My New Script - Kertas A4

Generated by Foxit PDF Creator Foxit Software http://www.foxitsoftware.com For evaluation only.
IMPROVING THE EIGHT GRADE STUDENTSABILITY IN WRITING RECOUNT TEXT BY USING PICTURE SERIES AT SMP PGRI SUKODONO IN ACADEMIC YEAR 2010 / 2011
THESIS
BY:
MIFTAHUL HUDA
0620718160
COLLEGE OF TEACHER TRAINING AND EDUCATION PGRI PASURUAN FACULTY OF LANGUAGE AND ART EDUCATION DEPARTMENT OF ENGLISH EDUCATION 2010
CHAPTER I INTRODUCTION
1.1 Background of The Study English is one of the international languages that is used by many people in the world and in many areas of everyday life. Therefore, using English is the acceptable way to communicate about many aspects in human life such as technology, economy, social, and politics with people from other countries. For Indonesia, English is a foreign language. Learning a foreign language is an integrated process that the learners should study the four basic skills: listening, speaking, reading, and writing. They use it to understand their world through listening and reading and to communicate our feeling, need, and desires through speaking and writing. By having more knowledge about language skill they have much better chance of understanding and being understood and getting what they want and need from these around them. The four basic skills consist of: (1) Listening: Understanding various meanings (interpersonal, ideational, textual) in various interactional spoken texts especially in form of procedure, descriptive, narrative, recount, report texts ; (2) Speaking: Telling various meanings (interpersonal, ideational, textual) in various interactional spoken texts especially in form of procedure, descriptive, narrative, recount, report texts ; (3) Reading: Understanding various meanings
(interpersonal, ideational, textual) in various interactional written texts especially in form of procedure, descriptive, narrative, recount, report texts ; (4) Writing: Telling various meanings (interpersonal, ideational, textual) in various interactional written texts especially in form of procedure, descriptive, narrative, recount, report texts. From those explanations above, The researcher can see that SMP graduates students should master listening, speaking, reading, writing interactional texts in form of procedure, descriptive, narrative, recount, report texts. Writing is one of four basic skills. It is very important in teaching and learning English. Writing involves some language components (spelling, grammar, vocabulary, and punctuation). This is in line with what is stated by Braine and May (1996:60), writing clear sentences requires the students to learn the rules of English grammar and mechanics such as the correct use of verbs and pronouns, as well as commas and other marks of punctuation. There are various ways to organize the sentences in a piece of writing. One of them is recount text. Recount text is the form of text that aims at retelling events for the purpose of informing or entertaining. In the recount text, the sentences are usually organized according to time order or chronological order. One thing happens and then another thing happens, and the events are told in the same order. Based on researchers experiences, there are some problems found in the field when giving writing materials to the students, especially the recount text.
The first problem is that the students writing is not comprehensible, because the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not well organized. The second problem is that there are many errors in vocabulary, grammar, and spelling. 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 sentences and paragraphs without being given some clue so that it is difficult for them to express their ideas on a piece of paper. Besides that, the students have difficulty at telling their experience because writing is difficult for them since they have to master enough vocabulary, spelling, and grammar. The researcher is inspired to conduct action research at SMP PGRI SUKODONO of the eight grade students because many eight grade students can not write the recount text well so that they got bad score in writing recount text. Their average score is 65. In this research, the researcher tries to use picture series in teaching recount text in order for the students can understand about the meaning of picture series given by researcher so that the students can apply their imagination easily to write recount text. In reference to the explanations above and the strong desire of finding the solution of these problems, the researcher has motivation to do the research in improving the teaching of writing in real class by using
picture series as the instructional media. It is hoped that the media can improve the students ability in writing, especially in recount text.
1.2 Problem Statement In this research, the writer tries to describe the students ability in writing the recount text through using picture series. So, the problem is formulated as follows: How can grade eight students ability in writing recount text at SMP PGRI Sukodono in academic year 2010/2011 be improved by picture series?
1.3 Objective of the study Based on the problem formulation above, the objective of the research is to find the appropriate way in using picture series to improve the eight grade students ability in writing the recount text at SMP PGRI Sukodono in academic year 2010/2011.
1.4 Significances of the study The study is expected to have both academic and practical contributions. 1. Academically, this study is expected to help teacher/researcher to find out the alternative way of teaching writing, especially recount and to produce the relevant and valid knowledge for their class to improve their teaching.
2. Practically, it can be used as a model to improve the students ability in writing recount text, and it may guide, help and encourage students to express their ideas, opinion, and thought onto paper.
1.5 Scope and Limitation of The Study According to the topic, the researcher makes the scope and limitation about the teaching in writing recount text by using picture series 1.5.1 The Scope of the Study To have a clear limitation and the research conducted not too widespread. The researcher makes the scope of this study is focused in finding a good way to improve the students writing skill especially in writing recount text. Besides that, the research is focused on the teaching of recount text by using picture series as the instructional media. 1.5.2 The Limitation of the Study In this study, the researcher would like to conduct research on the teaching of recount text by using picture series as the instructional media in eight grade students at SMP PGRI Sukodono. To get more specific object, the researcher specifies eight grade students which consist of 36 students, 18 women and 18 men.
1.6 Definition of Key Terms 1. Using picture series is one of the instructional media in the teaching and learning process to attract the students attention and deliver information.
2. Writing ability is a productive skill beside speaking in junior high students are expected to write simple sentence, message, and announcement and to write text in the forms of narrative, recount, and descriptive, and to write simple messages and personal letters. 3. Recount text is a text that tells the students own experiences. It can also be found in personal letter, biography, and history.
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Nature of Writing According to Angelo (1989:5), writing is a form of thinking. It means that writing is an activity to express ideas, issues, events, feeling or thinking to the others through written form. Cohen and Reil in Kusumaningsih (2001:1) say that writing can be defined as communicate act, a way of sharing observation, thought, or ideas with ourselves and others. It is a tool of thinking. By writing we can tell about people, remember the facts and ideas. Based on the statement above, it can be concluded that writing is expressing ideas, facts, feeling, experience, and thought in written form. In writing, the aspects include the use of vocabulary, structure of the sentence, composition of the sentence, spelling, and punctuation. These aspects are important to master in order to be able to produce good writing. Writing, one of the productive skills, is considered difficult, especially writing in a foreign language. According to Axelord and cooper in Mamun (2004:5), writing is a complex process and such contains element of mastery and surprise. When students want to write something they should have a lot of information, ideas, and thought in their mind so that they will be able to express them into sentences, paragraphs, and an essay. The writing ability is the main activity of composition. The writing
should be systematic and detail. A knowledge or study about good writing or how to write composition is much needed.
2.2 The Teaching of Writing for SMP Students According to English Syllabus of School Unit Level Curriculum (KTSP), the teaching of writing for SMP students involves the teaching of paragraphs or text. The texts advocated are: recount, narrative, descriptive, procedure and report. Recount text is a kind of text that is usually found or presented in journals, diary, personal letter, biography, travel report, police report, sport report, history, etc. The main elements of recount are orientation, list of events, and reorientation. In the orientation step the writer mentions people and things that are involved, time of the event, the place, and the situation. In the list of events, the writer tells the events happen chronologically. In the reorientation, the writer concludes the story by giving comments. And the characteristics of recount text are using simple past tense. Table 2.2 Recount text No. Point 1. Purpose
2.
Generic structure
Recount A text that tells someones past experience in a chronological order and usually used to retell past events for the purpose of informing or entertaining. 1. Orientation : - In orientation, the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions: * Who involved in the story? * Where it happened? * When it happened? * Why it happened?
3.
The language features
2. Events - In series of events, the writer writes the events chronologically. Tell what happen and what sequences. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer. 3. Reorientation - In reorientation, the writer draws a conclusion or gives comment about the story. a. The language is written in simple past tense Simple Past Tense is used to express something that happened in the past. The pattern : S + V2 b.Connecting words are words and phrases used to start, connect a sentence with the next one, and end an explanation. For examples: first, then, later, after that, finally. c.The following adverb of time: - yesterday - last .......... - ................ ago - just now - this morning - in 2010/2011 and etc
The researcher chose recount text because the students ability in writing recount text is very low and the content of the composition is not relevant to the topic, the ideas are not clearly stated, the ideas and sentences are not well organized. The last is that there are many errors in vocabulary, grammar, and spelling. Narrative text is a kind of text that tells a story. It is developed in some steps: orientation, complication, resolution, evaluation, and reorientation. In the step of orientation, the writer tells the characters in the story, their names and the place they live, their ages, their condition, and their willing. In the complication step, the writer presents the unexpected event that happens to the characters. In the resolution step, the
10
writer tells how the complication is solved. In the evaluation step, the writer invites the reader to think what meaning or values that are taken from the story. In the reorientation step, the writer concludes the story by giving comments. Descriptive text is a kind of text to describe something, people, or objects. Procedure text is a kind of text that tells a procedure of making something. Meanwhile, Report text is a kind of text to report an event, things in the world, animals, and flora. In this study, the focus is only to recount text, since this kind of text becomes problems for the students and it needs to be solved immediately. The strategy applied to improve the students ability in writing recount text is pyramid planning strategy.
2.3 Media Generally, every body knows that media can enhance and promote learning and support teachers instruction. Besides that, media can also be used effectively in formal education situation when teachers explain the material for students. It means that media often helps the teachers in learning process. So that the students more understand with study items which have been taught by teacher. 2.3.1 Function of Media Media has very advantages for many aspects in our life especially in learning process. Suyanto and Kasihani Kasbolah (2001 : 12) in their book Foreign Language Teaching Media and Brown ( 1983 )
11
