Discussion on Research Finding

B. Discussion on Research Finding

In mastering writing, the students or the writer have to consider five components of writing (Jacob: 1981). In the other words the students have to master the writing ability that related to content, vocabulary, organization, language use and mechanics. Based on the observation at Senior High School

1 Bukit Sundi, the students still had difficulties in writing. So that, in this research the researcher implemented a strategy that could help the students to increase their writing skill. It was Transition Action Details strategy.

Transition Action Details (TAD) Strategy is a writing strategy used transition action details chart which consist of columns and rows that shows a sequence of event (Peha: 2003). The application of this strategy in teaching writing can help the students to write easily through TAD chart, so the students will not get confused anymore to start writing a text, especially in writing recount text. Then, TAD strategy also help the students in organizing their ideas into the correct form such as the correct use of the generic structures, and helps students to clarify their idea because it gives opportunities to describe a sequence of events. It also helps in considering the language features of a recount text. Because of that, this strategy is appropriate to use in teaching recount text.

In implementing Transition-Action-Details Strategy, the students were divided into groups, and asked to do asking and answering about their last experiences to fill in TAD chart. It would be guided by the researcher by asking some question for them such as: what did you do yesterday?, where In implementing Transition-Action-Details Strategy, the students were divided into groups, and asked to do asking and answering about their last experiences to fill in TAD chart. It would be guided by the researcher by asking some question for them such as: what did you do yesterday?, where

The difficulties of doing this research were some of students were lazy to do their task, while some others tried to ask to their friends. The researcher managed these conditions by walking around the class to monitor the students’ activities, and talked them that this assignment was one of their regulations in English. Furthermore, they tried to finish their task.

Based on the finding of the research, it was found that the students who were taught by using Transition-Action-Details Strategy have increased their writing skill rather than students who were taught by conventional strategy. It is showed by the post-test result for both classes (experimental class was

71.74, and control class was 66.00) after giving the treatment by applying Transition Action Details Strategy. It is also showed by the result of pre-test to posttest at experimental class (59.70 to 71.74).

After being taught by using Transition Action Details Strategy in several meetings, the students got some improvements of writing skill that was showed by their writing score. The experimental group improved dramatically after receiving treatment. While the control class group showed

a little significant improvement after receiving no treatment. The research a little significant improvement after receiving no treatment. The research

The component of students writing are mostly improved after using Transition Action Details Strategy is content with different 3.63 from pre-test to post-test at experimental class. It can be seen from the different of all writing components at experimental class. It supports the research hypothesis that Transition Action Details Strategy gives significant effect on students’ writing skill on recount text at class X of SMAN 1 Bukit Sundi.

The finding is related with the study done by Oftiza and Saun (2017) that using TAD strategy in teaching writing recount text will help students in making the text become easier, because this strategy uses a table which consist of three columns which help students to explore the ideas and dividing their ideas in the right position.

This research is relevant with the study undertaken by Budiani (2014) entitled “Using TAD (Transition-Action-Details) Strategy to Improve the Eight Grade Students’ Ability in Writing Recount Texts at SMP 2 Depok in the Academic Year of 2013/2014”. He stated that the use TAD strategy is believed to be effective to improve the students’ ability in writing recount texts. The students’ writing problems can be minimized by applying the TAD strategy.

It is also related with Ferdiana (2017), he found that the students’ writing ability in recount text increased after being taught using TAD Strategy, they can solve their problems easily. The students score is better, it It is also related with Ferdiana (2017), he found that the students’ writing ability in recount text increased after being taught using TAD Strategy, they can solve their problems easily. The students score is better, it

Then, the result of this research finding was also relevant with the study conducted by Valentina (2016) about the influence of TAD organizer, journal writing strategy, and writing apprehension level on recount writing achievement of the tenth grade students of SMA Bakti Ibu 8 Palembang. Based on finding, TAD group showed better improvement than Journal group. The improvement of TAD Organizer to the students’ writing achievement indicated that TAD could be used to improve students’ recount writing achievement.

Moreover, By using Transition Action Details Strategy, the students also got improvement on their understanding in writing recount text. According to (Department of Education WA:2013), students are in the stage where they display most of the bulleted points. It includes the generic structure and language feature of recount text (See chapter 2). The data could

be seen from the stage of assessing writing to recount. Most of students’ writing skill increased from beginning stage to developing stage. Several students increased to consolidating stage only.

From the explanation above, it can be said that the finding of this research proved that there was any significant effect of using Transition- Action-Details strategy towards students’ writing skill on recount text at class

X of SMAN 1 Bukit Sundi. And then, this strategy also can improve the students’ writing skill on recount text.