THE USE OF SWELL IN TEACHING WRITING NARRATIVE TEXTS

TO EIGHTH GRADERS
Nur Ainani Fitria
Indonesia University of Education
Abstract
SWELL (Social-Interactive Writing for English Language Learners) is one of several techniques that
FDQ EH XVHG WR LPSURYH WKH VWXGHQWV ZULWLQJ DELOLW\ ,W LV NQRZQ WKDW many EFL (English Foreign Language) learners have problems in composing the essay. Therefore, the study of how
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Moreover, none of researchers tries to reveal the use of SWELL in the teaching and learning of
English as a foreign language. The purposes of this study are to describe how the teacher applies SWELL in teaching writing narrative texts to eighth graders and the effects of using
SWELL RQ WKH VWXGHQWV QDUUDWLYH ZULWLQJV )RFXVHG RQ WKH HQKDQFHPHQW RI VWXGHQWV VNLOO LQ
writing narrative texts, this classroom action research was conducted at MTsN Model TrengJDOHN (DVW -DYD 7R FROOHFW WKH GDWD REVHUYDWLRQ FKHFNOLVW DQG VWXGHQWV WHVWV ZHUH HPSOR\HG
The research showed that in applying SWELL in writing narrative texts, teacher did three activities, including opening activities, main activities, and closing activities. Meanwhile, based
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F\FOH ,, DQG DQG VLJQLILFDQW LPSURYHPHQW RQ WKH VWXGHQWV FODVV PDVWHU\ RI
final drafts from preliminary study to cycle II; 35.3%, 76.5%, and 94.12%, there is a significant
LPSURYHPHQW RQ WKH VWXGHQWV ZULWLQJ DELOLW\ WKDW LQFOXGHV FRQWHQW RUJDQL]DWLRQ YRFDEXODU\
language use, and mechanics by using this technique. To conclude, SWELL was successfully
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Key Words: SWELL, writing, and narrative text.

Based on the observation in the classroom should be regarded to be appropriate to develop

of MTsN Model Trenggalek, the teacher conducts kinds of writings which are most frequently in
the teaching of writing by only following the inschool. Some of them include role playing, other
structions on the textbook. Meanwhile, from the kinds of simulation, invention of games, coninterview with an English teacher of MTsN
trolled experiments, experiments in observation,
Model Trenggalek, it is known that teaching writ- sensual exercises, studies in perception and intering skill in English is a headache for him because personal perception, modelling, all kinds of makit deals with time-consuming processes. In addi- ing, and all activities that take place amidst conWLRQ PDQ\ VWXGHQWV FRPSRVLWLRQV DUH SRRUO\
tinualRU
discussion of the youngsters themselves.
ganized, insufficiently developed, grammatically Based on the statement, SWELL includes one of
awkward, and mainly weak in vocabulary usage. techniques in collaborative learning.
Hence, he usually teaches writing by giving the
Meanwhile, Vygotsky in Dahms, et al
students a simple task. He usually emphasizes on (2008) states that learning involves the internalithe correctness in terms of language use or gram- zation of social interaction process which can
mar only. He also does not often provide any help the learner progress from complex to concomment or feedback on their writing assignceptual thinking. Therefore, he recommends a
ments, so they tend to make the same mistakes.
social context where a more competent learner
In short, in teaching writing, he uses productwill be paired up with a less competent one, so
oriented approach.
WKDW WKH IRUPHU FDQ HOHYDWH WKH ODWWHUV FRPSH
Due to the case, Teo (2007) proposes
tence.
SWELL (stands for Social-Interactive Writing for
However, the presence of teacher as feedEnglish Language Learners). It is basically a writingback provider is still necessary because as stated
technique that is supported by several theoriesby Muncie in Harmer (2007) that the students see
UHODWHG WR FROODERUDWLYH ZULWLQJ 9\JRWVN\V
WHDFKHUV
WKHR FRPPHQWV DV FRPLQJ IURP DQ H[SHUW DV
ries of learning, and teacher as feedback provider.
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Due to collaborative learning, Mason
In more detail, as stated by Teo (2007),
(1973, p. 119-120) states that many techniques SWELL deals with the integration of the process
10