quoted by Rosanti ( 2004 ) stated that the function of media in teaching in learning process are : 1. Media can save our time as a teacher 2. Media can stimulate interest to learn 3. Media can encourage students participation 4. Media can provide a review 5. Media can help the students learn communicate ideas visually 6. Media can provide medium for individual or group report and 7. Media can make a classroom dynamic, relevant, and attractive. Besides that, according to Davies, 1980: 193 (in Suryanto, 2001: 13) also stated that the function of media in teaching in learning process is: a. Aids to Instruction Media gives serve to help teacher and instructors to manage the instruction more efficiently especially in learning process. It means, Media helps teachers to communicate more effectively and take over the operating role of instruction from teacher and instructors. b. Aids to learning Media gives serve to help students learn more efficiently. Media promote understanding, assist in the transfer of training and assist in assignments. Media can be used in writing mastery performance. 2.3.2 Criteria of Good Media
12
To know the quality of the media, we must have special guidance and According to Setyowati (2004: 1) the criteria of good media are: 1. Interesting (colourful, big size big enough for all students to see) 2. Relevant to the instruction. 3. Practical (carried easily). 4. Useful (usable for most level) 5. Easily to prepare and organize. 6. Inexpensive ( in rich) 7. Usable in community learning 9 group / pairs). 8. Usable in constructivism learning (stimulate them to create something new to think higher and higher). From kinds function of media above, the researcher concluding that media is really important in teaching learning process especially for the teachers and the students. In using media needs to be carefully made and planned. The teachers should follow some considerations in using instructional media in order to avoid difficulties and mistakes in using it in their teaching activities.
2.3.3 Kinds Of Media Media is much needed in learning process because media can make learning process more creative and interesting for the students. And the media can be taken from anything: picture, tape recorder, and flashcard.
13
In the book of instructional Media by Kasihani and Yuswotomo ( 1999:9) mention about the form of media. They are as follows. 1. The Gesture by the teacher self Gesture is one of the media which has a cheap value. It means that the teacher does not make it from something or other tool (axe, pen, bamboo, etc.). It is only the body movement of the teacher. So, the teacher can use a signal or an expression of a face or body movement which help the teacher to show one definition of a word and to illustrate a situation. 2. The blackboard Actually blackboard is a tool to write down the lesson but it can be included as a media because the teacher and the student can use it to draw or make a diagram or a picture to show a definition of a word. 3. The real Object Real object is something which can be touched or seen by the students or teacher. So, the teacher can use a real object in the classroom (such as vegetables, clothes, etc.) to teach English. 4. The Card The card with a picture or word on it which can be made by the teacher him self. It can be used to present or practice a new word, grammar and also to improve the student vocabulary. 5. The Picture Chart is a piece of paper which is bigger than card. It is completed by the picture or words. Usually it is stick on the wall or on
14
the blackboard. Yunus (1981; 58) classifies picture into three kinds, there are individual picture, composite picture and picture series. The researcher chose picture series as a learning process in writing recount text. Definition of Individual Picture Individual picture are single object, person or activity. Wright (1989) says that individual picture as a picture of single object and gives example of individual picture such as: picture of one person, famous person and place. Picture of place such as: single building views and townscape. For example:
These characteristics of individual picture are small picture that can assist students to understand the meaning of word. Definition of Composite Picture Composite picture is large single pictures that shows scene such as library, hospital, beach, street in which we can see a number of people do something. The teacher can be found the picture from textbook, newspaper, and etc. For example:
15
Definition of Pictures Series Students can construct their knowledge during learning recount text easily by using media. One of the media is picture series which draws a story. Picture series is the row of picture that has relationship. This medium fulfils the principles of using media issued by Nyoman S.Degeng (2001). Media which can be used to make the students learn more easily and the teacher teaches easily is the main part of the learning process. The media must be used in integrated way in teaching and learning and not only as ice breaker of teaching and learning. To understand the way of the picture series, the students need to appreciate it in abstract way. In the same way, when they express their ideas to construct the story in a good coherence as well as unity, they have to think it in abstract way too. Both of them will be easier for them in learning process if the teacher can use picture series. It can not only help the students to get ideas more realistic in understanding the recount text but also in constructing ideas to create it. During the students are writing the text, they can use topdown technique in predicting the content of the text based on
16
understanding of picture series (Brown, 2004:217). They can predict the content of the text easily based on their understanding about the picture series. The pictures give the schemata to the students to construct ideas from their background knowledge and experience. For example: Picture series 1
drove-broken-searched
walked-repaired-waited
finished-paid-went to
rained-ran-made
arrived-met-slept
17
Picture series 2
_______________________________ _
went up-arrived -went down took-brought-walked
asked-showed-left
went upstairs-searched--found
sat-waited-read 2.4. Previous of The Study
depart-flew- enjoyed
The following are the results of previous studies, which are relevant to present study. They are presented in order to give illustration in using picture series for the teaching write a recount text. 1. In 2009, Syaifullah conducted a study entitled Improving the students ability in writing the recount text through using picture series
18
of the class VIII C students at SMPN Bati-Bati. And the result of this research indicates that picture series have advantages for students, that is becoming students are eager to write recount text. And also picture series have advantage for teachers, that is becoming teachers teach writing recount text easily, because students are more interested in writing recount text through using picture series. 2. The next study entitled Improving the Students Ability in Writing Recount Texts through Picture Sequences at State Islamic Junior High School (MTsN) Lubuk Basung I West Sumatra was conducted by Era Susanti in 2009. She found out that the picture sequences gives great contribution for junior high school students that is motivating the students in writing recount text so that writing recount text becomes enjoyable and interesting activity for them. The implementation of using picture sequences in teaching writing recount texts also obtains positive response from the students. From the result of previous studies above, the researcher can conclude that almost of these experiments can give the improvement of writing recount text after using picture series in teaching of writing recount text. Besides, on the basic of theoretical consideration and relevant research finding discusses above. The researcher is interested in conducting the study on the use picture series as instructional media to improve eight grade students ability in writing recount text at SMP PGRI Sukodono in academic year 2010/2011.
19
CHAPTER III RESEARCH METHOD
3.1. Research Design Related to Pedoman Teknis Pelaksanaan Classroom Action Research (CAR) by DEPDIKNAS (2003:3), there are some kinds of classroom action research. Two of them are individual classroom action research and collaborative classroom action research. Moreover the writer took collaborative classroom action research. In this case to do the classroom action research, the writer worked together with other English teachers to judge the degree to which value of writing test items actually represent the elements in the Guidelines and Curriculum. The researcher did action research and the English teacher observes it. Classroom Action research (CAR) is a reflective study done by teacher in a classroom for getting solution about the problem until it could be solved. According to Kurt ( Pedoman Teknis Pelaksanaan CAR; 2003:4 ) that there are four components in one cycle for doing classroom action research, 1) Planning, 2) Acting, 3) Observing and 4) Reflecting.
3.2. Setting and Subject of the Study This classroom action research is focused on the students of class eight grades at SMP PGRI Sukodono in the first semester of 2010/2011. The number of the students in this class is 36 students.
20
The students are taken as the subject of the study since they have poor ability in writing recount text.
3.3.Research Procedure This research focuses on the positive effect using picture series as the media to improve the students competence to understand the generic structures of recount text as well as its language features. The writer also hopes that his students are able to design a recount text orally after the process of teaching. And the research study was conducted by following the procedure of the classroom action research: after identifying problems in the preliminary study and analysis and identification, the research was started from planning the action, followed by implementing the action, observing, analysis and reflecting to the previous data. The processes were done until the target and the criteria of success were obtained. In this research, the researcher used the classroom action research adapted by Kurt. The action research process was done in two cycles with four stages including planning, implementing, observing, and reflecting According to Kurt ( Pedoman Teknis Pelaksanaan CAR; 2003:4). For the clearer explanation, the researcher gave an illustration of the following procedure in the end of this chapter.
3.3.1. Preliminary Study Before doing the research, the researcher conducted a preliminary study by observing the classroom activity in writing recount
21
text. This step aimed at formulating the problem. Based on the English teacher information, the main problem of students in writing recount text was their ability in changing the present tense into the past tense, and their difficulty in finding idea to explore their writing in writing recount text. In changing the present tense into the past tense; they have difficulties to decide the words exactly to change be past tense. And, their difficult in finding idea to explore their writing in writing recount text; they have not a series story to explore in writing recount text without being given some clue. So the test was low and below the target. See appendix The preliminary study was conducted on November 13th 2010. On November 13th the teacher explained about writing recount text by using old method, She only explained the material in front of the class without implementing picture series as a media in writing recount text. Then she gave the writing test for the students, the writing test can in form of writing recount text test. It means, the researcher asked the students to write recount text based on his/her experience. Furthermore, the targeted score decided was 7.00. There were 36 students could not obtain the target. The mean score was 60.83, (see in appendix 4). In this stage, the researcher got some data that were used as a basic for planning the next stages according to classroom action research procedure including planning, implementing, observing and reflecting.
3.3.2. Analysis and Finding From the preliminary study, the researcher analyzed some problems including the students ability in writing recount text was below
22
