DEPARTMENT FACULTY OF ISLAMIC EDUCATION STATE THE EFFECT OF TRANSITION-ACTION-DETAILS STRATEGY TOWARDS STUDENTS’ WRITING SKILL ON RECOUNT TEXT AT CLASS X OF SMAN 1 BUKIT SUNDI THESIS

AT AT CLASS X OF SMAN 1 BUKIT SUNDI THESIS

Submitted in Partial Fulfil ed in Partial Fulfillment as One of the Requiremen ment as One of the Requirements for

The Strata One (SI) Degree

Written by :

AHSANUL HUSNA

NIM: 1314050063

DEPARTMENT OF ENGLISH TADRIS DEPARTMENT FACULTY OF ISLAMIC EDUCATION OF ISLAMIC EDUCATION AND TEACHER TRAINING AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN) STATE IMAM BONJOL PADANG 1438 H / 2017 M

“ Maka nikmat Tuhan kamu yang manakah yang kamu dustakan ? “ (Q.S. Ar “ Maka nikmat Tuhan kamu yang manakah yang kamu dustakan ? “ (Q.S. Ar “ Maka nikmat Tuhan kamu yang manakah yang kamu dustakan ? “ (Q.S. Ar-Rahman)

Alhamdulillahirabbil’alamin.. Ya Allah.. Ya Rabbi..

Waktu yang telah kujalani dengan jalan hidup yang sudah menjadi takdirku Waktu yang telah kujalani dengan jalan hidup yang sudah menjadi takdirku Waktu yang telah kujalani dengan jalan hidup yang sudah menjadi takdirku Suka, duka, kecewa,dan bahagia telah mengajarkan Suka, duka, kecewa,dan bahagia telah mengajarkan ku banyak hal yang bermakna akan ku banyak hal yang bermakna akan

lika liku kehidupan, Tak terhitung air mata.. Tak terhitung do’a.. Ku tempuh langkah demi langkah Jalan yang berliku dan penuh rintangan Di temani bayang-bayang alam tak bertepi Bersyaraf waktu bersendikan impian Ku ikuti episode akhir yang akan usai Satu cita tercapai, sepenggal harapan teraih Satu cita tercapai, sepenggal harapan teraih Namun.. Perjalanan masih panjang.. Kuhempaskan tubuhku mencapai bumi Kusandarkan dahiku bersyujud kehadapanmu Kusandarkan dahiku bersyujud kehadapanmu Ya Allah..

Engkau berikan aku kesempatan untuk bisa sampai dipenghujung Engkau berikan aku kesempatan untuk bisa sampai dipenghujung awal perjuanganku awal perjuanganku

ini.. Terima kasihku padaMu ya Allah Atas takdirmu, kau telah menjadikan ku seorang manusia yang berpikir, berilmu, Atas takdirmu, kau telah menjadikan ku seorang manusia yang berpikir, berilmu, Atas takdirmu, kau telah menjadikan ku seorang manusia yang berpikir, berilmu, beriman, dan bersabar dalam menjalani kehidupan ini beriman, dan bersabar dalam menjalani kehidupan ini beriman, dan bersabar dalam menjalani kehidupan ini

Semoga keberhasilan ini menjadi amal shaleh bagiku dan menjadi satu l Semoga keberhasilan ini menjadi amal shaleh bagiku dan menjadi satu langkah awal Semoga keberhasilan ini menjadi amal shaleh bagiku dan menjadi satu l

bagiku untuk meraih cita-cita besarku.. Kupersembahkan sebuah karya kecil ini untuk kedua belahan jiwaku Kupersembahkan sebuah karya kecil ini untuk kedua belahan jiwaku Kupersembahkan sebuah karya kecil ini untuk kedua belahan jiwaku Papa (Syafrijal.R) & mama (Miswarti) tercinta Papa (Syafrijal.R) & mama (Miswarti) tercinta Yang senantiasa menjadi penyemangat dalam hidupku Yang senantiasa menjadi penyemangat dalam hidupku Yang senantiasa menjadi penyemangat dalam hidupku Yang tiada henti memberiku do’a, dorongan, nasehat, cinta dan kasih sayang serta Yang tiada henti memberiku do’a, dorongan, nasehat, cinta dan kasih sayang serta pengorbanan yang tak tergantikan hingga aku selalu kuat menjalani setiap rintangan pengorbanan yang tak tergantikan hingga aku selalu kuat menjalani setiap rintangan pengorbanan yang tak tergantikan hingga aku selalu kuat menjalani setiap rintangan