Leksika Vol.6 No.1 Feb 2012:1410and product of writing from getting idea until
improved.
producing the best writing after revision. In implementing this technique, the teacher will pair METHODS
This study was an action research. An acup the students to work collaboratively, but their
levels of English proficiency are different, so that tion research was selected for the reason that the
a more proficient student could tutor a less profi- significance of this study is to solve the writing
problems faced by the students, so that the teachcient student. During the writing process, students with higher writing levels are assigned the ing and learning process becomes better. As
role of Helper and those with lower writing skills stated by McNiff (1992, p. 4) that action research
are assigned the role of Writer. They have to care- is an approach that is appropriately implemented
fully follow the suggested steps given by the WR LPSURYH HGXFDWLRQ WKURXJK FKDQJH E\ HQ
teacher. Those steps (comprising of generating couraging teachers to be aware of their own pracidea, drafting, reading, editing, best copying, and tice, to be critical of that practice, and to be preSDUHG WR FKDQJH LW
evaluating by the teacher) are as follows.
In the implementation of SWELL, as the
In SWELL, the roles of teacher are as faciliparticipants of this study, the eighth graders of
tator preparing students how to conduct
SWELL - , monitor, and feedback provider (Teo, MTsN Model Trenggalek, specifically VIIIA students (34 students, comprising of 20 females and
2007). Moreover, it is allowed for students to use
their mother tongue for oral discussion and use 14 males), were divided into 17 groups consisting
bilingual dictionaries for translation (Teo, 2007). of 2 people each. They consisted of the student
Lucas and Katz (1995) state that using the stu- who was at a higher writing level played the role
of a LQ
Helper and the student who was at a lower
GHQWV QDWLYH ODQJXDJHV LQ FODVVURRPV FDQ
crease their openness to learning by reducing the writing level became a Writer.
The instruments used in this study were
degree of language and culture shock they enREVHUYDWLRQ FKHFNOLVW DQG VWXGHQWV WHVWV 7KH ILUVW
counter.
instrument was designed to answer the first reInspired by Teo (2007) who has successfully implemented this technique to increase his search question about how teacher applied
SWELL inLQ
teaching writing narrative texts to
VWXGHQWV SURILFLHQF\ DQG FRQILGHQFH LQ ZULWLQJ
eighth
graders.
Its contents included three comhis ESL class, this study was conducted. This
ponents; the material, technique, and teaching
study was limited to the implementation of
SWELL in teaching writing narrative texts to eight learning process. Then, these contents were congraders in MTsN Model Trenggalek, specifically nected with the process of teaching writing narraVIIIA, the place of which the problem exists. Spe- tive texts by using SWELL. The data of observacifically, the purposes of this study are to describe tion checklist was gathered during action stage of
how the teacher applies SWELL in teaching writ- research by the collaborator as observer by ticking narrative texts to eighth graders and to de- ing the observation checklist in terms of yes or
no.
scribe the effects of using SWELL RQ WKH VWXGHQWV
The second instrument was important to
narrative writings.
answer
the second research question about the
The students of MTsN Model Trenggalek, specifically VIIIA students, were chosen as effects of using SWELL RQ WKH VWXGHQWV DELOLW\ LQ
the participants of this study because they hadwriting narrative texts. The writing tests were
problems in composing the essay that could bemeasured by using the rubric ESL composition
seen in the result of interview with the teacher profile. The rubric included content, organiza(see p.1). To make sure about the result, a prelimi- tion, vocabulary, language use, and mechanics. In
nary study was conducted in this class. The result this study, in preliminary study and each cycle,
was only 12 students (35.3%) who got score 70 or the students were asked to make a narrative comhigher. It meant that most of them could not position based on the title given.
The data collection of this study was done
write narrative text well.
Hence, the result of conducting this study in two cycles. In each cycle, the data was collected
is expected to be able to lead the students to writethrough some stages. Each cycle was conducted
better. Finally, it is expected that the result of this in two meetings. The implementation of the action stage in the cycle 1 includes ideas, draft,
study can be used as an idea to other English
UHDG HGLW EHVW FRS\ DQG WKH WHDFKHUV HYDOXDWLRQ
teachers in teaching English as foreign language.
step,
while that in cycle 2 includes ideas, draft,
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UHDOLW\
that happens to their students and finally UHDG
make DQG HGLW EHVW FRS\ DQG WKH WHDFKHUV HYDOXD
them more creative in finding other ideas used in tion step.
Meanwhile, to analyze the data of this
stimulating the class and conducting the writing
study,
H[FLWLQJO\ VR WKH VWXGHQWV ZULWLQJ DELOLW\
FDQthere
EH were three steps. First, the data from
11

