The 6 + 1 Trait Writing Model to Build Up Students ’ Writing Kalsum

23 Abstract. This study aims to investigate the effectiveness of the 6+1 trait writing model on students’ writing achievement. It is focused on the students’ improvement based on the five processes of writing which connected with 6+1 trait writing model. To get the aim of the study, this study implemented quantitative methods with pre-experimental method with one group pre-test and post-test design. The study was conducted on 25 students’ of Pondok Pesantren DDI At-Taqwa Jampue Pinrang. Written test is used as instrument. In order to know the improvement of each categories of writing, the students’ result were analyzed by using Analytic Rubrics Six-Trait. Based on the analysis, it is found that the students’ writing was improved in four out of six traits which are ideas, organization, voice and conventions traits. The 6+1 trait writing model improved the students’ writing while the teacher can monitor students’ writing progress from every aspect of writing and help them to write well.


INTRODUCTION
Writing is known as one of the most important skills but the difficult academic skills also. The students usually need more time to master it. It usually takes so much time for students to master competently and hence tends to be a boring lesson. (Erikson, 2015). Writing is an indispensable skill for all students for success in a great number of works as well as for academic growth.
For Indonesian students, writing is not an easy process for the majority of them (Rahman and Weda 2018). The students have a lot of problems when they are started to write. Without the basic writing skills needed for success, students face difficulties at writing as they reach college. (Quora & Zahran, 2018).The root of writing difficulties may recline in the improper absence of instruction. A number of studies proved the cause behind writing problems are: 1) worksheets and prompts do not guide to thoughtful writing. They only serve one purpose which is writing to make the teacher satisfy 2) the total time for students to spend writing tasks is not enough. Therefore, there is a need to double the  (Graham & Perin) 3) additionally, teachers are faced with local and national demands. The absence system of standard, curriculum, and instruction increases the writing challenge that teachers have to overcome. (2004) The 6+1 writing model shifts the focus from traditional instruction to develop writing skills and provide feedback on students' writing. This model instruction provides students with criteria for developing writing skills as well as critical thinking by providing a clear explanation of why students received the score they got (Culham, 2003). The target of this study is to recognize the efficiency and the effectiveness of the 6+1 trait writing model in building up the students' writing development.

Writing
Writing is the most important skill that students need to develop in order to prove their English. Before master in writing, the students should be able to listen, to speak, and to read. Brown states that trends in teaching writing of ESL and other foreign languages are integrated with teaching other skills, particularly listening and speaking (Brown, 2001). For example, when the teacher gives a task, the students may collect information from any sources; a radio, a television, a magazine's internet or directly communicating with an expert which related to their task. While doing the research, they use their listening, reading, and speaking skills. Based on their information, they start to write the task. Hence, writing is not an easy skill to master. The students need to practice more and more.
Writing belongs to productive skill rather than perceptive ones which it produces a message to communicate. Spratt, Pulverness, and William state that writing and speaking belong to productive skills.
They stated that speaking, writing, particularly, involve producing language rather than receiving it (Melanie, 2005). The theory also supported by Wright who stated speaking and writing are both productive skills.
In writing, the students cannot only focus on their output (final writing). The students should pay attention to the process or steps in writing in order to produce good writing. Good writing means good in terms of language, content, purpose, and referred reader. There are some linguists that given the writing process based on their theory.
Hyland illustrates the stage of writing to give students a clear understanding that the writing process is significant to produce good writing (Hyland, 2004

