Improving student's ability in writing reconunt text through picture sequences: a classroom action research at X grade MA Darul Ma'arif Cipete

Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

Penelitian ini ditujukan untuk meningkatkan kemampuan siswa dalam menulis teks recount yg dilaksanakan di kelas X MA Darul Ma’arif Cipete tahun akademik 2010/2011 sebagai subjek penelitian. Penelitian ini dilaksanakan selama 2 bulan.

Penelitian ini dikategorikan penelitian tindakan kelas. Penulis bekejasama dengan guru bahasa Inggris dalam melaksanakan penelitian ini. Penelitian tindakan kelas menggunakan model Kurt Lewin. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre-tes dan pos-tes).

Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan siswa dalam menulis teks recount. Hal ini dapat dilihat dari hasil tes menulis siswa. Hasil pretest menunjukkan bahwa skor mean pretes adalah 56,75. Sedangkan skor mean postes siklus 1 adalah 66,37 dan skor mean postes siklus 2 adalah 72,62. Selanjutnya, hasil pretes menunjukkan hanya ada 5 siswa atau 12,5 % yang mencapai nilai KKM sedangkan dalam postes siklus 1 ada 14 atau 35% siswa mencapai nilai KKM dan 32 siswa atau 80% telah mencapai nilai KKM. Selain itu, dari hasil observasi dan interview diketahui bahwa ada perkembangan kemampuan siswa dalam menulis teks recount dan siswa lebih termotivasi dalam proses belajar-mengajar.

Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

This study is aimed to improve students’ ability in writing recount text through Picture Sequences at X grade of MA Darul Ma’arif Cipete academic year 2010/2011 as the subject of the study. This study was conducted for two months.

This study is categorized as a classroom action research. The writer worked collaboratively with the English teacher in the class. The CAR was done based on Kurt Lewins’ design. The writer did two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students’ writing score of pretest and posttest.

The finding of this study showed that there was improvement on the students’ ability in writing recount text. It can be seen from the mean score of pretest was 56,75. Then, the mean score of posttest cycle 1was 66,37 and the mean score of posttest cycle 2 was 72,62. In addition, there were 5 students (12,5 %) who passed KKM in the pre test. Meanwhile, in the cycle 1, there were 14 students ( 35%) who passed KKM and it gained which was in the posttest cycle 2 there were 32 students (80%) who passed KKM, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of writing recount text. Related to the result of observation and interview, it can be concluded that the students’ ability in writing recount text improved and the students’ were motivated in the teaching-learning process.

A ‘SKRIPSI’

Presented to the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirements

for the Degree of S.Pd in English Language Education

Universitas Islam Negeri

SYARIF HIDAYATULLAH JAKARTA

By:

PUJI ASTUTI NIM.106014000420

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’

TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

i Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

This study is aimed to improve students’ ability in writing recount text through Picture Sequences at X grade of MA Darul Ma’arif Cipete academic year 2010/2011 as the subject of the study. This study was conducted for two months.

This study is categorized as a classroom action research. The writer worked collaboratively with the English teacher in the class. The CAR was done based on Kurt Lewins’ design. The writer did two cycles in which each cycle consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students’ writing score of pretest and posttest.

The finding of this study showed that there was improvement on the students’ ability in writing recount text. It can be seen from the mean score of pretest was 56,75. Then, the mean score of posttest cycle 1was 66,37 and the mean score of posttest cycle 2 was 72,62. In addition, there were 5 students (12,5 %) who passed KKM in the pre test. Meanwhile, in the cycle 1, there were 14 students ( 35%) who passed KKM and it gained which was in the posttest cycle 2 there were 32 students (80%) who passed KKM, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of writing recount text. Related to the result of observation and interview, it can be concluded that the students’ ability in writing recount text improved and the students’ were motivated in the teaching-learning process.

ii Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

Penelitian ini ditujukan untuk meningkatkan kemampuan siswa dalam menulis teks recount yg dilaksanakan di kelas X MA Darul Ma’arif Cipete tahun akademik 2010/2011 sebagai subjek penelitian. Penelitian ini dilaksanakan selama 2 bulan.

Penelitian ini dikategorikan penelitian tindakan kelas. Penulis bekejasama dengan guru bahasa Inggris dalam melaksanakan penelitian ini. Penelitian tindakan kelas menggunakan model Kurt Lewin. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre-tes dan pos-tes).

Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan siswa dalam menulis teks recount. Hal ini dapat dilihat dari hasil tes menulis siswa. Hasil pretest menunjukkan bahwa skor mean pretes adalah 56,75. Sedangkan skor mean postes siklus 1 adalah 66,37 dan skor mean postes siklus 2 adalah 72,62. Selanjutnya, hasil pretes menunjukkan hanya ada 5 siswa atau 12,5 % yang mencapai nilai KKM sedangkan dalam postes siklus 1 ada 14 atau 35% siswa mencapai nilai KKM dan 32 siswa atau 80% telah mencapai nilai KKM. Selain itu, dari hasil observasi dan interview diketahui bahwa ada perkembangan kemampuan siswa dalam menulis teks recount dan siswa lebih termotivasi dalam proses belajar-mengajar.

iii

Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in completing this “skripsi”. Peace and Blessing be upon our prophet Muhammad SAW, his families, his companions and his followers.

This “skripi” is presented to the English Department of the Faculty of Tarbiya and Teachers’ Sciences, State Islamic University Syarif Hidayatullah Jakarta as partial fulfillment of the requirement for the Degree of Strata-1 (S1).

The writer would like to express her great honor and deepest gratitude to her beloved mother (Tukiyem), her father (Suyoto), her brother (Fajar Saputra), and all families who always give support, motivation and moral encouragement to finish her study.

The writer would like to express her great thanks and gratitude to her advisor Dr. H. M. Farkhan, M.Pd. for his valuable help, guidance, corrections and suggestions for the completion this “Skripsi”.

His gratitude also goes to:

1. Prof. DR. Dede Rosyada as the Dean of Faculty of Tarbiya and Teachers’ Sciences.

2. Drs. Syauki, M.Pd. as the Head of English Department.

3. Mrs. Neneng Sunengsih, S.Pd, the secretary of Department of English Education. 4. Drs. H. Haris Nasution, the Principal of MA Darul Ma’arif - Cipete who has

given the permission to do this research in his area.

5. M. Irfan, S. Pd., the English teacher, and all other teachers and administrations staff of Ma Darul Ma’arif – Cipete who have given their time for sharing. 6. All lecturers in the English Department, the staff and officers of UIN library and

Katholik Atma Jaya University library, who have given permission to use their books.

7. All students at MA Darul Ma’arif - Cipete for their time in class during the research.

iv

10. All friends in English Department, especially C class „06 Nina, Lulu, Wiwid, Zaki,Nurul,Widya and all class C member for sharing their time and for being good friends.

11. All of her friends that she cannot mention them one by one who always help and gives the writer support, time and love to remind her in accomplishing this “Skripsi”.

May Allah, the Almighty bless them all, amen.

Finally, the writer realizes that this “Skripsi” is not perfect yet, therefore the writer would like to welcome and accept constructive suggestion and criticism to make this “Skripi” better.