7KH 8VH RI 6:(//)LWULD

observation checklist was analyzed by using de- divided them into 17 pairs; each pair consisted of
scriptive qualitative analysis to describe the im- two students - a more proficient student who
plementation of SWELL in EFL class in the procplayed the role of a Helper and a less proficient
ess of teaching writing narrative texts. Second, student who became a Writer.
WKH UHVXOWV RI VWXGHQWV ZULWLQJ WHVWV ZHUH
In ideas
HYDOX
stage, the teacher asked one of the
ated by using rubric ESL composition profile in students to take a lottery to choose the title. Then,
order to know the students improvement in writ- she distributed the picture series and gave her
ing narrative texts from the first meeting until the students time to discuss what the pictures were.
last meeting. In more detail, the writing compo-After that, they began to write the story. In this
nents that were improved were measured and
stage, the student who played the role of a helper
then the mean scores of each writing component asked the list of questions to help the student
of preliminary study and final drafts in each cycle who became the writer to stimulate ideas,
were found out. Next, the overall scores were
whereas the writer answered those questions and
measured. After that, the means of preliminary took notes. In addition to use WH-Questions, the
VWXG\ DQG ILQDO GUDIWV RYHUDOO VFRUHV ZHUH
pairsIRXQG
could use clustering. During the writing of
RXW WR NQRZ ZKHWKHU WKH VWXGHQWV DELOLW\
the narrative
LQ ZULW text, the teacher moved around to
ing narrative text improved or not when SWELL help the students.
technique has been used. There would be an imIn draft stage, to facilitate a good interacSURYHPHQW RQ VWXGHQWV DELOLW\ LQ ZULWLQJ
tion QDUUD
between pair, teacher gave and explained
tive text if the last mean score of final drafts was one of the options to the students as follows.
better than in previous ones. From this result, the Option1 Helper writes all words and then the
VWXGHQWV VFRUHV IURP WLPH WR WLPH ZHUH writer
DQDO\]HG
copies them all.
In addition, the indicator of implementing
Option 2 Helper writes the difficult words for the
SWELL in this research was 85% students got
writer.
score 70 or higher.
Option 3 Helper writes the difficult words in
The last, after all the results were analyzed,
rough and then the writer copies them.
the data was described by classifying them one Option 4 Helper says how to spell the difficult
by one into topics.
words.
Option 5 Writer writes all words.
FINDINGS
Then, the writer with a help from the helper and
the notes or clusters made in idea stage wrote as
The Implementation of SWELL Technique in fluently as possible without worrying too much
Writing Narrative Texts
about spelling.
The findings of this research proved that
In read and edit stage, the pair read the
the teacher should do some activities in teaching rough draft and edited it associated with the
narrative texts by using SWELL. The activities
meaning (content), order (organization), style
were opening, main, and closing activities. At the (vocabulary and language use), and mechanics
first cycle, main activity covered six steps; ideas, (spelling, punctuation, and the use of capital letGUDIW UHDG HGLW EHVW FRS\ DQG WKH WHDFKHUV
ters). In editing process, it was allowed for stuevaluation, but at the second cycle, the main ac-dents to open the dictionary when necessary.
tivity was made to be simpler in which read and
,Q EHVW FRS\ VWDJH WKH ZULWHU FRSLHG EHVW
edit were combined to save the time and make writing after being edited with a help from the
this technique easier and more understandable to helper and then turned in the complete copy to
the students.
the teacher as a joint product.
Opening activities included three activities. ,Q WKH WHDFKHUV HYDOXDWLRQ VWDJH WKH EHVW
First, the teacher explained the definition, generic copy was evaluated by the teacher using the
structures, and language features of narrative marking system associated with the four editing
text. After everything was settled, she gave the criteria stated in read and edit stage. Then, based
appropriate example of narrative texts. Second,
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she taught and provided the appropriate example writing to make correction and resubmit it as the
about how to apply SWELL in writing narrative
final product.
texts based on the guidelines of SWELL that has
In closing activity, the teacher collected the
been passed to each student. Besides, she taught
VWXGHQWV ZULWLQJV DQG GLG D UHIOHFWLRQ 6KH DOVR
and provided the appropriate example about
DVNHG KHU VWXGHQWV SUREOHPV GXULQJ WKH WHDFKLQJ
KRZ WR UHYLVH DQG HGLW VWXGHQWV GUDIWVlearning
EDVHG process.
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The last, she overcame the probthe feedback given by her. To make the students lems that might happen during the teaching
XQGHUVWDQG ZHOO VKH DOVR H[SODLQHG WKHlearning
VWXGHQWV
process and did the better one for the
mistakes in writing narrative texts. Third, she next cycle.