The 6+1 Trait Writing Model
"Six-trait writing" was developed in the 1980s as an approach to classroom assessment of student writing that would provide students and teachers with more structure to understand how to write well (Culham, 2003). The 6+1 Trait Writing model can be used to provide additional structure, content, and guidance to instruction that is based on the writing process (or "writing workshop" format, which began as a method that gave students little specific guidance on writing. According to Pritchard and Honeycutt, the understanding of what constitutes the writing process instructional model has evolved since the 1970s, when it emerged as a pedagogical approach. In the early years, it was regarded as the anondirectional model of instruction with very little teacher intervention (Pritchard & Honeycutt, 2006).
Although current process writing instruction may include a prescriptive structure involving planning (prewriting), writing, and rewriting. These steps may be applied in a formulaic manner that does not focus attention on the interplay between the intended audience, the author's voice, ideas and organization, word choice, and sentence fluency (Bascolo, 2008). Writing instruction may be enriched by an explicit focus on particular traits of writing.
The 6+1 Trait Writing model is not an alternative writing curriculum designed to replace existing writing programs in schools, but rather an additional, complementary set of tools to aid in conceptualizing, assessing, and describing the qualities of writing. It is used in conjunction with existing writing curricula to provide a framework for classroom writing instruction, feedback, and dialogue that is designed to improve the ability of K-12teachers and students to plan, evaluate, discuss, and revise their writing (Culham, 2003 this is done, including the intensity with which the suggested practices are used with students. Higgins, Miller, and Wegman (2006) affirmed that the 6+1 Traits fit effectively into the writing process and make students' writing more focused and purposeful. The Traits method integrates assessment with the writing curriculum and students use the rubric as a tool for revision. Teachers provide instruction on the 6+1 Traits during mini-lessons that assist students in the revision process.
The 6+1 trait writing model provides teachers with a shared vision and vocabulary for describing the qualities of good writing, these are ideas, organization, voice, word choice, sentence fluency, and conventions. It also gives a common language for writing assessment so we can provide students with precise, complete feedback on their writing performance and needs. The model of 6+1 trait writing model for assessment and instruction is described as follow:

Picture 1. The 6+1 Trait Writing Model
Harmer stated that students should pay attention not only to what to write but also how to write.
There are actually several strategies to write well.
The 6+1 trait writing model cannot be separated from the writing process. The 6+1 trait writing model actually connects with the writing process.
It was supported by Culham which states that the trait represents the crucial components of writing: ideas, organization, word choice, sentence fluency, convention, and presentation. The implementation of this model gives the improvement of students' writing and critical thinking.
In this study, the 6+1 trait writing model provided the teacher to monitor the students' writing progress in every aspect of writing. The teacher can assess and provide constructive feedback on students' writing in every aspect of the writing assessment. This feedback is very useful so that students' writing is getting better in every aspect of writing. The teacher combines the 6 + 1 trait writing model as a writing learning model and Analytic Rubrics Six-Trait as a measuring tool for students' writing development.

FINDING AND DISCUSSION
This section presents students' writing data in which each aspect is analyzed and compared at the beginning and end of the test.  The students at Pondok Pesantren DDI At-Taqwa still lack in organize their idea and the content of their writing. By using the 6+1 traits writing model, the students are introduced and taught how to organize their writing well. The teacher's instruction helps students to write well by doing the training in their daily learning at school. Using the 6+1 Trait method in the classroom as part of the daily writing instruction is effective when teachers are trained in the content and its presentation. Corden concluded from his study that providing models for writing through texts helps children to develop their awareness of how texts are constructed. He also stated that the children in the study gradually developed a literary language from discussing texts and were able to apply it to their own writing. This researcher concluded through the findings of the current study that both quality instruction and time for writing improve student writing achievement.
The use of the 6+1 traits writing model also takes an important part in students' writing achievement. The rubric may use as an indicator to measure the students' improvement in every component of the writing process. It supported by the study of Arter et al which focused on the use of the 6+1 Trait rubric and its effects on student writing achievement. Teaching students about rubrics and using them as a guide for their writing does improve writing skills. They stated that one reason for the success of the 6+1 Trait Writing Model is its use of a specifically-created rubric encompassing the six traits for the component areas.
Schamber and Mahoney (2006) also completed a study involving the use of rubrics. They determined that using rubrics develops critical thinking skills in students by teaching them to self-evaluate their Model method used in the treatment group of this study included all of these things. These strategies were also included on a smaller scale in the control group, and as a result, both groups experienced significant gains in achievement.

CONCLUSION
The goal of this study is to build up the students' writing achievement. Besides that, the rubric also is used as an indicator to measure the students' writing over time. The results showed that it did significantly improve writing, four of six the component areas on the rubric are improved in increasing the writing achievement. However, other implications can be gathered from the study. It also can be the teacher's evaluation of the student's progress in learning writing.
First, in order to improve student achievement in writing, teachers need to provide reserved time for writing on a daily basis. Teachers need to maximize instructional time as much as possible so that writing instruction does not get slighted or ignored.
The second thing that can be learned from the study is that schools need to choose a writing curriculum and then train their teachers on how to implement it. The 6+1 Trait Model has been proven effective as a method to teach students to write like real writers and to create authentic writing pieces. The process approach to writing method has also been proven effective.