Jakarta, May 2011

v ENDORSEMENT SHEET

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF TABLE ... viii

LIST OF FIGURE ... ix

LIST OF APPENDICES ... x

CHAPTER I : INTRODUCTION A. Background of Study ... 1

B. Scope and Limitation of the Research ... 5

C. Research Problem ... 5

D. Objective of the Research ... 6

E. Significance of the Research ... 6

F. The Definition of Key Term ... 6

CHAPTER II : THEORITICAL FRAMEWORK A. Writing ... 7

1. The Definition of Writing ... 7

2. The Writing Process ... 10

3. The Purpose of Writing ... 11

B. Recount Text ... 12

1. The Definition of Recount Text ... 12

2. Kinds of Recount Text ... 13

3. Generic (Schematic) Structures of Recount Text ... 14

vi

3. Function of Picture ... 19

4. The Criteria of Good Picture ... 20

5. The Resources of Picture ... 21

6. Picture Sequence ... 21

7. Example of Picture Sequence... 23

CHAPTER III : RESEARCH METHODOLOGY A. The Setting and Subject of the Study ... 24

B. The Research Design ... 25

C. The Research Procedure ... 28

1. Planning Phase ... 29

2. Acting Phase ... 30

3. Observing Phase ... 30

4. Reflecting Phase ... 30

D. The Technique in Collecting Data ... 31

1. Observation ... 31

2. Interview ... 31

3. Test ... 31

E. The Technique of Data Analysis ... 32

F. The Validity of Data ……… 35

CHAPTER IV : RESEARCH FINDINGS A. Before Implementing the Action ... 36

1. The Result of Pre Interview ... 36

vii

1.2 Acting ... 39

1.3 Observing ... 40

1.4 Reflecting ... 40

2. CYCLE II ... 41

2.1 Planning ... 41

2.2 Acting ... 42

2.3 Observing ... 42

2.4 Reflecting ... 42

C. Analysis of the Data After Classroom Action research (CAR) ... 43

1. The Result of Post Interview ... 43

2. The Result of Post Test ... 44

D. Interpretation of Data Result……… 52

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 54

B. Suggestion ... 55

BIBLIOGRAPHY APPENDICES

viii

ix

Figure 4.1 The Result of Students’ Score before Implementation ……….. 47 Figure 4.2 The Result of Students’ Score in Post Test I ... 49 Figure 4.3 The Result of Students’ Score in Post Test II ... 51 Figure 4.4 The Students’ Score Improvement from Pre Test, Post Test I and Post

x

Appendix 2a Interview for the English Teacher after Classroom Action Research ... 62

Appendix 2b The Result of Interview after Classroom Action Research ... 63

Appendix 3a Pretest ... 65

Appendix 3b The Students’ Writing Scores in the Preliminary Study ... 66

Appendix 3c The Sample of Students’ Writing in the Preliminary Study ... 68

Appendix 4a The Students’ Writing Scores in the First Cycle ... 69

Appendix 4b The Sample of Students’ Writing in the First Cycle ... 71

Appendix 5a The Students’ Writing Scores in the Second Cycle ... 72

Appendix 5b The Sample of Students’ Writing in the Second Cycle ... 74

Appendix 6a Observation Notes in the Cycle I/ First Meeting ... 75

Appendix 6b Observation Notes in the Cycle I/ Second Meeting ... 76

Appendix 6c Observation Notes in the Cycle II/ First Meeting ... 77

Appendix 6d Observation Notes in the Cycle I/ Second Meeting ... 78

Appendix 7a Observation Notes of Teacher’s Activity in the Cycle I ... 79

Appendix 7b Observation Notes of Teacher’s Activity in the Cycle II ... 80

Appendix 8a Lesson Plan of the First Cycle ... 81

Appendix 8b Lesson Plan of the Second Cycle ... 88

Appendix 9 The Profile of MA Darul Ma’arif Cipete ... 94

1

CHAPTER I

INTRODUCTION

A. Background of Study

Nowadays, in modern society, English becomes more important as a tool of communication. It becomes one of the international languages used by many people in the world. In some countries, such as: Singapore, Malaysia, etc English is used as a second language. It has become one of the main languages in international communication. English is used in many aspects of human life in this globalization era, such as in technological field, scientific field, economic field, etc. So, we can follow the rapid development of globalization era by using it.

For Indonesia, English is a foreign language. English was taught at schools from elementary school up to university. Moreover, the English language teaching in Indonesia is based on the Minister of Education and Culture decree No. 096 of 1967, declared that:

“Bahasa Inggris sebagai bahasa asing pertama di Indonesia dan mata pelajaran wajib untuk SLTP sampai perguruan tinggi”.

“English becomes the first foreign language that should be taught formally to all Indonesian students, started from Junior High Schools up to Colleges or Universities level”1.

1

As a foreign language, English has to be learnt in every grade of education start from elementary up to university. Indonesian students should have a better ability of English, because they have learnt it for many years. But, the fact is far from hope. Most of Indonesian students can’t master it well. When someone learns a foreign language, he/she often faces interference. For example, when he/ she tries to use the foreign language in active or passive way, he/she often applies his/her mother tongue or first language structure to the structure of the foreign language; but, English structure is different from Indonesian structure. As stated before, Indonesian students learn English as the first foreign language. Therefore, English is a new language for them, that is why they get some difficulties and they also need much time to learn it in a better way.

Indonesian students are expected to be able to fulfill four language skills, they are: listening, speaking, reading, and writing. They are integrated and related to each other. Therefore, it must be learnt and taught by both students and teachers at school. In this research, the writer will focus on one of four skills, it is writing skill.

According to Sheridan Baker, “Writing is one of the most important things do. It helps us catch our ideas, realize our thoughts, and stand out as fluent persuasive people both on paper and on our feet in front of the meeting or the boss”2

. Writing will help students in mastering the English completely. It can ease them to deliver their purpose. Many of Indonesian students are sometimes afraid and shy to speak what they want to say in English, but they can tell what they think and what they want to say into draft or writing before speaking. Furthermore, if students are having problem in expressing an idea, he/she can write it down. Then, students itself or the other will possibly understand it. On the other side, there are still some teachers who haven’t

2

Sheridan Baker, The Practical Stylist, (New York: Harper & Row Publishers, 1987), Sixth Edition, p.1.

given their attention on this case completely. If a teacher wants to help the students to be a good writer in English, he/ she must be able to teach writing effectively in the classroom.

Writing is considered as the most difficult skill for students. It is in line with Jack C. Richard’s statement, “Writing is the most difficult skills for second language learner to master of putting together strings of grammatically correct sentences”.3 It can be seen from the unsatisfactory writing score and some problems that the students confronted in writing based on writer experience in her PPKT (Praktek Profesi Keguruan Terpadu).

When the writer was being a “praktikan” English teacher during her PPKT period at MA Darul Ma’arif, she taught the tenth grade students, which consist only two classes. The writer found some problem during her teaching period, one of them is writing the genre texts. In writing English, there are several text types that have to be learnt by the students, which is known by the text genre. There are many categories of text type (genre) for instance, descriptive, narrative, recount, report, procedure, exposition, explanation, discussion, etc. The writer just taught three of them to her students, they are: narrative, descriptive and recount text. The students’ often get the same problem when they learn it, such as: they often find a difficulty to understand the text or the story even though they have tried to translate the words by a dictionary. Then, they often cannot remember well the schematic structures of the text. These problems will badly affect to their writing. They do not know well what the text they have to write is. They cannot find the appropriate words to be written. Furthermore, it is hard for the students to get ideas. They cannot write smoothly because they do not know what they want to write or to develop the topic and they get stuck in the middle of writing. Besides, they also have difficulty in how to compose sentences. As a result, the students have no motivation to write, and writing becomes a boring and hard activity for them.