the target. That is their ability in changing the present tense into the past tense, and their difficulty in finding idea to explore their writing in writing recount text. In changing the present tense into the past tense; they have difficulties to decide the words exactly to change be past tense. And, their difficulty in finding idea to explore their writing in writing recount text; they have not a series story to explore in writing recount text without being given some clue. The test was low and below the target. So the researcher tried to solve the problem. Beside according to the observation during the preliminary study, the students were not enjoyable with the technique which was given by the researcher it was monotonous technique that made their students felt bored. It could happen their students did not understand by the rule and format in changing the present tense into the past tense, and they have not a series story to explore in writing recount text without being given some clue. That was why, the researcher tried to make them enjoy involving writing recount text by using picture series. 3.3.3. Planning Planning the action was done before the action of the research was carried out, in order the implementation of the action could run well. There were some activities that were planned before the actions given, (1) preparing the Strategy, (2) preparing interesting picture series to attract the students interest, (3) designing lesson plan, (4) making research instrument, (5) specifying the criteria of success.
23
3.3.3.1. Preparing the Strategy Based on the problem on the preliminary study, the researcher tried to solve the problem of writing recount text mastery in the eight grade students of SMP PGRI Sukodono 2010/2011 academic year by implementing picture series in teaching writing recount text with the consideration that picture series would attract the students attention to make the teaching learning process enjoyably. Furthermore the implementation of picture series as a media in teaching writing recount text were expected to improve the writing recount text mastery of the eight grade students of SMP PGRI Sukodono 2010/2011 academic year. In implementing the picture series as a media in teaching writing recount text the researcher as the teacher conducted two meetings of each cycle, on the first meeting three stages of the teaching learning process including pre-activity, main activity, and post activity. Firstly in pre-activity, the teacher introduced the material of writing recount text and explains the format; the teacher asked the students some questions about the difficulties material was given by the teacher. On the second stage the teacher implemented the picture series as media in teaching writing recount text. In implementation researcher as the teacher will divided into six teams, the teacher will divided the picture series into two terms. On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence. And on the second term the teacher will give
24
each team picture series in form of recount text about leaky tyre on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences. At last, in the post activity, the teacher made correction the answer was done by the students on the black board and asked the students to pay attention on the mistakes was made by the students, and fixed it with the correct answer. On the second meeting the teacher gave the students writing test to know the effectiveness of the writing students ability in writing recount text. The writing test is the researcher as the teacher gave picture series without clue to the students and asked to the students to write recount text based on their understanding about the picture series. It will be different strategy to the next cycle. In cycle 2 the researcher also needs two meetings. The first meeting researcher gave more examples of how to write recount text using picture series. After the students understand and have confident, in the second meeting the researcher gave them again picture series, and the students write their own writing based on the pictures that given clue.
3.3.3.2. Preparing Interesting Picture Series to Attract the Students Interest As we known that picture series as one of the media to improve the students ability in writing especially in writing recount text, Students can construct their knowledge during learning recount text easily by using media. One of the media is picture series which draws a
25
story. Picture series is the row of picture that has relationship. This medium fulfils the principles of using media issued by Nyoman S.Degeng (2001). Media which can be used to make the students learn more easily and the teacher teaches easily is the main part of the learning process. The media must be used in integrated way in teaching and learning and not only as ice breaker of teaching and learning. To understand the way of the picture series, the students need to appreciate it in abstract way. In the same way, when they express their ideas to construct the story in a good coherence as well as unity, they have to think it in abstract way too. Both of them will be easier for them in learning process if the teacher can use picture series. It can not only help the students to get ideas more realistic in understanding the recount text but also in constructing ideas to create it. To present the material, the researcher as a teacher divided cycle 1 into two terms. On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence. For example: 1. Picture series about activities at home
wake up
take a bath
eat cereal
read newspaper
exercise
drink
drive
bring
cook
write
watch
sleep
26
And on the second term the teacher will give each team picture series in form of recount text about leaky tyre on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences. For example:
drove-broken-searched
walked-repaired-waited
finished-payed-went to
rained-ran-made
arrived-met-slept
Leaky tire Last Sunday, Tommy had a trouble with his motor. He ............... a motor fastly but suddenly the motor was ............... at the Panglima Sudirman street. Later, he ................... a tire patcher.
27
He ................ far away to search a tire patcher. After he met a tire patcher. A tire patcher ................... the motors tire of tommy. And tommy ................ for along time. Tommys motor had ...................... and motors fare had ................. to the tire patcher. After that tommy ............... to his home. Although the ................. very hard. Tommy drove the motor fast. And the motor ................. with maximum speed. So that ............. tommy cold. Finallly, Tommy ............... at home. And he .................. with his family. He ............... with his family about the leaky tyre at panglima strett. Tommy felt tired. And he .............. well.
3.3.3.3. Designing Lesson Plan Before, the researcher presents the lesson. The lesson plan must be made by the researcher as a teacher; it aimed for the activity can run well.
To be clearer, the lesson plan can be seen in the following Table:
28
Table 3.1. The Lesson Plan
No
Cycle
Meeting /Date
Time allotment
Phase
Activity
1.
15 November 2010
th
2x40 minutes
Pre activity (20 minutes )
Give greeting and pray together Introduce the material of writing recount text on the board Explains the format or the generic structure of recount text and characteristic of recount text the teacher asked the students some questions about the difficulties material was given by the teacher The teacher implemented the picture series as media in teaching writing recount text. In implementation researcher as the teacher will divide into six teams and the teacher will divide the picture series into two terms. On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence. And on the second term the teacher will give each team picture series in form of recount text about leaky tire on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences the teacher wrote the correct answer on the black board and asked the students to pay attention on the mistakes made by the students, and fixed it with the correct answer Give greeting and pray together Checking the students readiness to follow up the material before. Ask the student to write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting. Ask the class about their difficulty to change the present tense into past tense Ask the class about their difficulty to understand structure and characteristic of recount text
Whilst Activity(40 minutes )
Post activity (20 minutes) 18th November 2010
2.
2x40 minutes
29
Whilst Activity(40 minutes ) -
Answer the students question Teacher gave the students writing test to know the effectiveness of the writing students ability in writing recount text. The writing test is the researcher as the teacher give picture series without clue to the students and ask to the students to write recount text based on their understanding about the picture series Teacher ask the difficultness about writing test which has given to the students Answer the students question Closing the session with give reinforcement to the students about how to write recount text correctly Give greeting and pray together Give the result of the writing test last week to the students Explain the generic structure and characteristic of recount text again until all of the students understand. Ask to the students one by one to forward in front of class to tell about generic structure and characteristic of recount text And ask to the students to change 30 words in form of present tense into past tense Correct the answer together Give picture series again and ask to the students to try construct idea based on clue on the picture series construct idea together based on clue on the picture series and write the result on the black board be in form of recount text suitable Give greeting and pray together Checking the students readiness to follow up the material before. Ask the class what is the difficulty to construct their idea to be a recount text suitable and try to solve it together . the researcher gave them again picture series, and the students write their own writing based on the pictures that given clue Make correction of the work, Ask the student to check their result, find the mistakes and fix into the best answer
Post activity (20 minutes)
3.
22nd November 2010
2x40 minutes
Whilst Activity(40 minutes )
Post activity (20 minutes) -
25th November 2010
2x40 minutes
Whilst Activity(50 minutes ) Post activity (20 minutes)
30
Give conclusion and closing the meeting
3.3.3.4. Making the Research Instrument To collect the data, the researcher as the teacher in this research used writing test, observation sheets, interview, and documentation. The instruments were used to know whether the picture series as a media in teaching writing recount text can improve the eight grade students of SMP PGRI Sukodono in writing recount text mastery. And to know whether the students writing ability especially in writing recount text mastery was on the target or not. The test is writing test; in cycle 1, the researcher as a teacher give picture series without clue to the students and ask to the students to write recount text based on their understanding about the picture series. In cycle 2, the researcher gave them again picture series, and the students write their own writing based on the pictures that given clue.
3.3.3.4.1. Test In this research; writing test is used to collect data. The test will be given in each cycle. In cycle 1, on the second meeting at whilst activity; Teacher gave the students writing test to know the effectiveness of the writing students ability in writing recount text. The writing test is the researcher as the teacher give picture series without clue to the students and asks to the students to write recount text based on their understanding
31
about the picture series. The time of writing test allocates during 40 minutes. In cycle 2, on the second meeting at whilst activity; the researcher gave them again picture series, and the students write their own writing based on the picture series that given clue. The time of writing test allocates during 40 minutes. And dealing with the scoring, grammatically perfect sentences are worth 4 points. An incorrect sentence structure is worth 0 points. Subtract one point for every other type of grammatical mistake. For example: Table 3.2. The score criteria of writing recount text test
No. 1 Criteria The use of noun phrase Rating Score 4 All noun phrases are well-ordered 3 Few noun phrases are not wellordered 2 Many noun phrases are not well-ordered 1 All noun phrases are not wellordered All sentences are not structurally correct Lack of vocabulary variations
Sentence Structure
All sentences are structurally correct Many vocabulary variations
Few sentences are Many sentences not structurally are not correct structurally correct Few vocabulary variations Almost no vocabulary variations
Vocabulary
Grammar
There is almost no error in the use of sentence. The text is well written giving readers very clear about the text
There are a few errors in the use of sentence The text is adequately written giving readers sufficiently about the text
There are many errors in the use of sentence The text is less sufficiently written giving readers incomplete information about the text
Content
Almost all sentences contain errors. The text is poorly written, fails to give readers information about the text
32
The acquisition of students value = Score X 5
