulis berbentuk report dan narrative teks. Hasil analisis pada penelitian ini diklasifikasikan dalam 2 bentuk;
report test dan narrative test. Berdasarkan hasil analisis tes, didapat pada IX C sebagai kelas eksperiment pertama,
jumlah pre-test 149 dan post-test 281 dan kelas IX D sebagai eksperimen kedua jumlah pre-test 175,5 dan post-test
279,5. Pengujian hipotesis ini dilakukan dengan uji t-table, setelah dilakukan pengujian diperoleh t-test kelas IX C
3,6 lebih besar dari t-table 2,045, dan kelas IX D 3,9 lebih besar dari t-table 2,045 maka hipotesis pada penelitian ini
diterima, sehingga disimpulkan bahwa strategi Quick Write dan Flower Writing strategi dapat memberikan efek
yang baik terhadap hasil Bahasa Inggris khususnya dalam writing (menulis) pada siswa kelas IX SMP N 1 Sungai
Rumbai, Dharmasraya. Untuk mengetahui strategi mana yang lebih efektif diantara Quick Write dan Flower Writing
digunakan analisa nilai post-test siswa kelas eksperiment pertama dan eksperimen kedua dengan cara mencari nilai
rata-rata pada kedua kelas eksperimen, hasil nya didapatkan 8,5 pada IX C dengan jumlah post-test 281 dari 33
siswa dan 8,7 pada kelas IX D dengan jumlah post-test 279,5 dari 32 siswa. Dapat disimpulkan bahwa kemampuan
menulis siswa dengan penerapan Flower Writing strategy lebih efektif daripada Quick Write strategi pada siswa
kelas IX SMP N 1 Sungai Rumbai, Dharmasraya tahun ajaran 2014/2015.

Keywords: Quick Write, Flower Writing Strategy, Writing Achievement

*) Penulis
**) Pembimbing

1
INTRODUCTION
Writing is one of the crucial subjects that
should be mastered by the students in learning
English beside Listening, Reading, and Speaking. In
writing, the students can express and share ideas,
opinion, or feeling to other people in writing text
such as recount text, descriptive text, procedure text,
narrative text and report text. In written text, the
students should understand how to make their writing
well. On the other hand, the students should have a
good skill to manage or arrange their thinking and
feeling in written text. It means that the students have
to express their ideas become a text that should be
readable. Thus, the students can organize their
thinking, feeling or opinion in a good writing
process.
Furthermore, writing process is a challenge for
the students in teaching-learning process because the
students should know the parts of writing process
itself. The parts of writing process are sharing ideas,
organizing ideas, and construct the ideas into written
text, it is supported by Nation (2009:114) states that
there are seven writing processes are considering the
goals of the writer, having a model of the reader,
gathering ideas, organizing ideas, turning ideas into
written text, reviewing what has been written, and
editing. If the students do not understand about the
part of writing processes so, their text will be not
structured. In this case, the students have to
understand about the parts of writing process and
how to organize their ideas to make their writing to
be unity and coherence.
Based on the researchers’ observation and
interviewed with the English teacher of SMP N 1
Sungai RumbaiDharmasraya, there were several
problems that were faced by the students in writing
process. First, the problem came from the students
themselves. The students got difficulties in
discovering ideas where it made the students pause to
share ideas into a text. It can be seen when the
teacher asked the students to choose a topic, the
students were hard to discover their ideas become a
text. Second, the students did not know the similar
meaning of word. It caused by the students did not
have many vocabularies. It can be seen when the
teacher asked the students to rewrite ideas with their
own word, they used same word with the teacher’
asked. Third, the students did not understand about
structure of the text because every text has different
purpose and structure. It can be seen when the
teacher asked the students to write a report text, the
students wrote about describing things or person in
specifically (descriptive text) and seldom used
correct structure of simple present tense in writing
sentences.
2
The other problem came from the teacher.
They seldom used media in teaching writing so that
the learning process would be bored. Besides media,
the teachers’ strategy in learning process was also
uninterested for the students. Some teachers taught
by using Interactive Writing Strategy. It made the
students writing product was complicated. This
condition caused the students have low motivation in
learning English.
Based on the problem above, the researcher
concludes that the teacher will be better if the teacher
is able to use appropriate strategy to stimulate the
students to discover ideas into a good text. The
teacher has to find out the appropriate learning
strategy to solve the students’ problem in teaching
writing achievement.
The researcher formulates the hypothesis of
this research as follows:
1. The Quick Write strategy is effective toward
students’ writing achievement for IX grade students
of SMP N 1 Sungai Rumbai Dharmasraya.
2. The Flower Writing strategy is effective toward
students’ writing achievement for IX grade students
of SMP N 1 Sungai Rumbai Dharmasraya.
3. The Flower Writing strategy is more effective than
Quick Write strategy toward students’ writing
achievement for IX grade students of SMP N 1
Sungai Rumbai Dharmasraya
REVIEW OF THE RELATED LITERATURE
Definition of Writing
Writing is an activity that can usefully be
prepared for by work in the other skill of listening,
speaking, and reading. There are some experts have
different argument about definition of writing.