3

Jack C. Richard, Methodology in Language teaching: an Anthology of Current Practice, (New York: Cambridge University Press, 2002), p.303

These problem led the writer to find the solution of all this about. The writer tries to solve this problem by using picture sequences as a visual aid to see the sequence events of a recount text, in order to ease the students in writing the recount text. Picture is one of visual aids used to help the students to understand their material to be learned. An expert said that:

Kinds of ready-made pictures can be used to develop and sustain motivation, to procedure positive attitudes toward English and to teach or reinforce some language learning skills. The teacher must supply the necessary motivation and make up for the lack of natural stimuli, in order to develop the enthusiasm his/her students’ imagination to help him/her. But words alone are not sufficient to carry the student over into an imaginary situation. More than anything else, it is visual aids in form or another that the students enter an imaginative experience beyond the classroom.4

Picture is a useful media in teaching-learning activities. It can create the students’ mindset, so that they will be easy to catch their teacher’s explanation. Besides, the pictures as an instructional media can also create enjoyable atmosphere of teaching-learning activities. In addition, pictures can attract the students’ attention, and they can raise the students’ motivation and interest in learning English, especially for English text.

This research will be focused in improving students’ writing ability of recount text that is taught at the first semester of tenth grade of Senior High School. It based on the competence standard of Senior High School stated that:

Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari.

To express the meaning in short functional written text and simple essay in the form of recount, narrative, and procedure in daily life context.5

In this “skripsi”, the writer will focus on the picture sequences as a visual aid in teaching recount text writing. As Betty Morgan Bowen said that,

4

Marie Ernestova, How to Use Ready-Made Pictures, (English Teaching Forum, Volume XIX No.4 October, 1981). p.5.

5

“Picture sequence is a series of pictures of a single subject. Its function is to tell a story or a sequence of events”.6 It is in line with the purpose of recount text that retelling some events in the past.

According to the explanations above and the strong desire of solving these problems, the writer has motivation to do a classroom action research in improving the students’ ability in writing recount text in real class by using picture sequences as the instructional media. It is hoped that the media can improve the students’ ability in writing, especially in recount text.

According to the preceding statement, the topic that will be discussed by the writer is “IMPROVING STUDENTS’ ABILITY IN WRITING RECOUNT TEXT THROUGH PICTURE SEQUENCES”.

B. Scope and Limitation of the Research

This “skripsi” focuses on the teaching writing of recount text at tenth grade of MA Darul Ma’arif at the first semester 2010/2011 academic year. To make it deeper, the problems will be limited to: The students’ ability improvement in writing recount text through picture sequences.

C. Research Problem

Based on the background presented above, the writer plans to solve the problem through picture sequences in improving students’ writing ability of recount text at the first semester of tenth grade of MA Darul Ma’arif. The general question of this research is “Can picture sequences improve effectively the first year students’ ability in writing recount text at MA Darul

Ma’arif - Cipete, South Jakarta?”

6

Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p.28.

D. Objective of the Research

In line with the research problem above, the objectives of this research is: To know whether picture sequences can improve effectively the first year

students’ ability in writing recount text at MA Darul Ma’arif– Cipete.

E. Significance of the Research

The results of this research are expected to provide useful information about teaching recount text by using picture sequences at the first semester of tenth grade at MA Darul Ma’arif. It is expected that these results can help the teachers to solve the problems happened in the English classroom, especially when learning writing recount text. And also contribute to all people involved in developing quality of English education, especially for students.

The writer expects that the research will be useful for the English teachers who might use this technique when they teach recount text. It might become a guide for teachers to teach in a better way. And for the students, hopefully it can help them to build their understanding of the sequence events in recount texts by having images of recount texts. Therefore, they can get a better achievement and higher interest in learning English.

F. The Definition of Key Term

To make the readers have the same perception for some terms used in this study, so the following definitions are needed, they are:

 Recount Text writing is the form of text that aims at retelling past events for entertaining.

 Picture sequence is a series of pictures of a single subject. Its function is to tell a story or a sequence of events.7

 MA Darul Ma’arif Cipete refers to Islamic Senior High School Darul Ma’arif Cipete, which under the administration of the Religion Department of Indonesia.

7

Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p.28.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

Just like speaking, writing is a way of communicating a message. It is a means of expressing our thoughts, ideas, and feelings in a written form. By writing people may share their knowledge and experiences, or ideas and concepts to others.

Writing involves more than just producing words and sentences. In writing, a writer should be able to write a series of words and sentences which are grammatically and logically correct, so that the reader can possibly understand what the writer has in his/her mind or what his/her purpose is.

For example, when someone wants to write, he/she sits down, holds a pen and faces a piece of paper ready to write, he/she uses his/her mind to think and his/her ideas to flow out. These acts lead us to create a good and careful thinking in order to be a good writing.

1. The Definition of Writing

As stated above that writing is a way of expressing our thoughts in order to the reader can understand what we have in our mind in the written form, it is in line with Sheridan Baker said in her book, The Practical Stylist:

In writing, you clarify your own thoughts, and strengthen your conviction. Indeed, you probably grasp your thoughts for the

first time. Writing is a way of thinking. Writing actually creates thought, and generates your ability to think: you discover thoughts you hardly knew you had, and come to know what you know. You learn as you write. In the end, after you have rewritten and rearrange for your best rhetorical effectiveness, your words will carry your readers with you to see as you see, to believe as you believe, to understand your subject as you now understand it.1

It is clearly stated that a writer can carry his/her reader to believe as he/she believes and see what he/she sees by the writing itself. A “writing” can change the reader’s mindset after he/she reads it.

Another expert, Sherman Kent stated that, “Writing is expression, and that successful expression is dependent upon the continuity and clarity of the thought”.2 It means, when someone wants to write something, he/she must know what he/she intend to write about based on their thought.

Another definition was given by James A. W. Heffernan and John E. Lincoln who defined, “Writing is a means of communication you must consciously learn. And part of what makes it hard to learn is that written words usually have to express your meaning in your absence, have to “speak” all by themselves”.3

From this statement, it is clearly stated that to make “a writing” it is not as simple as verbal communication. It needs to be learned first in order the writer can express what he/she really means.

For many of foreign language learner, writing is considered as the most difficult skill, because in writing they have to combine the correct grammatical and also the coherent and cohesion of the paragraphs. It is in line with Jack C. Richard statement that, “Writing is the most difficult skills for second language learner to master of putting together strings of

1

Sheridan Baker, The Practical Stylist, (New York: Harper & Row Publishers, 1987), Sixth Edition, p.2-3.

2

Sherman Kent, Writing History, (New York : Appleton Century Crofts, 1941) , Second Edition, p.56

3

James A. W. Haffernan and John E. Lincoln, Writing a College Handbook, (New York: W.W. Norton and Company, Inc, 1986), Second Edition, p.3

grammatically correct sentences”4

, it is also supported by J. B Heaton who stated that “The writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also conceptual and judgment element”.5

Therefore, it is not easy to learn writing, because we have to master many elements.

There are many factors influencing writing to be good one such as grammatical, vocabularies, punctuation and spelling knowledge. As stated by Penny Ur, “On the other hand, the writer needs also to pay some attention to formal aspects; neat handwriting, correct spelling and punctuation, as well as acceptable grammar and careful selection of vocabulary”.6

A writer should pay attention for his/her writing from many aspects in order to reduce error and mistake, therefore he/she can create a good writing.

In writing, a paragraph should be integrated one to another. If it is not, the reader can not catch the idea of the writer, because writing is for communicate and share to other people about the writer experiences. As Ken Hyland said that, “Writing instruction begins with the purposes for communicating, and then moves to the stages of a text which can express these purposes”.7

These all means that, when someone writes in a foreign language, he/she is hopefully can express his/her own idea and thought in a correct form of written text which has a related idea in the paragraphs, it is implied in Penny Ur’s book, A Course in Language Teaching about the objective of writing, “The objective of the teaching of writing in a foreign language is to get learners to acquire the abilities and skills they need to produce a range of different kinds of written texts similar to those an

4

Jack C. Richard, Methodology in Language Teaching: an Anthology of Current Practice, (New York: Cambridge University Press, 2002), p.303

5

J. B. Heaton, Writing English Language Test: Longman Handbook for Language Teacher (New York: Longman, 1975), p. 135

6

Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 163

7

Ken Hyland, Second Language Writing, (Cambrridge: Cambridge University Press, 2003), p. 20.

educated person would be expected to be able to produce in their own language”.8

2. The Writing process

From all the statements in previous section, it can clearly concluded that in do a “writing”, there are several factors that a writer must understand, started from grammatical, vocabularies, punctuation, etc. Another important thing that a writer must understand is a writing process.