3.3.3.4.2. Observation Any comment or observation and description about the learning process as well as the subjects of interest which are worth data. Observation is needed for monitoring the on-going learning process, class performance as well as teacher performance. The observation results in the observation sheet include the process and aspect to be observed. The collaborator in this case the English teacher who teach at SMP PGRI Sukodono, made check marks () or write briefly any observation or description about the process as well as the subjects of interest which are worth nothing. There is a table of observation sheet to measure the activeness of the picture series for teaching writing recount text.
Table 3.3. Teacher Observation of Implementing Picture Series as a Media in Teaching Writing Recount Text No 1 Phase Pre Activity Class activity Students pay attention to the teacher explanation Students answer the teacher questions. Students draw the conclusion of the teacher explanation Students write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting. Students asking about difficultness during understanding learning process Scale
33
Whilst Activity
Students listen to the teacher explanation. Students ask about difficultness during understanding learning process Students pay attention of the formula in form of present tense change into past tense Students make a sentence in based on the clue which was given by the teacher. Students make six teams. Students stand in front of the blackboard. (Each of the team forward in front of class to do the assignment). There are two assignment; 1. Students change present tense into past tense based on picture series and clue which has given by teacher correctly. 2. Students fill in uncompleted paragraph in form of recount text based on picture series and clue which has given by teacher correctly.
Each of the students do writing recount text test based on their understanding about the picture series without any clue certainty and correctly Each of the students write their own writing based on the picture series that given clue by teacher correctly and suitable The students felt enjoy when they were using picture series in learning process writing recount text so that the students more understand about how to write recount text well with picture series as a media in writing recount text Students read the exercise which given by the teacher. Students do the teacher exercise with the formula given. Students check the answer on the blackboard. Students pay the attention of the teacher answer revision
Post Activity
Total
34
Scale: 0: No one does 1: Only some students do 2: A half of students do 3: Most of students do 4: The entire class does 3.3.3.4.3. Interview Interview was a kind of dialogue between the researcher and the English teacher to get more information, which was required by the researcher. The interview was used to get additional information about what kinds of the difficulties of the students in writing recount text; it was useful to find the solution of those problems. The interview was done on November 13th 2010 in the preliminary study and was done outside the classroom and the teacher could answer directly. Following are the list of the interview questions: Table 3.4. Interview of the researcher to the teacher in teaching writing recount text THE ENGLISH TEACHERS NO THE LIST OF QUESTION QUESTION 1. How do you teach writing recount text to your students? I usually teach writing recount text by asking the students to write recount text based on their past experience 2. Do you use textbooks when you teach writing recount text? 3. Yes, I always use textbooks when I teach writing recount text
What kind of books do you use I use English in focus for grade eight when teach writing recount junior high school and scaffolding
35
text?
grade eight for junior high school students
4.
What kinds of writing materials do you use when teach writing recount text?
I usually use the writing material from textbooks
5.
How do you choose the writing I choose the writing material which material when teach writing recount text? related to syllabus of the school
6.
How do the response of your students when you were teaching writing recount text?
They are not interested
7.
What makes the students not interested in writing recount text?
Because the students were difficult in finding idea to explore their writing in writing recount text; they do not have imagination about story to explore in writing recount text without being given some clue. Besides that, they have difficulties to decide the words exactly to change present tense to be past tense.
8.
How the targeted score decided in writing recount text?
The targeted score decided was 7.00
9.
Did all the students could
No, they could not obtain the target
36
obtain the target score? 10. Have you ever applied picture series to teach writing recount text?
score No
3.3.3.4.4. Documentation The document analysis method is used to obtain data which deals with all document exits. In carrying out his document method, it investigated the written materials such as books, regulations, journals and daily note. In this research, the data from the documents will be used as the secondary data. The documents are the names of the research subject (see appendix 3), the students score in writing recount text, and the pictures about the students and researcher as a teacher which was got during teaching learning process (see appendix 12).
3.3.3.5. Specifying the criteria of success Criteria of success is needed to measure that the implementation was effective to improve the writing students ability especially in writing recount text mastery or not. The Table below described the criteria of success in this research. Table 3.5. The Criteria of Success in this research. No 1 Data Teaching learning process Instrument Observation format Criteria of success 85 % both of teacher and students are active implementing this technique 95 % the implementation of teaching learning process is conducted
37
suitable with the arranged lesson plan. 2 Students achievement Test There are significant improvements of the majority of the students in their ability in writing recount text test from the cycle 1 to cycle 2, The students score on writing recount text test should be greater than or equal to 70 (the score of KKM). The mean of the students score on writing recount text test should be greater than or equal to 70 (the target of achievement). 90 the students are happy and motivated with picture series.
Students response
Observation format
3.3.4. Implementing In implementing the picture series as a media in teaching writing recount text the researcher as the teacher conducted two meetings of each cycle, on the first meeting three stages of the teaching learning process including pre-activity, main activity, and post activity. Firstly in pre-activity, the teacher introduced the material of writing recount text and explains the format; the teacher asked the students some questions about the difficulties material was given by the teacher. On the second stage the teacher implemented the picture series as media in teaching writing recount text. In implementation researcher as the teacher will divide into six teams, the teacher will divide the picture series into two terms. On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence. And on the second term the teacher will give each team picture series in form of recount text about leaky tyre on the
38
street. In the picture there was clue that could be used to fill incomplete paragraph in form of recount text. Then the group goes to the board and rewrites the sentences. At last, in the post activity, the teacher made correction the answer was done by the students on the black board and asked the students to pay attention on the mistakes was made by the students, and fixed it with the correct answer. On the second meeting the teacher gave the students writing test to know the effectiveness of the writing students ability in writing recount text. The writing test is the researcher as the teacher give picture series without clue to the students and asks to the students to write recount text based on their understanding about the picture series. It will be different strategy to the next cycle. In cycle 2 the researcher also needs two meetings. The first meeting researcher gave more examples of how to write recount text using picture series. After the students understand and have confident, in the second meeting the researcher gave them again picture series, and the students write their own writing based on the pictures that given clue.
3.3.5. Observing The other primary data collection method that will be used is observation. In Syaifullah (2009:50), Observation is an activity of observing and systematic record keeping toward the phenomenon under investigation. In this action research, observation will be done in each meeting of cycle. It aims to record the students activities in the classroom during the teaching writing recount text by implementing picture series as
39
a media in teaching writing recount text. The researcher will conduct observation when the teaching and learning process took a place and the observation will be conducted by the English teacher.
3.3.6. Data Collection Method The data of this research consisted of the data on the planning, the data on the implementation, and the data on the evaluation. The data on the planning was the lesson plan contained the strategy of teaching writing recount text by applying picture series as media in learning process it, the instructional material, the steps of teaching and learning activities and evaluation. The data on the implementation stage include the process of implementing picture series in teaching writing recount text. It was in the form of teacher observation during the teaching and learning activities. While the data on the evaluation, which was taken at the end of the cycle, was in the form of writing test, it was done in the class given on the second meeting of each cycle after the implementing of the picture series as a media in teaching writing recount text. This test needed 40 minutes time allotment for writing test paper. It was done on November, 18th 2010 and on November, 25th 2010.
3.3.7. Data Analysis It referred to the researcher procedure in analyzing the data gathered from the observation and writing test in the planning,
40
implementation, and evaluation stages. The format of Teacher Observation, assessment and writing test can be seen in the TABLE 3.5 Variable, Sub Variable, Indicators, Data Instrument, Data Collecting Technique and Data resources of the research as follow: TABLE 3.6 Variable, Indicators, Data Instrument, Data Collecting Technique and Data resources of the research (scope of the instrument)
No 1.
VARIABLES INDICATORS INSTRUMENT DATA COLLECTION TECHNIQUE DATA RESOUR CES
Present Tense change into Past Tense
2.
Incomplete paragraph in form of recount text
3.
Picture series (Cycle 1)
4.
Picture series with clues on it (Cycle 2)
1. Students are able to change the present tense into the past tense suitable with clue which has given 2. Students are able to create a sentence in form of present tense which has changed into past tense 1. Students are able to understand the meaning of picture series and clue which has given by teacher 2. Students are able to fill incomplete paragraph suitable in form of recount text based on clue and picture series which has given by teacher 1. Students are able to understand the picture series which has given by teacher and write it in form of recount text well based on generic structure and grammar suitable. 1. Students are able to understand the picture series with clues on it which has given by teacher and write it in form of recount text well based on generic structure and grammar suitable.
Test
writing test
Test
writing test
Teacher Students teaching learning process
Test
Test
writing test
Test
writing test
Test
writing test
3.3.8. Reflection In the reflection stage, the researcher reflected what had been done in the previous action. In this case, the researcher decided weather the effect of the action had met the criteria of success. The
41
implementation of the action was successful when all of the criteria of success had been reached. The criteria of success were determined as; (1) in teaching learning process (a) 85 % both of teacher and students are active implementing this technique, (b) 95 % the implementation of teaching learning process is conducted suitable with the arranged lesson plan. (2) Students achievement when significant improvements of the majority of the students in their writing recount text test from the cycle 1 to cycle 2, The students score on writing recount text test should be greater than or equal to 70 (the score of KKM). The mean of the students score on writing recount text test should be greater than or equal to 70 (the target of achievement). If the action met the criteria of success, the research stopped. On the other hand, if it did not met the criteria of success, it was necessary for the researcher to revise the plan and had another cycle to be implemented.
42
Figure 3.1 The Classroom Action Research Procedure