According to Hyland (2003:9) defines that writing is
a way of sharing personal meanings and writing
courses emphasize the power of the individual to
construct his or her own views on a topic. It means
that writing is authentic ability from individual to
share their ideas and create them into written form.
In addition, Nunan (2003:88) states that writing
is the physical act of committing words or ideas to
some medium, whether it is hieroglyphics inked onto
parchment or an e-mail message typed into a
computer. On the other hand, writing is the mental
work of inventing ideas, thinking about how to
express them, and organizing them into statements
and paragraphs that will be clear to a reader. It means
that, writing is the critical thinking in developing
ideas into statements and paragraphs that will
communicate with the reader.
Teaching Writing
Teaching writing is not easy, both teacher
and students should give concentration in this
subject. Whitaker (1998:35) states teaching writing is
addressed also in the discussion of “organizing for
writing,” but it is so important that it deserves a
separate section. The assignment or the way students
are led to write is a critical influence on their “will”
to write and, thus, on their development as writers. It
means that, in teaching writing the teacher asks the
students to write a text which is decided by the
teacher in doing assessment of students writing.
There are several mechanics in writing assessment
like spelling, punctuation, capitalization, grammatical
message that is delivered from the text.
Furthermore, Eager (2003:3) defines that
teaching writing is a opportunity for students to
develop clear thinking skill. When students are
granted time to write a process their thoughts, they
develop to away to analyze their thinking. In writing,
the students prepare a topic to be developed into
sentences. The sentences will be built into paragraph.
This activity activates the students’ thinking. The
way they express their thoughts in written form is
called as the process of writing. For this case, the
teacher has to give the opportunity for the students to
activate their thinking in writing.
Definition of Quick Write Strategy
Quick Write is a strategy that can be used in
teaching writing. There are some experts that have
different statement to explain the definition of Quick
Write Strategy. Frazier (2010:71) states that Quick
Write strategy is a short, focus writing in response to
a specific prompt. It means that this strategy allow
the students to write spontaneous and construct their
arguments naturally. From this activity the students
can find ideas that will be developed into a written.
In addition, Bowers and Keisler (2012:46)
state that Quick Write Strategy provides students
with the opportunity to write everything they know
about a specific topic. This strategy can work as an
informal pre assessment in allowing the teacher to
have a better understanding of what background
knowledge the students possess. It means that this
strategy gives a chance for the students to free write
anything that they have known. The teacher conducts
the students’ background knowledge. It can be a topic
for students to write a written text.
Procedures of Quick Write Strategy.
3
Kucer and Silva (2013:152) state that the
procedures of this strategy are:
a. Into
1) The students discuss with the students that
the purpose of a Quick Write is to help them
discover ideas for writing.
b. Through
2) The teacher asks the students to start writing
about any topic that comes to their mind.
3) If the students have a difficult time thinking
of something to write, ask them to write “I
cannot think of anything to write” until an
idea comes to mind.
c. Beyond
4) Allow the students the opportunity to share the
ideas they have explored in their Quick
Writes.
5) Discuss with students when it might be helpful
for students to engage in Quick Writers, such
as when they do not know what to write next,
when having difficulty thinking of writing
topic, when having difficulty expressing their
ideas.
Definition of Flower Writing Strategy
Flower Writing Strategy is a strategy that
can be used in teaching writing. It helps the students
in writing a text. Burton (2006:52) defines that
Flower writing is a writing strategy that involves
writing down the central idea supported by the details
around that have connection to make a complete
paragraph. In means that flower writing strategy uses
a graph like a flower which has topic and supporting
details to help the students explore their ideas into
paragraph.
Furthermore, Holmes (2007:3) states that
Flower Writing is strategy in writing to create the
creativity and sense of students in taking a writing
section by finding the main ideas from the text and
determine the supporting details that is related to the
topic aimed to construct a good paragraph. It means
that this strategy develops the students’ critical
thinking into a paragraph by discovering supporting
details that related with the topic. In this activity, the
teacher guides the students writing into a good
writing.
Procedure of Flower Writing Strategy
There are some experts give different
arguments about the procedures of Flower Writing
Strategy in teaching writing. Burton (2006:52)
explains that the procedures of this strategy in several
steps:
 a. Introducing the flower strategy in flower form
before beginning the lesson. It is aimed to make
the students understand how to use this strategy.
DETAI
L#1
DETAI DETAI
TOPIC
L#5 L#2
DETAI DETAI
L#4 L#3
Introduce the Flower Graphic
b. Selecting the main idea or topic that will be
discussed. The students choose the certain topic
in the middle of the strategy chart.
c. Finding the supporting details which are related
to the topic. After finding the main idea the
students are asked to find the supporting detail
and put it into around the strategy chart.
d. Constructing a good paragraph by combining
the topic and detail to be an essay. The Students
are asked to write down and arrange the
sentence into paragraph.