Writing process is the several actions which have to be done by a writer if he/she wants to write. For some expert, writing is a process that involves some steps.

Daniel Brown and Bill Burnette explained about the writing process in their book Connections a Rhetoric/Short Prose Reader as below:9

The writing process has two main steps: invention and presentation or we can be more specific and say that the writing process always involves the nine steps listed below:

1. Gathering information

2. Finding ideas in the information

3. Choosing and narrowing a topic to write about 4. Forming a main idea about the topic

5. Selecting and arranging the supporting ideas from the gathered information

6. Writing trough drafts 7. Revising the drafts 8. Writing a final draft 9. Proof reading the paper.

All of these processes will lead a writer to make a good writing. He/she should be careful in doing invention and presentation above. He/she should collect the further information about the idea itself until

8

Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 162.

9

Daniel Brown and Bill Burnette, Connections a Rhetoric/Short Prose Reader, (New Jersey: Houghton Mifflin Company, 1984) , p. 7-8

he/she can start to write or start the presentation from writing a draft until becomes a complete writing.

The writing process as a private activity may be broadly seen as comprising four main stages, they are:10

1. Planning (Free-writing) is any activity in the classroom that encourages students to write, such as: group brainstorming, clustering, rapid free writing, WH-Questions and so on.

2. Drafting (Writing) is a stage where the writers are focused on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness.

3. Revising is an activity to review the text on the basis of the feedback given in the responding stage and to reexamine what was written to see how effectively the writer communicates the meanings to the reader 4. Editing is the stage where the students are engaged in tidying up their

texts as they prepare the final draft for evaluation by the teacher; they edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure and so on.

The process of writing provides the students with a series of planned learning experiences to help them understand the nature of writing at every point. Therefore, the process of writing is important to produce a better writing and it can develop positive attitudes toward writing.

3. The Purpose of Writing

The purpose of writing based on Penny Ur, “The purpose of writing, in principle, is the expression of ideas, the conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing”.11

From the statement above, it can be concluded that the purpose of writing is to give a message to the reader accordance the writer itself.

Ann Raimes mentioned the purpose of writing as follow:

Writing helps our students to learn. How? First, writing reinforces the grammatical structures, idioms and vocabulary that we have

10

Jack C. Richards and Willy A. Renandya, Methodologyin Language Teaching (An Anthology of Current Practice), pp. 315-319.

11

Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 163

been teaching our students. Second, when our students write, they also have a chance to be adventurous with the language, to go beyond what they have just learned to say, to take risks. Thirds, when write, they necessarily become very involved with the new language.12

From that statement, it can be known that it is important to have students common in do the “writing”, especially in order to understand a foreign language because with writing, the students can get deeper involved with the language itself.

Meanwhile according to Adam U Kempler said that “We write for many reason: To inform, to argue, to complain, to correct, to solve problem, to organize, to make money, to remember, to entertain, to mourn, to articulate emotion, to express imagination, to pass test, to fulfill assignment, to explore the world and ourselves, and to enjoy life”.13

Based on all of the statement above, the writer got an understanding that no matter our writing is, it was done to express the idea and feeling to raise a purpose based on each importance.

B. Recount Text

1. Definition of Recount Text

There are several definitions about Recount Text from several language experts. Mark Anderson and Kathy Anderson in their book Text Types in English 3 said that, “Recount is a piece of text that retells past

events, usually in the order in which they occurred. Its purpose is to provide the audience with a description of what occurred and when it occured ”.14 Another definion according to A.S Hornby, “Recount text is one kinds of story genre, recount tells somebody about something,

12

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p . 3

13

Adam U. Kempler, Adventures in Writing, An Introduction to the Writing Process with Readings, (Upper Sadddle River: Prentice Hall, 2003) , p. 6

14

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: McMillan Education PTY LTD, 1957), p.24

especially something that you have experienced”.15

Ken Hyland in his book Second Language Writing also mentioned the purpose of recount is “To reconstruct past experiences by retelling events in original sequences”.16

From all the several definitions above, it can be concluded that Recount text is a text tells about something occurred in the past in order to give information into chronologically of what had happened. In other words, recount text is a text type which retell past events chronologically in order to give information or entertainment.

2. Kinds of Recount Text

Recount text is classified into three, they are:17 a. Personal Recount

Personal recount is one of recount texts which retell an experience in which the writer was personally involved. The purposes of a personal recount are to inform, entertain the audience (listeners or readers), or both. b. Factual Recount

Factual recount is a list or record of a certain event, such as news story, eye witness, news report, historical events.

c. Procedural Recount

Procedural recount records events such as science experiment or a cooking experience. It presents the events chronologically (in the order in which they happened). The purpose of procedural recounts is to inform listeners or readers.

From three kinds of recount text above, generally they have a same characteristic that is to retell past events chronologically.

15

A.S Hornby, The Advance Learner’s Dictionary of Current English, (Oxford: Oxford University Press, 2000), p. 978

16

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 20

17

Dr. Mukarto, M.Sc and Sujatmiko B.S., S.Pd, English on Sky 2 for Junior High School Sudents Year VIII, (Jakarta: Penerbit Erlangga, 2007), p.62

3. Generic (Schematic) Structures of Recount Text

The generic (schematic) structures of recount text are; 18 1) Orientation

Recount Text begins by telling the reader who was involved, what happened, where this event took place and when it happened.

2) Events

Event is the main important activities or events that occurred in that story of text. The function is to give more explanation of the orientation.

3) Re-orientation

Re-orientation is a conclusion of the story. Some recounts have a concluding paragraph; however, this is not always necessary. In other words this is a kind of text that saying about how a thing in the past happens in chronologically and also saying about a feeling or expression of that things.

4. Linguistic Features of Recount Text

The linguistic features usually found in a recount text, they are: 19 1) Focus on individual participant

All participants who become a subject of the text 2) Use of past tense

Recount text always uses past tense because all events in that text has already happened in the past and it’s contain only retell the event already occurred.

3) Focus on a temporal sequence of events

The temporal sequence of event is found in this recount text and to explain the sequence of event.

4) Use of material (or action) clauses

All words, sentences, clauses describe an action of the story in the recount text.

18

Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan, 1998),p. 24

19

Th. M. Sudarwati, Eudia Grace. Look Ahead 1 for Senior High School Year X,

5. The Example of Recount Text

Generic Structure Visiting Glendi Festival Language Features Orientation Yesterday, I went to the Glendi Festival with

nine other kids from my class to take part in the dancing and to have a good time. This festival is held in March each year in a big city park.

Individual participant: I,we (I and nine other kids)

(Italic) Event 1

Event 2

Event 3

At first, we went together to eat in one of the tents. We bought souvlakia, yiros, chips,roast corn on the cob and drinks. Everything was so tasty.

Afterwards, we visited the school tent where we viewed the student projects from many schools. Later, we gathered in front of the large stage. The announcer was calling the school teams one by one to dance Greek dances. Our turn came!

We danced two dances, a kalamatiano and a

hasapiko. The crowd gave us a great applause.

Past Tense (material processes):

(Bold)

Re-orientation At the end of the day, we were all tired but happy because we had a wonderful time.