Preliminary Study Obseving the classroom and the taechinglearning of writing recount text and give pre-test the students to collect the data for formulating the problem. The students English achievement is not good enough; the students score for pre-test is below the target. (SKM :70) Problem The students ability in writing recount text is below the target How can I improve the students ability in writing recount text? Analysis and finding The students ability in changing the present tense into the past tense was not good enough. The difficultness of the students in finding idea to explore their writing especially in writing recount text
How can I improve the students ability in changing the present tense into the past tense? How can I improve the students ability in finding idea to explore their writing especially in writing recount text? How can I improve the students understanding about the characters of
tenses and the grammatical rules in writing recount text? How can I make the students enthusiasm and enjoy in teaching writing recount text?
Planning 1/2 Implementing picture series as a media in teaching writing recount text to improve the students active in writing recount text
Unsuccess
(1) Preparing the Strategy (2) Preparing interesting picture series to attract the students interest (3)Designing lesson plan (4) Making research instrument (5) Specifying the criteria of success.
Reflecting 1/2 1. Analyzed all data obtains in implementing and observation stages. 2. if the data meet the criteia of success, the activity stops. If it still does not meet the criteria of success, the activity has to be continued to the next cycle. Implementing pre activity: Introduce the writing recount text material main activity :implementing the picture series as a media in teaching writing recount text, discussion difficultness of the students on understanding picture series, and having teacher observation post activity: Having writing test.
Success
Terminated/stop If the data reaches with the criteria of success
Observing 1/2
To collect the data in the implementig process using the instrument including observation sheet, field note, questionnaire, and writing test.
43
CHAPTER IV FINDING AND DISCUSSION
4.1. Finding In this part, the planning, the implementation of the action, the observation, the analysis and reflection are made. The analysis and reflection covered the analysis on teacher observation and assessment in the teaching and learning process, the analysis on the result of the students ability in writing recount text include writing test and the reflection.
4.1.1 Preliminary Study This research is inspired by the result of the interview with the teacher which revealed that most of the students of the eighth grade students at SMP PGRI Sukodono did not like to write recount text. Most of them had problem in changing the present tense into the past tense; they have difficulties to decide the words exactly to change be past tense. And, their difficult in finding idea to explore their writing in writing recount text; they have not a series story to explore in writing recount text without being given some clue. Besides, based on the result of observing, it is revealed that the students had low motivation and were not interested in teaching learning process of writing especially in writing recount text. Because the teacher gave explanation about writing recount text by using old method,
44
She only explains the material in front of the class without implementing picture series as a media in writing recount text. Then she gave the writing recount text test for the students based on his/her experience. The researcher look that during the teaching and learning process while the other were less motivated, did not pay attention to the teacher's explanantion, talked to the other and ignored the teacher's explanation. When the teacher gave them questions, they could not answer the questions. It happened because they felt boring and not interested with the learning method which teacher done. This condition makes them passive learners.
4.1.2. Cycle One There were two meetings in cycle 1 that had been done on November 15th 2010 and November 18th, each meeting was done in four steps including planning, implementing, observing and reflecting. The researcher as a teacher does implementing writing recount text through using picture series to improve the eight grade students ability in writing recount text at SMP PGRI Sukodono in 2010/2011 academic year. 4.1.2.1. Meeting one (on November 15th 2010) This meeting was started from the pre- activity, then continued with whilst activity, and post activity. 4.1.2.1.1. Planning on meeting one
45
In cycle 1, the researcher as the teacher of the action research introduced the material about writing recount text. The material was taken from the curriculum of the eight grades in the first semester. In the first cycle the researcher conducted two meetings in the class with implementing the writing recount text through using picture series. On the first meeting there were three stages of the teaching learning process including pre-activity, main activity, and post activity. Firstly in pre-activity, the teacher introduced the material of writing recount text and explains the format; the teacher asked the students some questions about the difficulties material was given by the teacher. On the second stage the teacher implemented the picture series as media in teaching writing recount text. In implementation researcher as the teacher will divided into six teams, the teacher will divided the picture series into two terms. On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence. And on the second term the teacher will give each team picture series in form of recount text about leaky tyre on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences. At last, in the post activity, the teacher made correction of the answer which done by the students on the black board and asked the students to pay attention on the mistakes was made by the students, and fixed it with the correct answer.
46
4.1.2.1.2. Implementing on meeting one Below the explanation of the classroom activity in cycle one: Pre- activity (20 minutes) At the first the teacher gave the students greeting the students and they replied her nicely. Below is their conversation: Teacher Students Teacher Students Teacher Students : Hello, good morning class! : Good morning sir! : Ok class, it is nice too meet you to study English with you again. How are you today? : Im fine, thank you and you? : Im very well. Thank you : You are welcome
At then the teacher explains the format or generic structure of recount text to the students. Below is their conversation: Teacher Students Teacher : In this nice opportunity, we will learn about recount text : What is recount text sir? : Recount text is a text that tells someones past experience in a chronological order and usually used to retell past events for the purpose of informing or entertaining : What is characteristic of recount text sir? Than the another text included; narrative text, descriptive text, report text, and etc. : Recount text has a generic structure include Orientation, events, and reorientation. Besides that it also has the language features. : What are orientation, events, reorientation, and the language features sir? : In Orientation: the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions: * Who involved in the story? * Where it happened? * When it happened? * Why it happened? In Events: the writer writes the events chronologically. Tell what happen and what sequences. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer.
Students
Teacher
Students Teacher
47
Students -
In reorientation: the writer draws a conclusion or gives comment about the story. The language features of recount text are: a. The language is written in Simple Past Tense Simple Past Tense is used to express something that happened in the past. The pattern: S + V2 b. Connecting words are words and phrases used to start, connect a sentence with the next one, and end an explanation. For examples: first, then, later, after that, finally. c. The following adverb of time: - yesterday - last .......... - ................ ago - just now - this morning - in 2010/2011 and etc Ok, thats all my explanation about characteristic of recount text. Do you understand? : Yes sir.
Whilst Activity (40 minutes) The teacher implemented the picture series as media in teaching writing recount text. In implementation researcher as the teacher will divide into six teams and the teacher will divide the picture series into two terms.
On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence.
And on the second term the teacher will give each team picture series in form of recount text about leaky tyre on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences. Below is their conversation on the first term:
48
Teacher
Students Teacher
: Attention please! Please create teams that consist of six students now! And all of you will divide to be six teams. Do you understand? : Yes we are understand sir : After that, look at the picture series about activities at home that I had given to you.
wake up
take a bath
eat cereal
read newspaper
exercise
drink
drive
bring
cook
write
watch
sleep
Change these words on the picture in form of present tense to be past tense! Students : Yes we will do it sir Teacher : If you had finished it, please each leader of the team in order to forward in front of class to write correct sentence! Are you ready? Students : Yes sir Below is their conversation on the second term: Teacher : In order to more understand how to write recount text well, I will give you about a picture series again about leaky tire on the street. In the picture there was clue that could be used to fill incomplete paragraph in form of recount text.
broken-searched-drove
repaired-walked- -waited
went to finished - payed
ran - rained made
met - slept - arrived
49
Leaky tire Last Sunday, Tommy had a trouble with his motor. He ............... a motor fastly but suddenly the motor was ............... at the Panglima Sudirman street. Later, he ................... a tire patcher. He ................ far away to search a tire patcher. After he met a tire patcher. A tire patcher ................... the motors tire of tommy. And tommy ................ for along time. Tommys motor had ...................... and motors fare had ................. to the tire patcher. After that tommy ............... to his home. Although the ................. very hard. Tommy drove the motor fast. And the motor ................. with maximum speed. So that ............. tommy cold. Finallly, Tommy ............... at home. And he .................. with his family. He talked with his family about the leaky tyre at panglima strett. Tommy felt tired. And he .............. well. Students Teacher : Yes sir : If you had finished it, please each leader of the team in order to forward in front of class to complete paragraph into good paragraph!
Post activity (20 minutes) The teacher made correction of the answer which done by the students on the black board and asked the students to pay attention on the mistakes was made by the students, and fixed it with the correct answer. Below is their conversation on the first term: Teacher Students : Lets check the answer together and attention please! : Yes sir
50
Teacher
: The question number 1 to 10, there was four incorrect answers from you. That is number 2, 4, 6 and 12.
1. He woke up an hour ago (correct answer) V2irregular verb 2. He takes a bath just now (wrong answer) He took a bath just now (correct answer) V2irregular verb 3.He ate cereal last morning (correct answer) V2irregular verb 4. He readed a newspaper two hour ago (wrong answer) He read a newspaper two hour ago (correct answer) V2 regular verb 5. He exercised at gymnasium yesterday morning (correct answer) V2 regular verb 6. He drinked milk this morning (wrong answer) He drank milk this morning (correct answer) V2irregular verb 7. He drove BMW car last week (correct answer) V2irregular verb 8. He brought items purchased (correct answer) V2irregular verb 9. He cooked fried noodle this afternoon (correct answer) V2regular verb 10. He wrote letter yesterday (correct answer) V2irregular verb 11. He watched movie last night (correct answer) V2regular verb 12. He sleeped just now (wrong answer) He slept just now (correct answer) V2irregular verb Teacher Students Teacher Students : Ok, any question students? : No sir : Do you understand? : Of course, we understand sir On the second term, the teacher also made correction of the answer which done by the students on the black board and asked the students to pay attention on the mistakes was made by the students, and fixed it with the correct answer. Below is their conversation on the second term: Teacher : After you had understood about how to change present tense to be past tense. Now we will make correction of the
51
Students Teacher
answer about incomplete paragraph that you had done on the blackboard. Are you ready? : Absolutely, Im ready sir : After I check your answer, there were errors in placement guide words into incomplete paragraph. To more clear, lets check the answer together! Leaky tire
correct answer
correct answer
Last Sunday, Tommy had a trouble with his motor. He
drove a motor fastly but suddenly the motor was broken at the Panglima Sudirman street. Later, he searched a tire patcher.
walked correct answer correct answer
He repaired far away to search a tire patcher. After he met
a tire patcher. A tire patcher walked the motors tire of tommy. And
repaired
tommy waited for along time.