12

Leksika Vol.6 No.1 Feb 2012:1410each cycle. The class mastery of writing narrative
The Effects of Using SWELL RQ WKH 6WXGHQWV
text was counted by using the percentage. The
Narrative Writings
technique of percentage was formulated as folIn measuring the contribution of SWELL
lows.
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PHQW RI WKH VWXGHQWV VFRUH WKDW FRXOG
EH VHHQ
DISCUSSIONS
from their score in each cycle was listed. The
Based on the two cycle results, in teaching
scores comprise of the average score, the lowest
writing narrative texts, the teacher did some acscore, the highest score, and the class mastery of tivities before, during, and after the implementawriting narrative text in preliminary study and tion of SWELL. Before implementing SWELL tech-

The number of students who got score 70 or higher x 100%

The number of all students

In addition, the Table 4.2 is to make the readers

To make the readers easy to know the class maseasy to know the students improvement of ustery of writing narrative texts in preliminary
ing SWELL technique in writing narrative texts.
study and each cycle, the Table 4.1 was presented.
Table 4.1. The Class Mastery of Writing Narrative Text

7DEOH 4.2.7KH 6WXGHQWV 6FRUH DQG WKH PHUFHQWDJH RI WKH CODVV MDVWHU\

Average
Score Min
Score Max

Preliminary
Study
69.2
58

85
Class Mastery 35.3
(%)

Quiz 1

Quiz 2

76.41
60

76.47
67

97

95

76.5

94.12

Based on the table above, there was a good

SURJUHVV RQ WKH UHVXOW RI WKH VWXGHQWV ILQDO
scores from the preliminary study to the second cycle. They had the mean scores; 69.2,
76.41, and 76.47. Overall, there was significant improvement on the class mastery of
final drafts from the preliminary study to the
second cycle. They were 35.3%, 76.5%, and
94.12%. This progress could be used to answer the second research question. The improvement score could be seen in the Chart
4.1. In conclusion, the technique of SWELL
was successfully applied to improve the
HLJKW JUDGHUV ZULWLQJ QDUUDWLYH WH[WV
Chart 4.1.The Percentage of the Students Who Get
Score Equal or Higher than 70
13