Temporal sequence of events:

(Underlined)

(Adapted from 1st grade of Senior High School of English text book.)20

C. Picture

1. Definition of Picture

Picture is a drawing object. It is one of visual aids that are very useful in teaching, especially for English teaching. As stated before, English is a foreign language for Indonesian students, so they have to know the English words when they want to use it. Pictures can help the learners to ease them in understanding the meaning of a word, a sentence or event a paragraph. By using pictures, the learners can get the imagination about the objects or the situations that happens.

20

Th. M. Sudarwati, Eudia Grace. Look Ahead 1 for Senior High School Year X, (Jakarta: Erlangga, 2006), p.34

Written by W.F. Mackey in his book Language Teaching Analysis, he said that, “The use of pictures in language teaching is as ancient as the Orbis Pictus of Comenicuss (1658), written in Hungary between 1653 and 1654. For Comenius, it was above all the picture which could be most easily impressed upon the mind, giving the most real and lasting of impressions”. 21

It is clearly stated that the existence of picture has been a long time ago to give the most real and lasting of the idea. It can be said to concrete the thought of something or somebody.

Based on Webster New World dictionary of American English, “Pictures are an imagine or likeliness of an object, person or scenes on a flat surface, especially by painting, drawing or photography”.22 It is stated that picture is a painting, drawing or photography of something or somebody on a flat surface based on Webster dictionary.

“Pictures are not just an aspect of method, but through their representation of places, objects and people they are an essential part of the overall experiences we must help our students to cope with.”23

, stated by Andrew Wright.

This statement tells that picture can help the students to understand something or somebody through its representation. It gives the students easier way in learning their material.

According to Raja T. Nasr, he said that:

What a person sees and does he remembers much longer than what he hears. The use of the eyes speeds up learning in all fields including language. Language must be based upon experiences, and experiences involve situations. As visual aids, pictures provide both the situations which make the use of language possible and the subjects on which language is used.24

21

W.F. Mackey, Language Teaching Analysis, (London: Longman, 1965), p.245

22_{Noah Webster’s}

, Webster New Dictionary, (New Jersey: Prentice Hall, 1994), p. 67

23

Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University Press, 1989), p. 2

24

Raja T. Nasr, Teaching and Learning English, (London: Longman Group Limited, 1975), p.114

From the statement above, it can be known that language should pay attention to the learners’ experiences which involve situations. Through picture, language learners get both of it because they can directly see the object or the situation of the material. So, they can remember it much longer from the sight. 2. Kinds of Picture

Andrew Wright explained in his book Pictures for Language Learning, said that there are 21 kinds of picture can be found, they are:25

- Pictures of a single objects - Pictures of one person - Pictures of famous people - Pictures of several people - Pictures of people in action - Pictures from history - Pictures with a lot of information - Pictures of the news

- Pictures of fantasies - Picture of Map and Symbols - Pairs of Pictures - Pictures and Texts

- Sequences of Pictures - Related Pictures - Single stimulating pictures - Ambiguous pictures - Bizarre pictures - Explanatory pictures - Student and Teacher Drawing.

According to Betty Morgan Bowen, there are some types of pictures as their shapes: 26

1) Wall charts 2) Wall pictures

Wall pictures is simply a large illustration of scene or event a set of scenes or events. It is usually to be used with the whole class.

3) Flash cards

 Word flashcard, card with printed words on it can help up rapidly; the cards can be used to demonstrate exactly what the teacher wishes.

 Picture flashcard, useful for the representation of a single concept, such as an object or an action.

4) Work cards

Include visual as well as text magazine pictures, drawing, maps and diagrams can be important part of work card at all levels, used for variety of purposes.

And Betty also divided picture as follows: 27

25

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p. 175-201.

26

Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p.13-31.

27

Betty Morgan Bowen, Look here! … (London: Essential Language Teaching Series, 1973), p.13-31.

a) Individual pictures

These are single pictures of objects, person or activities. There is an enormous variety of material from newspaper, magazines, catalogues, greeting cards, trail brochures, advertisements, old textbooks and even wrapping paper.

b) Specialized pictures ( posters, charts, advertisements, brochures) Wall posters are not designed especially for teaching, but rather for advertising or propaganda purposes. Although they provide very little textual information, they cannot be dismissed from the ESL classroom as they can be used to illustrate topics and provide motivation for discussion.

Several kinds of picture above give a new knowledge about the picture itself which can be found in daily lives. Human daily activity might be also present the pictures on it. For example, when someone reads newspaper, he/she will find a picture on the headline news; or when someone wants to eat an instant food, he/she will see a picture on the package. There are many kinds of picture around the people.

3. Function of Pictures

After discussed about the definition and kinds of picture above, it is known that there are many definitions and kinds of picture. Besides, it also important to know about their functions whether the functions of picture are important or not in teaching learning process. Here are some functions of picture given by the experts as follows: 28

 Pictures are very useful for presenting new grammatical and vocabulary items. They help to provide the situations and contexts which light up the meaning of words or utterances, and help the teachers to avoid resorting to translation or to lengthy explanations of meaning.

 Pictures can be used for revision from one lesson to another as well as for long-term revision of vocabulary and structures.

 Pictures can be used as the basis of written work, for instance, question writing.

 Pictures increase students’ motivation and provide useful practice material as well as test material.

28

Francis J. Pirozzolo and Merlin C. Wittrock, ed., Neuropsychological and Cognitive Processes in Reading, (New York: Academic Press, 1981), p.212.

 Pictures can be used to give students an opportunity to practice the language in real contexts or in situations in which they can use it to communicate their ideas.

From the statement above, it can be concluded that picture is very useful for language learning in understanding their material. It gives them motivation to understand the situation, and can guide them to learn the material, in writing aspect for example.

Andrew Wright also stated in his book, “Specifically, pictures contributed to: (1) interest and motivation (2) a sense of the context of the language (3) a specific reference point or stimulus”.29

This statement also strengthen the previous explanation that picture gives a higher motivation for the learners to understand the context of the language.

4. The Criteria of Good Picture

According to MAC M. Ramirez, “The pictures should be directly relevant to a specific teaching objective and should be identified by the lesson with it is to be used. Besides that, the pictures should be simple graphic and easy to use or manipulate”.30 This statement tells that when a teacher wants to use picture in his/her teaching, it should be relevant with the subject which related to the teaching objective. If it is not relevant with the subject, the learners will be difficult to catch the idea of presentation from their teacher.

According to Andrew Wright, there are some criteria for selecting good pictures for the students, such as: 31

a. The aid must be easy to prepare and organize by the teacher b. The aid must be interesting for students

c. The aid must be meaningful and authentic

29

Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University Press, 1989), p.2

30

MAC M. Ramirez, The Neglected Tools can Work for You. (The Art of TESOL Selected Articles from the English Teaching Forum, part two, 1975). P.268.

31

Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University Press, 1989), p.3

d. The aid must be sufficient amount language.

Andrew Wright has the same opinion about the criteria of good picture in language teaching, but in different words. He said in the statement above that picture must be meaningful and sufficient for students. If it is not meaningful, for what reason a teacher gives it to his/her students. It also should be interesting, in order to get students’ interest and motivation to see it. Therefore, teaching learning process will be easier to handle.

5. The Resources of Pictures

According to Noor Azlina Yunus in her book Preparing and Using Aids for English Language Teaching, she mentioned that, “Pictures are the

most widely available of all teaching materials. There is a veritable goldmine of suitable pictures in newspapers, magazines, old textbooks, catalogues, brochures, calendars, etc.”32

It implies that pictures are very easy to be found, because it can comes from many sources.