correct answer
correct answer
correct answer
Tommys motor had finished and motors fare had payed

correct answer correct answer
to the tire patcher. After that tommy went to his home.

correct answer
correct answer
Although the rained very hard. Tommy drove the motor

ran
correct answer made correct answer
fast. And the motor made with maximum speed. So that ran tommy cold.
correct answer
Finallly, Tommy arrived at home. And he met with his family. He talked with his family about the leaky tyre at panglima strett. Tommy felt tired. And he slept well.
correct answer
4.1.2.1.3. Observation of meeting 1 During the action, the researcher was doing observation by using observation checklist of the students activities. It was intended to know the indicator observed. The indicator observed include; the students asking question, the students answering question, the students paying
52
much attention to the teacher explanation, and the students writing a sentence on the blackboard. Students could be categorized active if at least fulfils five aspect; three aspect done in pre activity, two aspect done in whilst activity, and one aspect done in post activity. In pre activity; firstly the students active paying much attention to the teacher explanation, secondly the students active asking question about material which has given by teacher, thirdly the students active answering questions from the teacher. In whilst activity; firstly the students active asking about difficultness during understanding learning process until the students could fix it, secondly the students active doing the test which had given by teacher. In post activity; the students active are paying much attention to the teacher explanation about revision of the test. To more clear we can see following the table: 4.1.2.1.3. Teacher Observation of Implementing Picture Series as a Media in Teaching Writing Recount Text on meeting 1 No 1 Phase Pre Activity Class activity Students pay attention to the teacher explanation Students answer the teacher questions. Students draw the conclusion of the teacher explanation Students write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting. Students asking question about material which has been given by teacher 3 Scale 3 2 3 3
53
Whilst Activity
Students listen to the teacher explanation. Students asking about difficultness during understanding learning process Students pay attention of the formula in form of present tense change into past tense Students make a sentence in based on the clue which was given by the teacher. Students make six teams. Students standing in front of the blackboard. (Each of the team forward in front of class to do the assignment). There are two assignment; 1. Students change present tense into past tense based on picture series and clue which has given by teacher correctly. 2. Students fill in uncompleted paragraph in form of recount text based on picture series and clue which has given by teacher correctly.
3 3
3 4
Post Activity
Students read the exercise was given by the teacher. Students do the teacher exercise with the formula given. Students check the answer on the blackboard. Students pay the attention of the teacher answer revision
3 4 3 3
Total Scale: 0: No one does 1: Only some students do 2: A half of students do 3: Most of students do 4: The entire class does
49
Based on table above, the researcher got data that the students ability in understanding writing recount text and activeness of the students most increase than before using picture series as a media in understanding writing recount text well. And the researcher concludes that
54
the students would be ready to give writing recount text test through using picture series. 4.1.2.2. Meeting two (on November 18th 2010) This meeting was started from the pre- activity, then continued with whilst activity, and post activity. 4.1.2.2.1 Planning on meeting two On the second meeting, activities of learning process like pre activity, whilst activity, and post activity almost same. But any little different that is in giving material and giving test. In pre activity; the teacher checks the students readiness to follow up the material before, ask the student to write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting, ask the class what is the difficulty to changing the present tense into past tense, ask the class what is the difficulty to understand structure and characteristic of recount text, and the teacher answer the question of the students. In whilst activity; the teacher gave the students writing test to know the effectiveness of the writing students ability in writing recount text. The writing test is the researcher as the teacher give picture series without clue to the students and asks to the students to write recount text based on their understanding about the picture series. In post activity; teacher asked the difficulty about writing test which has given to the students, answer the students question, closing the session and give reinforcement about how to write recount text well.
55
4.1.2.2.2 Implementing on meeting two Below the explanation of the classroom activity in cycle one: Pre- activity (20 minutes) At the first the teacher gave the students greeting the students and they replied her nicely. Below is their conversation: Teacher Students Teacher Students Teacher Students : Hello, good morning class! : Good morning sir! : Ok class, it is nice too meet you again to study English with you again. How are you today? : Im fine, thank you and you? : Im very well. Thank you : You are welcome
At then the teacher the teacher checks the students readiness to follow up the material before, ask the student to write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting, ask the class what is the difficulty to changing the present tense into past tense, ask the class what is the difficulty to understand structure and characteristic of recount text, and the teacher answer the question of the students.. Below is their conversation: Teacher Students Teacher : Ok students, Do you still remember about material which I had given to you yesterday? : Yes, Im still remember sir : If you were remembered, please tell what is the material which I had explained to you yesterday? And write down the purpose and characteristic it on the blackboard? : recount text sir, and recount text has purpose to informing or entertaining someone about past events in a chronological order. And while characteristic of recount text has a generic structure includes Orientation, events, and reorientation. Besides that also has the language features. : Good, its right answer. What a clever you are! : Thanks sir : Do you have difficultness in changing present tense into past tense?
Students
Teacher Students Teacher
56
Students
Teacher
Students -
: No sir, we just must memorize all regular verbs and irregular verb and much practice about how to change present tense into past tense. : Good, all of you have a good motivation. I admire to you. By the way, do you have difficultness in understanding structure and characteristic of recount text? : Yes, I understand sir
Whilst Activity (40 minutes) The teacher implemented the picture series as media in teaching writing recount text. In implementation researcher as the teacher gave the students writing test to know the effectiveness of the writing students ability in writing recount text. In writing recount text test; the students must write recount text based on their understanding about the picture series which given by teacher and in the picture series nothing clue on it. Below is their conversation: Teacher : Ok students, after I look your ability in changing present tense into past tense, and your ability in composing incomplete paragraph to be good paragraph. I felt your ability in writing recount text developed. So that I will give you picture series nothing clue on it and please write recount text based on your understanding about the picture series
57
Students Teacher Students
: Yes, sir : your time allocates during 40 minutes, and submitted to me if you had finished it : Yes, I do sir
Post activity (20 minutes) The teacher asking the difficulty about writing recount text test which given to the students, and answer the students question. After that, the teacher gives reinforcement about writing recount text correctly Below is their conversation: Teacher Students : By the way, could you do it well? Do you have imagination to explore your idea in writing recount text? : Yes, I could do it sir and I could had imagination to explore my idea in writing recount text through using picture series but Im still confuse to put suitable verb in form of past tense without words as a clue on the picture series. : Yes I understand your problem; actually which must you do only describe the story on the picture series in a chronological order (past events). Besides that you also must pay attention about Who involved in the story? Where it happened? When it happened? Why it happened. If thats all could you do it well, you will have many verbs in form of past tense to develop it.
Teacher
4.1.2.2.3 Observation of meeting two During the action, the researcher was doing observation by using observation checklist of the students activities. It was intend to know the indicator observed. The indicator observed include; the students asking question, the students answering question, the students paying much attention to the teacher explanation, and the students writing a sentence on the blackboard. Students could be categorized active if at least
58
fulfils five aspect; three aspect done in pre activity, one aspect done in whilst activity, and two aspect done in post activity. In pre activity; firstly the students active paying much attention to show the readiness to follow up the material before, secondly the students active paying much attention to answer teacher question, thirdly the students active asking the difficultness in learning process to the teacher. In whilst activity; the students active doing the writing test which had given by teacher. In post activity; firstly the students active are paying much attention to ask difficulty about writing test which had given by teacher. Secondly the students active are paying much attention about reinforcement material before which explained by teacher. To more clear we can see following the table: Table. 4.1.2.2.3. Teacher Observation of Implementing Picture Series as a Media in Teaching Writing Recount Text on meeting two No 1 Phase Pre Activity Class activity The students active paying much attention to show the readiness to follow up the material before (writing recount text) The students active paying much attention to answer teacher question Write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting. The students active asking the difficultness in learning process to the teacher. Scale 4
59
Whilst Activity Post Activity
The students active doing the writing recount text test based on understanding the picture series which had given by teacher. The students active are paying much attention to ask difficulty about writing recount text test which given by teacher. the students active are paying much attention about reinforcement writing recount text which explained by teacher
4 4
Total
22
Scale: 0: No one does 1: Only some students do 2: A half of students do 3: Most of students do 4: The entire class does
Based on table above, the researcher got data that the activeness of the students in asking question, answering question, and motivation to study hard most increase. Thats all showed on the table above; that a half of students always doing writing recount text test well. Although there were errors in writing recount text test, they are paying much attention in fix the problem with asked their problem to the teacher. And their problem in putting suitable verb in form of past tense without words as a clue on the picture series.
Besides, the score of post test in cycle one showed that most of the students writing ability is improved but did not reach the minimum score requirements because the minimal standard criteria of the students writing ability are when the mean score of all the students is
60
7.00. The result reveals that the mean score of the students is only 65.55. It means that the study has not been successful yet. The students scores in writing test for the first cycle can be seen in the following table. Table. 4.1.2.2.4. Score of writing recount text test in implementing picture series as a media in writing recount text at cycle one No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Names Agus Alfianto Ahmad Sahrul Abadi Anggi Setiawan Cindy Ayu Natalya Citra Tarisa Putri Dana Yudi Guntoro Deni Purwanto Devi Wulandari Eka Devi Prastika Elisa Munika Femi Dian R Fitria Dwi Astuti Imam Safii Inarsih Kiki Febrianti Kunti Rahayu Wilujeng Lailatul Qomariah Lis Dahlia M. Romadiwijaya Moch. Kasiono Moh. Hoirul Muh. Husen Muh. Saiful Arif Muh. Saiful Arifin Muhamad Muzaki Novitasari Nuris Siami Rahmawadi Novyanto Ratno Agung Dicky W Reza Risdiana Riki Nur Pratama Rizka Yakin Harapan Rizky Yakin Harapan Siti Maria Ulfa Score 70 60 65 65 70 65 60 70 60 60 65 70 60 60 65 60 65 65 70 60 70 70 60 75 65 65 70 70 65 70 70 60 60 65
61
No 35 36
Names Siti Rohmawati Yovie Fandika Karyati Total Mean
Score 65 75 2360 65.55
4.1.2.2.4 Reflection for Cycle One Based on the data presented in the table above, it can be stated that the implementation of using picture media to improve the students ability in writing recount text is not successful yet. The criteria of success are if the mean score of the students is at least 7.00 and the students are active in the writing activity. In terms of the students activeness in writing activity, the result of observation shows that a half of the students are active, but some others are not active in the writing activity. They look still confused in putting suitable verb in form of past tense without words as a clue on the picture series so that they can not write recount text well in a piece of paper. Although some students show their improvement in writing motivation and score of writing, the cycle 2 needs to be conducted. This is done because some students get score under the standard which is determined. Many students get score below 7.00. The cycle 2 is done to find the appropriate strategy in improving students writing ability in recount text using picture series media.
4.1.3 Cycle Two
62
Based on the result of reflection of the actions in cycle one, the second cycle was needed to be conducted. The second cycle was done on November 22nd, 2010 and November 25th, 2010. The first data were gained from the students writing achievement post test that was done on November 18th, 2010 and the second data were gained from class observation. At the end of the cycle, the students were expected to be able to develop their writing skill especially in writing recount text well; and the students were expected to be able to develop their understanding in writing recount text based on picture series which given by teacher.
4.1.3.1 Planning of Cycle Two Based on the reflecting of cycle one, the researcher decided to continue the research to cycle two in order to achieve the criteria of success, those are 75 % of the subjects must actively participate in the teaching and learning process by using picture series in writing recount text and 75 % of the subjects must get the minimum score requirements (KKM=70). In this cycle, the researcher planned to carry out the same technique which is used in cycle one. The procedures of these activities are: first, the researcher prepared lesson plan before starting the activities. The researcher made the lesson plan in cycle two different with lesson plan in cycle one, precisely in whilst-activity (see appendix 10 and 11). In cycle one, at the end of writing activity, the students only were asked to write recount text based on their understanding about picture series
63
without clue on it which given by teacher. However In cycle two, the students were asked to write recount text based on the picture series which given clue on it. The teaching learning process was carried out in three meetings in this cycle. There were three activities in every meeting; they were pre activity, whilst activity, and post activity. To know the improvement of students writing recount text test, the researcher used some instruments. They were observation checklist and the writing recount text test (post-test) on the second meeting at cycle two.
4.1.3.2 The Implementing of Cycle Two The actions in this research were the same as the actions in the previous cycle. The actions were done by the researcher as an English teacher. The actions in cycle two were done in three meetings consisting of teaching writing recount text by using picture series which was conducted once followed by writing recount text test. There were 36 students which consist of 18 females and 18 males who participate in the teaching and learning by using picture series as a media in writing recount text. The implementation of the actions was based on the lesson plans developed by the researcher and consulted with the English teacher. The first meeting in cycle two was conducted based on lesson plan 1 in cycle two, while the second meeting was done based on lesson plan 2 in cycle two (see appendix 10 and 11). The writing materials taught covered