7KH 8VH RI 6:(//)LWULD

DISCUSSIONS
SUGGESTIONS
Based on the two cycle results, in teachThe study proved that SWELL could iming writing narrative texts, the teacher did some
SURYH WKH VWXGHQWV ZULWLQJ DELOLW\ +RZHYHU
activities before, during, and after the implemen- there were still some problems when this techtation of SWELL. Before implementing SWELL
nique was applied. Hence, there are several sugtechnique, the teacher did three activities. First, gestions for English teachers. Since SWELL has
the teacherexplained the definition, generic
some stages, they should understand how to do
structures, and language features of narrative SWELL technique well, especially in arranging
texts. Second, she explained the definition, proce- the time in every phase of SWELL. In addition,
dures, and gave the appropriate example on UHODWHG
how
WR WKLV WHFKQLTXHV DGYDQWDJHV WRZDUGV
to apply SWELL WR UHYLVH DQG HGLW WKHWKH
VWXGHQWV
VWXGHQWV ZULWLQJV WKH WHDFKHU FDQ XVH SWELL
GUDIWV EDVHG RQ WKH WHDFKHUV HYDOXDWLRQ
to other
JLYHQ
types of the texts, so that the students can
Third, the teacher divided the students into sev- assess their writing independently and improve
enteen pairs. Those activities is in line with
their writing skill and their language proficiency
+DUPHUV VXJJHVWLRQ S WKDW EHIRUH
in pair work.
letting the students work together in pairs, the
REFERENCES
WHDFKHU VKRXOG IROORZ DQ HQJDJH-instruct-LQLWLDWH
sequence in which the students can feel enthusiastic about what they are going to do and get an Dahms, M., K. Geonnotti, D. Passalacqua, J. N.
Schilk, A. Wetzel, & M. Zulkowsky,
idea of when they will have finished that task. In
(2008). The Educational Theory of Lev Vythis regard, the teacher has a big role in the sucgotsky: an Analysis, (Online), http://
cess of the implementation of SWELL.
www.learning-theories.com/vygotskysVygotsky in Dahms, et al (2008) states
social-learning-theory.htm l . Retrieved on
that the cognitive development of individuals is
March 2 2009
as a result from social interaction in which they
get their current competence through the guidance of a more experienced individual, which is Harmer, J. (2007). The Practice of English Language
Fourth Edition. Cambridge: PearDOVR UHIHUUHG WR DV VFDIIROGLQJ 6R LW LV KDUGTeaching
WR
son Longman.
imagine that SWELL was students centred in
which the students had to conduct their learning
Lucas, T. & A. Katz. (1995), Reframing the Debate:
LQGHSHQGHQWO\ ZLWKRXW WKH WHDFKHUV JXLGDQFH
the Roles of Native Languages in EnglishThrough the implementation of SWELL
Only Programs for Language Minority Stuthat posited the teacher as a facilitator (preparing
dents,
(Online),
http://
students how to conduct SWELL), monitor, and
www.ncela.gwu.edu/pubs/tesol/
feedback provider and the students as the decitesolquarterly/lucas.html. Retrieved on
sion makers, the students could study more indeMarch 2 2009
pendently without many pressures from the
teacher and develop their social skill by working
Mason, E. (1973). Collaborative Learning. New
collaboratively in writing with their pairs. As the
York: Shocken Paperback.
result, as indicated by the findings of this study,
SWELL has made beneficial contribution to the
J. (1992). Action Research: Principles and
VWXGHQWV ZULWLQJV LQ WHUPV RI FRQWHQWMcNiff,
RUJDQL]D
Practice.
London: Routledgefalmer.
tion, vocabulary, language use, and mechanics. It
LV LQ OLQH ZLWK 7HRV VWDWHPHQW S WKDW
Teo, A. (2007). SWELL: A Writing Method to
SWELL FDQ LPSURYH WKH VWXGHQWV ZULWLQJ VNLOOV
Help English Language learners. The English Teaching Forum, 45(4), 18-24.
CONCLUSIONS
In applying SWELL in teaching writing
narrative texts, the teacher did three activities
including opening activities, main activities, and
closing activities. Furthermore, based on the stuGHQWV WHVWV
WKURXJKWKH LPSOHPHQWDWLRQ
RI
SWELL, there is a significant improvement on the
VWXGHQWV ZULWLQJ DELOLW\ LQ WHUPV RI FRQWHQW RU
ganization, vocabulary, language use, and mechanics. In conclusion, SWELL was successfully
DSSOLHG WR LPSURYH WKH HLJKW JUDGHUV ZULWLQJ QDU
rative texts.

14