According to Andrew Wright, the source of pictures can be found in: “Newspaper, magazines, advertisements, holiday brochures, business brochures, catalogues, calendars, greeting cards, postcards, reproduction of arts, posters, wall charts, instructions, old books, comics and cartoon strips, family photographs, stamps, playing cards, wrapping paper, course book, the teacher’s and students’ own drawings, photocopying”.33

Those statements above tell that it is not difficult to find picture, because it is around human daily lives. But it is not easy to find a suitable picture for the teaching if a teacher does not pay attention of the criteria for selecting a good picture that have to be relevant with the subject itself.

32

Noor Azlina Yunus, Preparing and Using Aids for English Language Teaching, (Kuala Lumpur: Oxford University Press, 1981), p.49

33

Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University Press, 1989), p. 182-187.

6. Picture Sequence

From the previous section, it can be known about the definition of picture which is a drawing object that gives learners a concrete imagination about the objects or the situations that happens. It helps the learners in understanding the material.

The definition of picture sequence was stated by Betty Morgan Bowen, “Sequence picture is a series of pictures of a single subject. Its function is to tell a story or a sequence of events”.34

From the definition above, picture sequence is a kind of picture which presents a chronological order. In this type, it is presented in a series of picture that tells a story in some events. It usually tells experience, legend or fable story, etc. From this picture sequence, learners will be easier to understand the meaning of a word, a sentence or event a paragraph after they saw the picture itself.

W.F. Mackey stated the history of picture sequence, “In 1887, Alge published a series of wall-pictures of trades, seasons, country and city life; these were also reproduced in the text”.35

This statement give a knowledge that in 1887, there were a series of wall-pictures published by Alge which also contains the text on it.

The definition of picture sequence above gives a clearly understanding that this picture sequence is usually used to tell a story by telling the sequence of events that happen in it. It is a series picture tells of one idea of story.

Another explanation from Betty Morgan Bowen said that:

A picture series is a number of related composite pictures linked to form a series or sequences. Hence, its main function is to tell a story or sequences of events. A wide variety of picture series is available in textbooks, in comics, in cartoon strips and in magazines for the teacher to copy and enlarge. However the

34

Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p.28.

35

W.F Mackey, Language Teaching Analysis (London: Indiana University Press, 1971). P. 245.

observant teacher can find such series in other sources, for example calendars and wrapping paper.36

From the statements above, it can be known that picture series can be found in many sources, such as in textbooks, in comic, in magazine, calendars, wrapping papers, etc.

Cartoon strips can be use as picture sequence if it presents the series of events, as Andrew Wright explained about picture sequences in his book as follow:

Cartoon strips and instruction strips of pictures are potentially useful. Experience will show the teacher which strips are the most useful. The strips can be kept as they are and used to contextualize a story or description of a process. First of all the teacher can ask questions to help the students grasp the meaning of the strip. Intermediate and advanced students can discuss the technique of the cartoonist in his/her representation of the people and setting the relationship between the drawing and the words. 37

This cartoon strips was the most found in daily lives to represent picture sequences. It can be used to contextualize a story, therefore learners can know the sequence of events happen in that story to find out the relationship between the picture and the appropriate words to use.

Furthermore, Wright suggests the use of picture series. According to Wright, “Pictures series are pictures, which show some actions or events in chronological order. They tend to range from four to eight pictures”.38 They usually tell some short of stories, but they may also be used to depict a process how to make something. In addition, Wright states that, “Picture sequence can highlight certain language features and it can illustrate a story or a process”.39

36

Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London: Essential Language Teaching Series, 1973), p.50

37

Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University Press, 1989), p. 199.

38

http://digilib.uns.ac.id/upload/dokumen/174583112201010381.pdf.

39

The statement above strengthen the previous explanation that picture sequence usually use to tell some short of story, it illustrates the process of a story.

All of the explanation above implies that a picture sequence is a kind of pictures that has a series of an object or a situation is explained by some pictures. This picture usually tells about a story, or an event about something that happened. The sequence must be in chronologically order.

7. Example of Picture Sequence

Look at the random pictures sequences carefully!

(Adopted from Second Year Pupils - Scientific Streams)40

40

24 CHAPTER III

RESEARCH METHODOLOGY

A. The Setting and Subject of the Study

This study is conducted at MA Darul Ma’arif – Cipete, South Jakarta. MA Darul Ma’arif Cipete refers to Islamic Senior High School Darul Ma’arif Cipete, which under the administration of the Religion Department of Indonesia, located at Jl. RS. Fatmawati No. 45 Cipete - Jakarta Selatan. It was established by Dr. Ir. K. H. Idham Chalid in 1962.

The subject of the study is the students of grade X at MA Darul Ma’arif Cipete – Jakarta Selatan in the first semester of academic year 2010/2011.

The number of students consists of 40 members. The students are taken as the subject of the study since they have poor ability in writing recount text. It based upon the interview result with the English teacher and the writer’s experience during her PPKT period at that class proving that they have the lowest achievement of writing test and they have little interest in learning writing. That is why the students need an appropriate strategy to help them improve their writing ability. In addition, this class must get 69 score to fulfill the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) in English lesson.

B. The Research Design

The design of this study is classroom action research. It is called CAR because the study is aimed at developing a certain instructional strategy to solve problems in a classroom.

Arikunto stated that CAR is conducted by teacher collaboratively by reflecting on and analyzing his/her teaching and learning process to improve the quality of teaching learning ability in the physical classroom.1 . The essential component of action research according to Kember, there are: (1) Concerned with social practice; (2) Aimed towards improvement; (3) A cyclical process; (4) Pursued by systematic enquiry; (5) A reflective process; (6) Participative; (7) Determined by the practitioner. 2. Kurt Lewin also said that, “action research is a sequence step contains four phases: planning, acting, observing, and reflecting.”3

In addition, there are three elements in CAR:

1. Research is an activity to improve an object by using an appropriate methodology rules for getting data and information and then analyze to solve problem.

2. Acting is an activity that is done for certain purpose, in cycle sequence form activity.

3. Class is group of students when at the same time, receive same lesson from their teacher.4

In a brief explanation ,we can say that CAR is a reflective study done by teacher in a classroom for getting solution about the problem until it can be solved. In addition, CAR helps teacher to solve the problem by applying a new method or strategy as an alternative way leading to innovation.

1

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 106-108

2

David Kember, Action Learning and Action Research, (London: Kogan Page Limited, 2000), pp. 23-24.

3

Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Guru, (Jakarta:PT Raja Grafindo Persada, 2008) p. 42

4

In this Classroom Action Research (CAR), the writer used the CAR principle to collect the data. This research consisted of two cycles and each cycle consisted of four steps, namely, planning, acting, observing, and reflecting. The writer described the cycles through the scheme of action research designed by Kurt Lewins as follows:

Figure 3.1

Kurt Lewin’s Action Research Design (Adapted from Wijaya Kusumah, 2009)5

Based on the Kurt Lewin’s action research design above, the writer wants to describe a plan for Classroom Action research (CAR) as follows:

5

Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,(Jakarta: PT. Indeks, 2009), p. 44

Planning

Cycle I

Planning

Reflecting Acting

Observing

Reflecting

Observing

Cycle II Acting

Figure 3.2

The phases of Classroom Action Research modified by the writer CYCLE 1

2

CYCLE 2

CC Planning

* After interviewing, observing and conducting test before CAR. The teacher and the observer make instruments, such as: lesson plan, observational notes, observational guidelines, and test after CAR

Acting

* In this CAR, the writer acts as the teacher and the real teacher becomes the observer.

The teacher conducts the lesson plan, teaches recount text, explains the schematic structures, andapplies picture sequence.

Observing

* The observer (the real teacher) observers teaching learning activity in the classroom, such as class situation, teacher’s performance, and students’ response

* Identifies the students’ achievement in

learning recount text writing by giving the test after CAR in cycle 1. The writer calculates students’ improvement scores from test before CAR to test after CAR in cycle 1 whether improving or not.