yang ada didepanku.. I love you ... Dad & Mom 

Kepada adik-adikku tercinta.. My beloved sister (Wardhatul Khaira) & My beloved brother (Muhammad Abdi) My beloved sister (Wardhatul Khaira) & My beloved brother (Muhammad Abdi) Dan kepada seluruh keluarga besarku Yang ikut berjuang menemani ku dalam perjalanan ini Yang ikut berjuang menemani ku dalam perjalanan ini Yang ikut berjuang menemani ku dalam perjalanan ini Yang ikut panik jikalau ada hambatan Terima kasih..

Kepada teman-teman seperjuangan, khususnya teman-teman TBI-13 yang tidak bisa

disebutkan satu persatu. Para sahabat-sahabat ku, teman karibku Teman-teman kos Villa Harmonis Putih khususnya kamar 1 atas Tetap semangat ..  And.. Special thanks for my both advisors Dr.Martin Kustati,M.Pd and Dr.Darmayenti,M.Pd

By: Ahsanul Husna, S.Pd

ABSTRACT

Ahsanul Husna, 2017. The Effect of Transition-Action-Details Strategy towards Students’ Writing Skill on Recount Text at Class X of SMAN 1 Bukit Sundi

The purpose of this research was to determine whether Transition Action Details Strategy gave significant effect towards students’ writing skill at class X of SMAN 1 Bukit Sundi. Besides that, this research was also aimed to find out the component of writing skill were mostly improved after implementing Transition Action Details Strategy in teaching writing at class X of SMAN 1 Bukit Sundi.

This research was an experimental research. The population of this research was all of the students at class X of SMAN 1 Bukit Sundi that consists of 125 students spread into four classes. Two classes were taken as sample of the research by using cluster random sampling.The sample classes were taken by flipping the coin. The result showed that X MIPA 1 as control class consists of 33 students, and X MIPA 2 as experimental class consists of 31 students. Writing test was used to collect the data. The test was given to both classes with the same topic. Pretest was given before doing treatment. Furthermore, postest was given to determine the effect of using Transition Action Details strategy. The data of this research was analyzed by using statistical procedure and SPSS-16 program.

The result of this research showed that the mean score of students’ posttest at experimental class (71.74) was higher than the mean score of students’ posttest at control class (66.00). The result calculation of the test showed that t- calculate (2.609) was higher than t- table (2.000) with α = 0.05 and degree freedom 52. The hypothesis was accepted. It means that Transition Action Details strategy gave significant effect towards students’ writing skill on recount text at class X of SMAN 1 Bukit Sundi.The components of writing skillwere also improved. The component of writing was mostly improved was content with significant different

3.63. In addition, The students’ skill to write recount text also increased. It is concluded that teaching writing by using Transition Action Details

Strategy in writing recount text gives significant effect on students’ writing skill at class X of SMAN 1 Bukit Sundi. So, this strategy can be recommended as a strategy in teaching english writing to improve students’ writing skill.

ABSTRAK

Ahsanul Husna, 2017. The Effect of Transition-Action-Details Strategy towards Students’ Writing Skill on Recount Text at Class X of SMAN 1 Bukit Sundi

Tujuan penelitian ini adalah untuk melihat apakah strategi Transition Action Details memberikan dampak yang signifikan terhadap kemampuan menulis siswa pada kelas X SMAN 1 Bukit Sundi. Disamping itu, penelitian ini juga bertujuan untuk melihat komponen writing yang paling tertingkatkan setelah penerapan strategi Transition Action Details dalam mengajar writing pada kelas X SMAN 1 Bukit Sundi.