64
the students' writing skill in the form of: (1) identifying the generic structure and characteristic of recount text; (2) asking the students to memorize about generic structure and characteristic of recount text; (3) asking the students to change 30 words in form of present tense into past tense; and (4) constructing idea together based on clue in the picture series and write the result on the blackboard.
4.1.3.2.1 Meeting 1 in Cycle Two (November 22nd, 2010) This meeting was the first meeting in cycle two. This meeting was conducted on Monday, November 22nd, 2010 started at 10.30 a.m. and finished at 11.50 a.m. in the eighth grade students' classroom. It covered three kinds of activity: pre activity, whilst activity, and post activity.
4.1.3.2.1.1 Pre activity (20 minutes) The teacher greeted the students and they replied her nicely. Then the teacher give the result of writing test on cycle one to the students, and the last, the teacher explain about an error students writing recount text test and the way to fix it. The questions and responses of the teacher and the students are as follows: Teacher Students Teacher Students Teacher Students Teacher : Hello : Hello sir : Good morning, class! : Good Morning, sir! : It is very nice to teach you again. How are you everybody? : Im fine. Thank you and you? : Im very well. Everything is all right. Thank you
65
Well, your writing recount text test had corrected. Most of you get improvements in your scores and in your activeness in writing activity but some others are still under the target or the criteria. Students : By the way, why some other students are still under the target or the criteria? Teacher : because there were errors of your friends writing tests. An error is in putting suitable verb in form of past tense into recount text paragraph. Do you still confuse in writing recount text? Students : Yes sir, Im confuse to write recount text if in the picture (under the target) series nothing clue on it. Students : To solve your problem, firstly which must you do only describe the story on the picture series in a chronological order (past events). Besides that you also must pay attention about Who involved in the story? Where it happened? When it happened? Why it happened. If thats all could you do it well, you will have many verbs in form of past tense to develop it. Do you understand? Students : Yes sir
4.1.3.2.1.2 Whilst activity (40 minutes) The teacher asking the students to forward in front of class one by one to tell about generic structure of recount text, and asking the students to change 30 words in form of present tense into past tense. The conversation of the teacher and the students are as follows: Teacher : To check your ability in understanding generic structure of recount text. I want all of you forward in front of class one by one to tell about generic structure of recount text? Are you ready? : Yes sir, Im first : Yes sir, Im the second : Yes sir, Im the third : Yes sir, Im the fourth
Student 1 Student 2 Student 3 Student 4
All of the students forward in front class and all of them are very active to tell generic structure of recount text. They want showed that all of them could understood generic structure of recount text. And all the answer of them correctly. Below is their speaking:
66
Students
Teacher
: Recounts text has purpose to informing or entertaining someone about past events in a chronological order. And while characteristic of recount text has a generic structure includes Orientation, events, and reorientation. Besides that also has the language features. In Orientation: the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions: Who involved in the story? Where, When, Why it happened? In Events: the writer writes the events chronologically. Tell what happen and what sequences. In reorientation: the writer draws a conclusion or gives comment about the story. The language is written in Simple Past Tense The pattern: S + V2 : Good answer students! After that the teacher asking the students to change 30 words
in form of present tense into past tense. Below is their conversation: Teacher : In order your ability in changing present tense into past tense. Please forward in front of class to change these words into past tense : Im sir : Im sir : Im sir
Student 1 Student 2 Student 3
Student 30 Teacher Student 30 Teacher Students Teacher
: Im sir : Ok, do it! : Im finish sir : Thank you. Lets check together. Did all the answer is right? : Of course sir : Yes, It is right, what a smart you are!
Below is the table of the result correction teacher about changing present tense into past tense : Table 4.1.3.2.1.2 the result correction teacher about changing present tense into past tense
NO 1 2 3 4 REGULAR VERB V1 V2 Want Wanted Explaine Explained Help Helped Call Called IRREGULAR VERB V1 V2 take Took eat Ate drink Drank buy Bought
67
NO 5 6 7 8 9 10 11 12 13 14 15
REGULAR VERB V1 V2 Kick Kicked Ask Asked Cook Cooked Develop Developed Listen Listened Look Looked Paint Painted Walk Walked Wait Waited Search Searched Talk Talked
IRREGULAR VERB V1 V2 begin Began blow blew go went come came fly flew get got have/has had do did sell sold speak spoke write wrote
4.1.3.2.1.3 Post activity (20 minutes) The teacher ask the students to construct idea, and write recount text together based on picture series which given by teacher. Below is their conversation: Teacher Students : Lets construct idea and write recount text based on the picture series! : Of course sir 2 3 4
Teacher Student 1 Student 2 Student 3
: Now, who is can construct idea in first picture? : Im the first picture sir : Im the second picture sir : Im the third picture sir
Student 6 Teacher
: Im the sixth picture sir : Ok, all of you please do it now and try it!
68
The result of the constructing idea which written the students on the blackboard could be seen on the below answer! Susi woke up just now, after that she cleaned her room. She felt fresh after she woke up and done activity. After Susi cleaned her room, she took a bath and began cook fried rice. She felt hungry and then she ate fried rice ravenous Susi was very diligent because after she ate fried rice. She washed her plate and her spoonful. After She washed her plate and her spoonful, she was not took a rest but she washed her clothes. After all the work activities of Susi finished, she took a rest with watched television on the family room. Finally, she felt tired and she wanted sat on the front porch. 4.1.3.3 Observation of meeting one on the cycle two During the action, the researcher was doing observation by using observation checklist of the students activities. It was intend to know the indicator observed. The indicator observed include; the students asking question, the students answering question, the students paying much attention to the teacher explanation, and the students writing a sentence on the blackboard. Students could be categorized active if at least fulfils four aspect; one aspect done in pre activity, two aspect done in whilst activity, and one aspect done in post activity. In pre activity; the students active paying much attention to listen and understanding about the material which had given by teacher. In whilst activity; firstly the students active are paying much attention to tell about the generic structure of text with active forward in front of class. Secondly the students active are paying much attention change 30 words in form of present tense into past tense.
69
In post activity; the students active are paying much attention to construct idea together based on the picture series which given by teacher. To more clear we can see following the table: Table. 4.1.3.3. Teacher Observation of Implementing Picture Series as a Media in Teaching Writing Recount Text on meeting one at cycle two No 1 Phase Pre Activity Whilst Activity Class activity the students active paying much attention to listen and understanding about the material which had given by teacher the students active are paying much attention to tell about the generic structure of text with active forward in front of class the students active are paying much attention change 30 words in form of present tense into past tense The students active are paying much attention to construct idea together based on the picture series which given by teacher. Scale 4
Post Activity
4 16
Total
Scale: 0: No one does 1: Only some students do 2: A half of students do 3: Most of students do 4: The entire class does
Based on table above, the researcher got data that the activeness of the students in asking question, answering question, and motivation to study hard most increase. Thats all showed on the table above; that the entire students active paying much attention to listen and understanding about the material which had given by teacher, the entire students active are paying much attention to tell about the generic
70
structure of text with active forward in front of class, entire the students active are paying much attention change 30 words in form of present tense into past tense, entire the students active are paying much attention to construct idea together based on the picture series which given by teacher. Based on the result observation, the researcher thinks that the students could do the writing recount text test well on the next meeting (on second meeting at cycle two).
4.1.3.2.3 Meeting 2 in Cycle Two (November 25th, 2010) This meeting was the second meeting in cycle two. This meeting was conducted on Thursday, November 25th, 2010 started at 10.30 a.m. and finished at 11.50 a.m. in the eighth grade students' classroom. It covered three kinds of activity: pre activity, whilst activity, and post activity.
4.1.3.2.3.1 Pre activity (10 minutes) The teacher greeted the students and they replied her nicely. Then the teacher checks the students readiness to follow up material before. The questions and responses of the teacher and the students are as follows: Teacher Students Teacher Students Teacher Students Teacher : Hello : Hello too sir : Good morning, class! : Good Morning, sir! : It is very nice to teach you again. How are you everybody? : Im fine. Thank you and you? : Im very well. Everything is all right. Thank you
71
Teacher
Students
: Well, we have learned recount text and picture series a media in teaching writing recount text". Do you remembered about the content of the text? : Of course, sir I also ready to do writing recount text test which you would given to me.
4.1.3.2.3.2 Whilst activity (50 minutes) The teacher gave picture series again to the students, and the teacher ask the students to write their own writing based on the picture series which given clue on it. The conversation of the teacher and the students are as follows: Teacher : It is the last writing recount text test which I will give to you. So write well based on understanding in the picture series which clue on it : Yes sir, we will do well
Students
Below is the picture series which you must understanding
went up-arrived -went down
took-brought-walked
I asked-showed-left
went upstairs-searched--found
sat-waited-read
depart-flew- enjoyed
72
4.1.3.2.3.3 Post activity (20 minutes) The teacher corrects the students work and closing the meeting with give conclusion about writing recount text through using picture series The conversation of the teacher and the students are as follows: Teacher : Well, students you had done the writing recount text test well because your mistake just little and almost nothing. I admire all of you! : Thanks sir : You are welcome, I do hope you always remember which I taught to you. And please remember that recount text always tell about past events and always use simple past tense.
Students Teacher
4.1.3.2.4 Observation of meeting two on the cycle two The result of observation shows that most students are very active and serious doing their tasks. Before the time given is over, all students submitted their writing. When the teacher asked the students, they stated that they understood how to make recount text by using picture series and the researchers explanation. By paying attention to the examples the researcher presented and the explanation, the students are easier to make their own writing. Besides that, the students not only can write the text but also mention the components of recount text and explained the function of each the component.
The result of the writing recount text test can be seen in the following table.
73
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Names Agus Alfianto Ahmad Sahrul Abadi Anggi Setiawan Cindy Ayu Natalya Citra Tarisa Putri Dana Yudi Guntoro Deni Purwanto Devi Wulandari Eka Dewi Prastika Elisa Munika Femi Dian R Fitria Dwi Astuti Imam Safii Inarsih Kiki Febrianti Kunti Rahayu Wilujeng Lailatul Qomariah Lis Dahlia M. Romadiwijaya Moch. Kasiono Moh. Hoirul Muh. Husen Muh. Saiful Arif Muh. Saiful Arifin Muhamad Muzaki Novitasari Nuris Siami Rahmawadi Novyanto Ratno Agung Dicky W Reza Risdiana Riki Nur Pratama Rizka Yakin Harapan Rizky Yakin Harapan Siti Maria Ulfa Siti Rohmawati Yovie Fandika Karyati Total Mean
Score
75 70 70 70 75 70 70 70 70 70 70 75 75 75 75 70 80 75 70 75 70 70 70 70 75 70 70 65 70 65 70 75 65 75 75 70 2575 71.52
4.1.3.2.5 Reflection for Cycle 2 Based on the data on the table above, it is concluded that the students ability in writing recount text is improved. The criteria of
74
success are if the mean score of the students is 70.00 or more. The data show that the students mean score is 71.52. In terms of the students activeness in writing, it is also improved. In other words, the teaching of recount text using picture series can improve the students ability in writing recount text for the students of SMP PGRI Sukodono.
75
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion Based on the description in chapter IV, it is concluded that the use of picture series can improve the students writing ability in recount text. The students mean score is 71.52. It fulfils the criteria of success which is determined 7.00 or more. In terms of students motivation and activeness, during the teaching and learning process using picture series the students actively involved and most motivated to write.
5.2. Suggestions The research result showed that the implementation of picture series could improve the eighth grade students' writing recount text test achievement at SMP PGRI Sukodono in the 2010/2011 academic year. Considering the result, some suggestions are proposed to the English teacher, the students, and the future researcher.
5.2.1 The English Teacher The English teachers are suggested implementing picture series in teaching and learning writing recount text process. It is due to the fact that picture series could improve the students' writing recount text test achievement. By doing this activity, the teacher can promote the students to
76
improve their generic structure first, and then they will comprehend the structure of recount text so that they do not confuse to write recount text and they had imagination to construct their idea be good paragraph.
5.2.2 The Students It is better for the students to apply picture series in writing recount text given by the teacher in order to improve their writing recount text achievement. Because by using picture series enabled students could be write recount text easily. Further, picture series helped the students become more enjoy and active in writing recount text.
5.2.3 For the future researcher The future researcher may use this research results as the reference to conduct further research either through the same research design to improve the students' ability in writing recount text through using picture series
77
REFERENCES
Braine, George and May, Claire. 1992. Writing from Sources. London: Myfield Company. Departemen Pendidikan Nasional. 2002. Pembelajaran dan Evaluasi Writing.
Direktorat Sekolah Lanjutan Tingkat Pertama. Direktorat Jenderal Pendidikan Dasar dan Menengah.
Departemen Pendidikan Nasional. 2002. Pelajaran Bahasa Inggris. Direktorat Sekolah Lanjutan Tingkat Pertama. Direktorat Jenderal Pendidikan Dasar dan Menengah.
. Kurikulum Tingkat Satuan Pendidikan (KTSP). 2006. Badan Standar Nasional Pendidikan (BSNP).
Kusumaningsih. 2002. The Teaching of Writing at Secondary School. Banjarmasin: Departemen Pendidikan Nasional
Syaifullah. 2009. Improving the students ability In writing recount text through using picture seies. Bati-bati
Scaffolding English for Junior High School Students Grade VIII/oleh Joko Priyana, Arnys R Irjayanti, Virga Renitasari, Editor :Suharso Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.