Reflecting

* The teacher and the writer discuss not only about the result of the implementation of CAR, but also students’ achievement and the technique.

* The teacher and the writer prepare the lesson plan for the next cycle and for test after CAR in cycle 2 in order to know the improvement of students’ score and to solve the problem unfinished yet.

Planning

* The teacher and the writer revise the lesson plan and modify the use of picture sequence with some modifications.

* The teacher and the writer prepare observational guidelines and the test after CAR in cycle 2.

Acting

* The teacher teaches recount text according to a new lesson plan

* The teacher modifies picture sequence by giving the meaning of keywords and getting students to bring dictionary.

Observing

*The observer observes the process of teaching learning activity in the classroom which includes class situation, teacher’s performance, and students’ response.

*Students are given the test after CAR in cycle 2.

*The writer calculates students’

improvement scores from test after CAR in cycle 1 to test after CAR in cycle 2. Reflecting

*The writer and the teacher discuss about the result of the implementation CAR by modifying a new strategy in action, about students’ response with the strategy, about improvement students’ score in recount text writing and about analyzing the result from test after CAR in cycle 1 to test after CAR in cycle 2.

*The writer and the teacher make an agreement, if the target is not achieved, the action will be continued to cycle 3, but if the target is achieved, the action will be stopped.

CAR was applied in this study since it is regarded important for the researcher to develop writing ability of X grade students at MA Darul Ma’arif -Cipete by applying a suitable technique. By applying this technique, it was expected to solve students’ problems in teaching-learning process of writing recount text.

The classroom action research design applied in this study is a collaborative classroom action research. In conducting the research, the researcher collaborated with the real English teacher of MA Darul Ma’arif Cipete as an observer and collaborator. The writer plays a role as an English teacher who teaches recount text writing through Picture Sequences to the students, while the real English teacher’s role is as an observer who observes the action of the study while teaching-learning activities happens in the classroom. Also he acts as a collaborator when helps the writer in designing lesson plan, carrying out the reflection, and determining the follow up of the study. Here, the researcher is not only as an observer but she also took actions by making lesson plan and giving assessment. Then, she also collected and analyzed data together with the teacher to know the result of their students’ writing.

C. The Research Procedures

According to Kurt Lewin’s concept of the CAR, it consists of four phases within one cycle. They are planning, acting, observing, and reflecting. Based on the design above, after completing the first cycle, if it is found a problem again or there is no improvement of the students’ ability, hence, it is essential to continued to the next or second cycle with the same model of the first cycle.

Before entering the cycle of classroom action research, the writer conducts the preliminary study which is aimed for analyzing and identifying problems faced by teacher and students in teaching-learning activities. The researcher observed the class and interviewed the English teacher. Moreover, she assigned the students to write a recount text in order to identify the students’ real competence and problems in writing recount text.

After the preliminary study was conducted, then the writer moves on to the next phase, involving: planning, acting, observing and reflecting.

1. Planning Phase

In planning phase, the writer and the teacher shared the information. The writer identifies and diagnoses students’ writing problem occurred in the classroom proven by observing and interviewing. Afterward, the writer analyzes the data that have been identified through observation and interview. It covers determining the technique, designing lesson plans, and setting the criteria of success.

In determining the technique, it refers to the students’ problem. In this case, the main problem of the students is they were difficult to generate their ideas when they get started to write. Therefore, the researcher thought that by giving them an instructional media such as picture sequences can overcome this problem in writing.

In designing the lesson plans, the writer and the teacher discussed to make lesson plan by applying the determined technique. Designing lesson plan aims to provide the teacher with the guideline of teaching and learning activities. The writer made lesson plan based on the recent used syllabus. The writer describe the project or activity that she designed for her students by preparing lesson plan and applying lesson plan in X grade class at MA Darul Ma’arif Cipete. The lesson plan included the following items: specific instructional objectives, the instructional materials and media, procedure of presentation, and procedure of assessment.

In setting the criteria of success, the writer and the teacher discussed to determine the criteria of the action success It is useful for measuring whether the action of this study is successful or not. In line with the study, the criteria of success are decided based on the agreement between the writer and the collaborator as follows:

(1) 75% of students achieve the score equal or greater than 69 as the minimum mastery criterion (KKM score).

(2) The students’ participation in writing activities increase that 75% of students should get involved actively in writing activities.

2. Acting Phase

In this phase, both the writer and the teacher collaborate to carry out the planned action. In this phase the lesson plan that has been discussed, would be implemented by the writer and the teacher. In implementing the action, the writer acts as the English teacher who taught recount text writing through Picture Sequences. Meanwhile the collaborator acts as the observer who observes all the activities that happen in the teaching learning process. The implementation of the action involved two meetings in each cycle. This phase is hoped could solve the students’ problem.

3. Observing Phase

In this phase, the observer observes CAR process of learning recount text writing skill by using picture sequences, the observer also observes students’ activity in the classroom. The important aspects in observation are sources of data, the instrument used in collecting the data, and the technique for data collection. When observing, the observer should notice and make documentation all of activities in the classroom. It is regarded on class situation, students’ response,the teacher’s performance, etc.

4. Reflecting Phase

The writer and the English teacher who play a role as collaborator and observer analyze and evaluate learning process in cycle I. Reflecting phase is the last phase in one cycle. The aims of this phase are to reflect the data from the implementation of the action and to know whether the action is successful or not by appropriating the result of the observing phase with the criteria of success. If the result of the first cycle is satisfy pointed by reaching the criteria of success, so there will not be the next cycle. Meanwhile, if the result of the action does not reach the criteria of success, so the next cycle needs to be done. It should move to the next cycle regarding planning, acting, and re-observing.

D. The Technique in Collecting Data

There are two types of collecting data: qualitative data and quantitative data. Some instruments are applied to obtain the data in this study. The writer uses observation and interview dealing with the qualitative data. On the other side, the writer uses the students’ final writing as a pre-test and post-test to obtain the quantitative data. The completely explanation of those instruments as follows:

a. Observation

In this case, the writer observes the students directly in the classroom and gets the description about students’ activity in learning writing process. The real teacher also observes the researcher who teach in the classroom and the implementation of CAR based on observation notes which already made before. The data is taken based on the students’ participation during teaching and learning activity according to lesson plan. The information obtained from this observation is used as a basis to determine the planning for the following cycle.

b. Interview

The writer interviews the teacher before applying classroom action research. The questions of interview is made based on the general description about process of teaching-learning activity, the students’ difficulties in writing ability, students’ situation in writing activity, and the method or any strategies usually implemented by the teacher in teaching writing. It is also done to know the teacher’s reaction of using picture sequences as the instructional media after classroom action research. c. Test

The writer uses test to get data result of students’ writing ability of recount text. The result of this test is students’ recount paragraph based on the picture sequence given. The aim of this test is to measure the students’ ability in writing recount text based on the story. The tests are pre-test and post-test (based on the picture sequences given). The pre-test is completed before implementing picture sequence in preliminary study. On the other

hand, the post-test is implemented after using picture sequence in teaching writing of recount text.