Penelitian ini adalah penelitian eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X SMAN 1 Bukit Sundi yang terdiri dari 125 siswa yang tersebar kedalam empat kelas. Dua kelas diambil sebagai sampel penelitian dengan menggunakan cluster random sampling. Kelas-kelas sampel dipilih dengan melemparkan koin. Hasilnya menunjukkan bahwa X MIPA 1 sebagai kelas kontrol yang terdiri dari 33 siswa, dan X MIPA 2 sebagai kelas eksperimen yang terdiri dari 31 siswa. Tes menulis digunakan untuk mengumpulkan data. Tes diberikan kepada kedua kelas dengan topik yang sama. Tes awal diberikan sebelum dilakukan perlakuan. Selanjutnya, tes akhir diberikan untuk mengetahui dampak penggunaan strategi Transition Action Details. Data penelitian ini dianalisa dengan menggunakan langkah-langkah statistik dan program SPSS-16.

Hasil penelitian ini menunjukkan bahwa skor rata-rata tes akhir siswa dikelas eksperimen (71.74) lebih besar dari skor rata-rata tes akhir siswa dikelas kontrol (66.00). Hasil kalkulasi test menunjukkan bahwa t- hitung (2.609) lebih tinggi dari t-t able (2.000) dengan α = 0.05 dan df=52. Hipotesis diterima. Hal ini bermakna bahwa Strategi Transition Action Details memberikan dampak yang signifikan terhadap kemampuan menulis siswa dalam teks recoun dikelas X SMAN 1 Bukit Sundi. Komponen-komponen menulis juga ditingkatkan. Komponen menulis yang paling tertingkatkan adalah content dengan perbedaan signifikan 3.63. Tambahannya, kemampuan siswa untuk menulis teks recount juga meningkat.

Disimpulkan bahwa mengajar writing dengan menggunakan strategi Transition Action Details dalam menulis teks recoun dapat meningkatkan kemampuan menulis siswa kelas X SMAN 1 Bukit Sundi. Oleh karena itu, strategi ini bisa direkomendasikan sebagai sebuah strategi dalam mengajar menulis bahasa inggris untuk meningkatkan kemampuan menulis siswa.

ACKNOWLEDGMENT

   

“In the Name of Allah, the Most Gracious, the Most Merciful” First of all, all praises to Allah SWT who has given mercies and blessing

for the writer to finish the thesis entitled “The Effect of Transition-Action-Details Strategy towards Students’ Writing Skill on Recount Text at class X of SMAN 1 Bukit Sundi. Salawat and Salam to the greatest messenger, prophet Muhammad SAW.

The writer would like to say thank to Dr.H. Gusril Kenedi, M.Pd as the Dean of Education and Teacher Training Faculty of State Islamic University Imam Bonjol Padang, the special thank for both of advisors; Dr. Martin Kustati, M.Pd and Dr. Darmayenti, M.Pd who has patiently guided the writer until the completion of this thesis, who has spent countless hours correcting this final project for it betterment, and who gave the writer valuable advises, time, and help, so the writer could finish this thesis. Besides that, the writer would like to thank to the chairman of English Tadris Department, Besral, M.Pd. Then, the writer would like to express gratitude to all of the lecturers who have taught the writer from the beginning of study at English Tadris Department, UIN Imam Bonjol Padang. Moreover, the special thank for all of the students at Senior High School 1 Bukit Sundi that had participated in this research, for Yeni Efrida, S.Pd as English teacher, Dra. Rina Syaftiyani as co Headmaster for giving the permission, participation, and opportunity during the research.

Then, the writer would like to dedicate the sincere love to beloved parents, Miswarti, and Syafrijal.R, and also for beloved brother and sister, for all of the family for the pray, love, help, and support. Then, the special thank for all of friends at English Tadris Department’13 UIN Imam Bonjol Padang.

Finally, the writer realizes that this thesis may have several weaknesses. Therefore, any correction, comment, criticism, and suggestion is needed from the reader in order that this thesis more useful.

