28 In this part, the students will be involved in a discussion
where everybody has to read and give comments about recount texts they written.
4 Final Version In the final drafting, students will continue the activity
to revise their work in another draft. After checked their works personally, the student finally will have their
good recount text.
B. Relevant Study
David Marpaung, Rumiri Aruan and Syafri K 2011 did a study through TAD strategy in teaching writing. They had found three results of the
research. The first result is that students’ ability in constructing texts could improve by using the TAD strategy. The second finding is that the
TAD strategy showed the effectiveness of the teaching and learning process. It could improve their motivation and passion to learn English
writing. They were found easier to produce their texts. The last result is that the cooperative learning among them could also improve by using
the TAD strategy. They got more chances to participate. They realized that they had responsibility and confidence when exploring their writing
skills.
C. Conceptual Framework
Writing as one of the productive skills has a process which consists of some stages which include planning, drafting, editing, and final
29 drafting. In those phases the TAD strategy eases students when they
produce the work. That is why the TAD strategy can be employed during teaching-learning process to help them writing their works.
From the early observation in SMPN 2 Depok, the researcher found problems in the process of writing a recount text. One of the problems
was that students did not know how to begin writing because the components of recount texts such as the language features, the generic
structure and the purpose were not familiar with them. Besides, their minimum requirement in writing skills namely writing correct spelling
and punctuation was still low. By looking at the facts that students need to be encouraged to write the
text, the researcher employed the TAD strategy as a way to improve their writing skills. TAD was a process in which the students were
offered the opportunity to give and receive immediate feedback on language used on their writing that might be missing when they work in
common way. The TAD strategy was also considered as a process to enhance and stimulate students’ motivation in improving the writing
skills because they would feel that was easy to write a recount text. Furthermore, the TAD strategy provided the enjoyment of writing a text
as a form of planning process of writing that relates to their personal experiences. The personal experiences were interpreted in a form of
recount text in which the students explored and discovered the language that sounded familiar to them. It eased them to start writing the text
30 because based on their surroundings that were very common and easy
to find. The TAD strategy was implemented through three steps of writing: planning, drafting, editing and final drafting.
Seeing the facts that the students needed a certain strategy to improve their writing skills, the researcher employed the TAD
Transition-Action-Details strategythat was collaborated with the process wheel planning, drafting, editing, final drafting.
D. Research Hypothesis