My New Script - Kertas A4

Enviado por

Dados do documento

Descrição original:

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

My New Script - Kertas A4

Enviado por

Direitos autorais:

Formatos disponíveis

Generated by Foxit PDF Creator Foxit Software http://www.foxitsoftware.com For evaluation only.

CHAPTER II REVIEW OF RELATED LITERATURE

The language features

sat-waited-read 2.4. Previous of The Study

CHAPTER III RESEARCH METHOD

To be clearer, the lesson plan can be seen in the following Table:

Table 3.1. The Lesson Plan

Pre activity (20 minutes )

Whilst Activity(40 minutes )

Post activity (20 minutes) 18th November 2010

Pre activity (20 minutes )

Whilst Activity(40 minutes ) -

Post activity (20 minutes)

22nd November 2010

Pre activity (20 minutes )

Whilst Activity(40 minutes )

Post activity (20 minutes) -

25th November 2010

Pre activity (10 minutes )

Whilst Activity(50 minutes ) Post activity (20 minutes)

Give conclusion and closing the meeting

All sentences are structurally correct Many vocabulary variations

The acquisition of students value = Score X 5

grade eight for junior high school students

I usually use the writing material from textbooks

They are not interested

What makes the students not interested in writing recount text?

How the targeted score decided in writing recount text?

The targeted score decided was 7.00

Did all the students could

No, they could not obtain the target

Present Tense change into Past Tense

Incomplete paragraph in form of recount text

Picture series (Cycle 1)

Picture series with clues on it (Cycle 2)

Teacher Students teaching learning process

Teacher Students teaching learning process

Teacher Students teaching learning process

Teacher Students teaching learning process

Figure 3.1 The Classroom Action Research Procedure

CHAPTER IV FINDING AND DISCUSSION

went to finished - payed

ran - rained made

met - slept - arrived

Last Sunday, Tommy had a trouble with his motor. He

He repaired far away to search a tire patcher. After he met

tommy waited for along time.

Tommys motor had finished and motors fare had payed

to the tire patcher. After that tommy went to his home.

Although the rained very hard. Tommy drove the motor

Teacher Students Teacher

Students Teacher Students

Whilst Activity Post Activity

Names Siti Rohmawati Yovie Fandika Karyati Total Mean

Score 65 75 2360 65.55

4.1.3 Cycle Two

Student 1 Student 2 Student 3 Student 4

Student 1 Student 2 Student 3

Student 30 Teacher Student 30 Teacher Students Teacher

Teacher Student 1 Student 2 Student 3

Below is the picture series which you must understanding

went up-arrived -went down

CHAPTER V CONCLUSION AND SUGGESTION