Padang, 15 th August, 2017 The Researcher

Ahsanul Husna

NIM.1314050063

LIST OF FIGURES

Figure 1.1 : Some students’ writing on recount text at class x of Senior High School 1 Bukit Sundi ..................................... 5

Figure 2.1 : Conceptual Framework ...................................................... 36

CHAPTER I INTRODUCTION

A. Background of the Study

Writing is one of skills in English language learning that should be mastered by any level of the students. Writing is the complex process that needs writer’s ability to produce good sentences by using appropriate content, organization, vocabulary, language use, and mechanic. All of these aspects are very important to produce a good written work. On the other hand, the students should have basic knowledge in choosing content, organize the ideas, choosing appropriate vocabulary, language use, and mechanic. So, the reader can get the main point of writing clearly and easily.

The purpose of teaching writing at senior high school is aimed to provide students to understand and create various kinds of short functional text, monologue, and essay in the form of procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review (Basic competencies of 2013 curriculum). The students will learn how to write well, and understand the characteristic include generic structure and language features of the text. 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 educated person would

be expected to be able to produce in their own language (Ur 1991:162).

It means that teaching writing will help the learner to produce written work clearly after they have ability to do it.

Therefore, to create the teaching writing process actively and fun, the English teachers need to find some ways to make the students interested in doing writing. English teacher must pay attention to their teaching and learning process of writing, since writing is complex skill that should be mastered by all students. First, the appropriate technique and strategy in teaching writing will help students in mastering writing skill. It is better for English teacher to find out various strategies in teaching writing. Second, media can be used as a tool in teaching process. Media can be electronic and non-electronic form. By using media, it will make teaching writing process is more interesting.

In learning writing, the students should know some aspects to be improved such as content, organization, language use, vocabulary, and mechanics (Jacob 1981). Content is the substance of writing. It will be the main point to the reader. Organization refers to the generic structure of the text, which organize a text well. Vocabulary refers to the use of choice of words that used in written product. Language use refers to the structure of the language or correct use of grammatical pattern and structural words. Mechanic refers to the use of graphic convention of the language, such as punctuation and the use of capital letter.

Based on the preliminary study at January, 16 th 2017 in SMAN 1 Bukit Sundi, it was found some problems related with the score of student’s

writing. First, the result of students’ midterm was low. It can be seen in the data

below:

Table. 1.1

Students’ English Mid-Score of Senior High School 1 Bukit Sundi

MID TERM NO

CLASS

TOTAL STUDENTS

TEST

1 X MIPA 1

2 X MIPA 2

3 X MIPA 3

4 X MIPA 4

Source: English Teacher Bookmark at Senior High School 1 Bukit Sundi academic year 2016/2017

Based on the table above, it can be seen that the mean score of mid-term test from each classes was weak. It cannot reach the minimal criteria competencies (KKM), meanwhile the KKM is 80. The score was not satisfied, because it was below the minimum passing grade. It is indicated that the students at class X of SMAN 1 Bukit Sundi cannot master and understand English well.

Second, writing needs to be assess in the form of clear assessment. In fact, the English teacher just assess writing generally, without pay attention in some aspects to be assess in writing, such as; content, organization, vocabulary, language use, and mechanic. To know the students’ skill in writing, the researcher did the writing test which helped Second, writing needs to be assess in the form of clear assessment. In fact, the English teacher just assess writing generally, without pay attention in some aspects to be assess in writing, such as; content, organization, vocabulary, language use, and mechanic. To know the students’ skill in writing, the researcher did the writing test which helped

Based on the result of students’ writing test, it was found that students still had weaknesses in five components of writing (content, organization, vocabulary, language use, and mechanic). It can be seen from the mean score of each aspect of writing. The table below showed the students’ score in writing.

Table 1.2 Students Writing Score of Academic Year 2016/2017

Mean NO STUDENTS Cont

ASPECTS

Org Voc Lg.use Mec score

(Source: the Students writing’s score in recount text of x grade Senior High School 1 Bukit Sundi)

From the table above, it can be seen that the students’ writing score were under average. The mean of students’ skill in writing recount text was weak, it can be seen that the students’ total score was 64. Meanwhile, the Minimal Criteria Competencies (KKM) was 80. The score was indicated that the students had weak skill in writing recount text.