E. The Technique of Data Analysis

In analyzing the data related to the students’ test of writing ability, the writer uses analytical scoring rubric adapted from Weigle to analyze the students’ paragraph writing.6

Score Level Criteria

C O N T E N T

30-27 Excellent to Very Good: knowledgeable, substantive, through development of thesis,

relevant to assigned topic

26-22 Good to Average: some knowledge of subject, adequate range, limited development of thesis,

mostly relevant to topic but lacks detail 21-17 Fair to Poor: limited knowledge of subject,

non-substantive, inadequate development of topic 16-13 Very Poor: does not show knowledge of subject,

non-substantive, not pertinent, or not enough to evaluate O R G A N I Z A T I O N

20-18 Excellent to Very Good: fluent expression, ideas clearly stated/supported, succinct, well-organized, logical sequencing, cohesive 17-14 Good to Average: somewhat choppy, loosely

organized but main ideas stand out, limited support, logical but incomplete sequencing 13-10 Fair to Poor: non-fluent, ideas confused or disconnected, lacks logical sequencing and

development

9-7 Very Poor: does not communicate, no organization, or not enough to evaluate V O C A B U L A R

20-18 Excellent to Very Good: sophisticated range, effective word/idiom choice and usage, word

form mastery, appropriate register 17-14 Good to Average: adequate range, occasional

errors of word and idiom form, choice, usage but meaning not obscured

13-10 Fair to Poor: limited range, frequent errors of word/idiom form, choice, usage, meaning

confused or obscured

6

Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press, 2002) p. 116.

Y 9-7 Very Poor: essentially translation, little knowledge of English vocabulary, idioms, word

form, or not enough to evaluate

L A N G U A G E U S E

25-22 Excellent to Very Good: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns,

prepositions

21-18 Good to Average: effective but simple constructions, minor problems in complex constructions, several errors of agreement, tense, number, word order/functions, articles,

pronouns, prepositions but meaning seldom obscured

17-11 Fair to Poor: major problems in simple/complex constructions, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning

confused or obscured.

10-5 Very Poor: virtually no mastery of sentence construction rules, dominated by errors, does

not communicate, or not enough to evaluate

M E C H A N I C

5 Excellent to Very Good: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing 4 Good to Average: occasional errors of spelling,

punctuation, capitalization, paragraphing but meaning not obscured

3 Fair to Poor: frequent errors of spelling, punctuation, capitalization, paragraphing, poor

handwriting, meaning confused or obscured 2 Very Poor: no mastery of conventions,

dominated by errors of spelling, punctuation, capitalization, paragraphing, handwriting

illegible or not enough to evaluate Table 3.1

Analytical scoring rubric adapted from Weigle

Process the analysis qualitative is used when the observation of students’ activities during teaching learning process, and the interview before and after CAR. In this case, the writer collected the whole data that have gained. In analyzing the statistical data, the writer puts on the average of students’ reading score per action in one cycle. It is used to measure the

students’ ability in writing. To get the mean of students’ writing score within one cycle uses the formula:7

X : mean

x : individual score n : number of students

In gaining the class percentage which passes the minimum mastery criteria- Kriteria Ketuntasan Minimal (KKM) 68 uses the formula:8

P : The class percentage F : Total percentage score N : Number of students

Next step, the writer identifies the improvement score on students’ recount text writing from pre-test up to post-test score in cycle 1 and cycle 2. The writer uses the formula:9

P : Percentage of Students’ Improvement y : Pre- test Result

y1 : Post-test 1

7

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2008), p. 81.

8

Anas Sudijono, Pengantar …, (Jakarta: RajaGrafindo Persada, 2008), p. 43.

9

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p. 3.

n

x

X





F

P = ── X 100%

N

Y1 - y

P = ───X 100%

y

y2 - y

P = ───X 100%

P : Percentage of Students’ Improvement y : Pre- test Result

y2 : Post-test 2

The data gathering through interview is analyzed by presenting the description of the result of interview.

F. The Validity of Data

According to Heaton, stated that :“The validity of the test is the extent to which it measures what it is supposed to measure and nothing else. Every test, whether it is a short, informal classroom test or a public examination, should be as valid as the constructor can make it. The test must aim to provide a true measure of the particular skill which is intended to measure “.10

Therefore, a test is said to be valid when it actually measures what it is intended to measure.

Validity is crucial to fair and meaningful writing assessment. In constructing the instrument, the writer considered the validity of the test. There are 3 instruments that the writer used in this research, they are: observation notes, interview and test (pre-test and post-test). To make those instruments become valid, it has been approved by the real teacher on this research – Mr. M.Irfan, S.Pd. It can be seen by his sign on the observation notes and the sheet of interview result. To valid the result of the test, the writer asks for the real teacher or the observer to analyze it together. Thus, this research is a collaborative research. The writer analyzes the test result based on the suggestion of the real teacher. He also knew about the result of the test, therefore the test is become valid.

10

Heaton, J. B., Writing English Language Test: Longman Handbook for Language Teacher,( New York: Longman, 1975).p. 116

36

CHAPTER IV

RESEARCH FINDINGS

This chapter presents the result of research. In this case, it discusses the way to improve students’ writing ability of recount text through picture sequences

at tenth grade of MA Darul Ma’arif at the first semester 2010/2011 academic year.

Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action, and discussion of all the data after implementing the action.

A. Before Implementing the Action

There are three parts related to before implementing the action. Those are pre interview, pre observation, and pretest. Those explanations as following:

1. The Result of Pre Interview

Pre interview conducted in this study was the unstructured interview. It was held on Wednesday, November 10th 2010 started at 09.00 A.M and finished at 10.00 A.M. Here, the writer asked to the teacher some questions. The questions were divided into three categories of questions, they are: the general condition in English class especially in writing class, the difficulty faced by students and their participation, and the strategy used by the teacher in writing class.

STRUKTUR ORGANISASI BIMBINGAN MA. DARUL MA’ARIF JAKARTA

. __.__.__.__.__ Ket.

__.__.__.__.__.__.__. = Hubungan Kerjasama ______________ = Hubungan Administrasi

WALI KELAS KEPALA SEKOLAH STAFF SEKOLAH BP3 STAFF GURU WALI KELAS WALI KELAS WALI KELAS SISWA STAFF BK KOORDINATO R PETUGAS ADMINISTRAS I BIMBINGAN

PROGRAM KERJA MADRASAH ALIYAH DARUL MA’ARIF TAHUN PELAJARAN 2008/2009

KEGIATAN –KEGIATAN I. UMUM

1. Pengecatan gedung sekolah/Madrasah Aliyah 2. Fungsionalisasi ruangan

3. Usaha 6 K

4. Menyusun progaram kerja a. Tahunan

b. Catur Wulan c. Bulanan/mingguan 5. Rapat :

a. Guru dan Karyawan b. Wali kelas

c. KKM/FKMA d. OSIS

e. BP3/POMG

6. Pembuatan laporan-laporan 7. Surat masuk/keluar

II. KURIKULER

1. Penyusunan jadwal pelajaran

2. Penyusunan progaram kerja Semester 3. Penyusunan Satpel, RP, AMP

4. Kegiatan Belajar Mengajar 5. Penyelesaian tes formatif

6. Penyelenggaraan tes subsumatif : 7. Penyelenggaraan tes sumatif :

a. Persiapan b. Pelaksanaan c. Penyelesaian

d. Pembagian Rapot

8. Penyelenggaraan UAN/UAM : a. Pendaftaran

b. Persiapan c. Pelaksanaan d. Pembagian STTB 9. Kenaikan kelas

III. KESISWAAN

1. Penerimaan murid baru (PMB) 2. Pendaftaran ulang kelas II dan III 3. Penataran P4 (MOS)

4. Orientasi siswa baru

5. Penetapan tata tertib sekolah 6. Pembentukan pengurus OSIS 7. Pelaksanaan program BP/BK

8. Pengisian buku-buku administrasi siswa 9. Pengisian buku mutasi siswa

10.Kegiatan ko dan ektrakurikuler 11.Pemilihan siswa teladan

12.Ta’mir Ramadhan 13.Studi Tour

14.Kegiatan akhir tahun.

Appendix 10: Photographs of CAR Activities