RESEARCH METHOD
This research used experimental research as a
way to know the effectiveness between Quick Write
and Flower Writing Strategies toward students’
writing achievement. According to Gay and Airisian
(2000:367) defined that experimental research is a
type of research that can test hypothesis to establish
cause and effect relationship. Therefore, the design of
this research was the static group pretest-posttest
design which is part of pre experimental design. This
research used experimental research as a way to
know the effectiveness between Quick Write and
Flower Writing Strategies toward students’ writing
achievement. According to Gay and Airisian
(2000:367) defined that experimental research is a
type of research that can test hypothesis to establish
cause and effect relationship. Therefore, the design of
this research was the static group pretest-posttest
design which is part of pre experimental design.
The population of this research was the ninth
grade of students at SMP N 1 Sungai Rumbai
Dharmasraya was seven classes in 2014/2015
academic year. In getting the appropriate sample, the
researcher measured the normality of the population
4
that become the sample by using the score of mid
semester in ninth grade students in first semester
2014/2015 academic year. After the researcher’s pre
observation, the researcher found the normality by
using Liliefors test (and homogeneity by using
Barlet. As the result, the researcher found five classes
which had normal class. There are IX B, IX C, IX D,
IX E and IX G. In finding the normality and
homogeneity, the researcher chose two normal
classes from five classes by putting piece of paper as
select the sample, the researcher found (IX C and IX
D) to be samples. In IX C was first experimental
class and IX D was second experimental class and IX
G for try-out class. In first experimental class the
researcher taught by using Quick Write Strategy and
second experimental class the researcher taught by
using Flower Writing Strategy. The instrument of this
research was writing test.
RESEARCH FINDINGS
Based on the data analysis, the researcher
found some findings as followed:
1. The researcher arranged the research by comparing
two strategies, between Quick Write strategy and
Flower Writing strategy. This research was
conducted at IX grade students of SMP N 1
Sungai Rumbai Dharmasraya. The researcher
chose two classes to give treatment, there were
first experimental and second experimental class.
After did pre-test, treatment and posttest in first
experimental and second experimental class, the
researcher calculated the pretest and posttest
scores by comparing pretest and posttest. Based
on the calculated score and after researcher did
treatment that both strategies were effective
bacause in learning process the student are active
and get spirit. The researcher was also found that
ttest in first experimental and second experimental
class were higher than t table. It means both strategy
were effective in teaching writing at IX grade
students of SMP N 1 Sungai Rumbai,
Dharmasraya.
2. Then, to find more effective strategy between
Quick Write and Flower Writing strategy, the
researcher calculated the score of the posttest and
saw all activities in first experimental and second
experimental class. As result, the researcher
conducted that Flower Writing strategy was
effective than Quick Write strategy because
Flower Writing strategy was more give
achievement toward students’ writing and
researcher was also found that t test was higher than
ttable. It was means the hypothesis was accepted.
CONCLUSION AND SUGGESTION

Conclusion
In this research, the researcher used pre-test
and post-test score from two experimental classes
that was given different treatment. In IX C (first
experimental), the researcher gave treatment by using
Quick Write Strategy, the researcher found out the
difference of the score both pre-test and post-test was
4,00 The researcher found that t-test was 3,6 it was
bigger than t-table 2.024 at the degree of freedom 32
and at the level of significance 0,05 Therefore, it can
be conclude that the Quick Write Strategy was
effective toward students’ writing achievement.
Moreover, in IX D (Second experimental), the
researcher gave treatment by using Flower Writing
Strategy, the researcher found out the difference of
the score both pre-test and post-test was 3,14. The
researcher found that t-test was 3,9 it was bigger than
t-table 2.024 at the degree of freedom 31 and at the
level of significance 0,05. Therefore, it can be
conclude that the Flower Writing Strategy was
effective toward students’ writing achievement.
Based on calculated the data posttest, it can be
said that the Flower Writing Strategy was more
effective than Quick Write strategy in teaching
writing at the IX grade students of SMP N 1 Sungai
Rumbai, Dharmasraya. It was shown by the result of
this research that the mean score of post-test in the
second experimental class 8,7 was higher than the
mean score of first experimental class 8,5
Furthermore, t test 3,9 is higher than t table 2.042 at
degree freedom 64 and level significance α = 0.05.
Thus, the H1 of this research was accepted and the H0
was rejected. In other words, Flower Writing strategy
was effective than Quick Write Strategy toward
students’ writing.
Suggestion
The researcher gave some suggestions for
English teacher:
1. English teacher should find the appropriate
strategies in teaching writing such as Quick
Write Strategy and Flower Writing strategy
in order to achieve the students’ writing.
2. In applying the strategies, the teacher should
prepare the material and guide the students
to find the topic and supporting details into
written text. Not only from the teacher but
also the students could explore their ideas
freely by guiding the teacher.
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