The students were difficult to write because they could not develop their ideas, it caused they difficult to put their ideas into sentences. The students were lack of five components in writing.

They did not know how to start to write, how to use appropriate not know how to start to write, how to use appropriate not know how to start to write, how to use appropriate vocabulary, language use, and mechanic. vocabulary, language use, and mechanic. They seldom practice seldom practiced writing. Therefore, English writing is difficult for them. Therefore, English writing is difficult for them.

There are some students’ writing There are some students’ writings on recount text at X on recount text at X class of Senior High School 1 Bukit Sundi. Senior High School 1 Bukit Sundi. It can be seen in the figure below. It can be seen in the figure below.

Figure 1.1

Some Students’ Writing Students’ Writing on Recount Text at Class X o of Senior High

School 1 Bukit Sundi

From the figure From the figures above, it can be seen that the students ha above, it can be seen that the students had problems in writing because they could not produce a recount text well. in writing because they could not produce a recount text well. in writing because they could not produce a recount text well. There are five components of writing There are five components of writing that should be mastered by each that should be mastered by each student, such as content, organization, vocabulary, language use, and , such as content, organization, vocabulary, language use, and , such as content, organization, vocabulary, language use, and mechanic.

Generally, the students produced written work related to the topic Generally, the students produced written work related to the topic Generally, the students produced written work related to the topic given. The topic was their last experience. given. The topic was their last experience. It means the students’ content students’ content of writing should talk about last experience. It could be seen from their of writing should be seen from their writing, there were talking about their last experience writing, there were talking about their last experience, such as my experience at last holiday, last holiday I went to Talang Mountain experience at last holiday o Talang Mountain, but the content was not not sufficient to evaluate. Organization related to the generic Organization related to the generic structure of the text. In writing, the students still ha structure of the text. In writing, the students still had d weaknesses in arrange their ideas in arrange their ideas into written work. Researcher also found that many . Researcher also found that many students had limited vocabulary. They do not have students had limited vocabulary. They do not have enough ugh vocabulary to produce a text. The teacher asked them to bring dictionary, but almost of produce a text. The teacher asked them to bring dictionary, but almost of produce a text. The teacher asked them to bring dictionary, but almost of Generally, the students produced written work related to the topic Generally, the students produced written work related to the topic Generally, the students produced written work related to the topic given. The topic was their last experience. given. The topic was their last experience. It means the students’ content students’ content of writing should talk about last experience. It could be seen from their of writing should be seen from their writing, there were talking about their last experience writing, there were talking about their last experience, such as my experience at last holiday, last holiday I went to Talang Mountain experience at last holiday o Talang Mountain, but the content was not not sufficient to evaluate. Organization related to the generic Organization related to the generic structure of the text. In writing, the students still ha structure of the text. In writing, the students still had d weaknesses in arrange their ideas in arrange their ideas into written work. Researcher also found that many . Researcher also found that many students had limited vocabulary. They do not have students had limited vocabulary. They do not have enough ugh vocabulary to produce a text. The teacher asked them to bring dictionary, but almost of produce a text. The teacher asked them to bring dictionary, but almost of produce a text. The teacher asked them to bring dictionary, but almost of

be seen there were too much grammatical error in their writing such as at using appropriate verb (e.g. I go pool, I visit to my sister, we are only seven, and I’m happy), subject pronoun (e.g. me and my family), noun phrase (e.g. airport Bekasi). The students also had weaknesses in using mechanic. There was some error on using capital letters (e.g. padang, after that), wrong spelling (e.g. I wen), and using punctuations.

Based on the result of interview with English teacher, she stated that writing was the most difficult skill to learn by the students. It caused they could not produce the ideas into written form, difficult to start writing, did not know how to arrange ideas into good paragraph, and less of writing practice.

One of solutions to solve the students’ problem in writing skill is by using Transition Action Details Strategy. According to Peha (2003:38), Transition Action Details Strategy is a writing strategy used transition action details chart which consist of columns and row that shows a sequence of events.

The researcher chose this strategy in teaching recount text, because it helps students to explore and organize their idea into written form, it helps students to write recount text well, it will improve students’ writing The researcher chose this strategy in teaching recount text, because it helps students to explore and organize their idea into written form, it helps students to write recount text well, it will improve students’ writing

Based on the explanation above, the researcher interested to apply TAD Strategy in the process of teaching writing recount text at class X of Senior High School 1 Bukit Sundi and intended to conduct the research with the title “The Effect of Transition-Action-Details Strategy Towards

Students’ Writing Skill on Recount Text at Class X of SMAN 1 Bukit Sundi.”

B. Identification of the Study

Based on background of the study above, the researcher was identified the problem of this research. The problem did not only appear from students, but also from teacher. The teacher’s problems in the school were the strategy and technique that was used by the teacher did not give much contribution for the students to write recount text well. It is because good media and good strategy or technique would give significant effect in improving students’ ability in writing recount text.

Then, the students’ writing problems in recount text were: first, the students had difficulties to put their idea into written form. Second, the Then, the students’ writing problems in recount text were: first, the students had difficulties to put their idea into written form. Second, the

By using Transition Action Details Strategy, the students would be able to develop their writing aspects such as content, organization, vocabularies, language use, and mechanics. Transition Action Details strategy also gives contributions in produce written work clearly guided by teacher by using TAD chart.

C. Limitation of the Study

There were several reasons why the students got difficulties in writing. In overcoming the students’ problem in writing, the researcher used one of strategies namely Transition-Actions-Details (TAD) strategy.

D. Formulation of the Study

In this research, the researcher formulated the problem as follows:

1. Does Transition-Action-Details strategy give significant effect towards students’ writing skill on recount text at class X of SMAN

1 Bukit Sundi?

2. What components of students’ writing are mostly improved after using Transition-Action-Details strategy in teaching writing at class X of SMAN 1 Bukit Sundi?

E. Purpose of the Research

The purposes of this research are:

1. To find out whether Transition-Actions-Details strategy gives significant effect towards students’ writing skill on recount text at class X of SMAN 1 Bukit Sundi

2. To find out the components of students’ writing are mostly improved after implementing Transition-Action-Details strategy in teaching writing at class X of SMAN 1 Bukit Sundi.

F. Significance of the Study

The result of this research hopefully would give contribution to the teachers towards student’s writing skill. In this case, the teacher should consider about the implementation of Transition-Action-Details Strategy in teaching writing as an alternative strategy that is expected to help the teacher in teaching writing.

In addition, this study also gives contribution for the students: first, this strategy helps them to solve their problem in writing, especially in recount text, second, they will be easy to share their idea into the paper, then they will be creative to write various sentences, finally, they will get good result after learning and using Transition-Action-Details strategy. Then, as the next English teacher for the future, the researcher can use this strategy to solve the students’ problem in learning language skill and become a good English teacher. The researcher also hopes that this study In addition, this study also gives contribution for the students: first, this strategy helps them to solve their problem in writing, especially in recount text, second, they will be easy to share their idea into the paper, then they will be creative to write various sentences, finally, they will get good result after learning and using Transition-Action-Details strategy. Then, as the next English teacher for the future, the researcher can use this strategy to solve the students’ problem in learning language skill and become a good English teacher. The researcher also hopes that this study

G. Definition of Key Terms

1. Transition-Action-Details (TAD) Strategy is a writing strategy that used TAD chart which consist of columns and rows that describe something as a sequence of events.

2. Writing is an activity in which a person expresses the ideas or toughs, which is used for communicating to the readers in the form of written work.

3. Writing skill is a skill to express ideas, thoughts, and feelings to other people in written symbols to make other people or readers understand the ideas conveyed.

4. Recount text is one of the texts that recalls and reconstructs events, experiences and achievements from the past in a logical sequence. Means text tells us about events that happened in the past.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theories

This chapter will discuss about some theories of Transition-Action-Details Strategy, writing, and recount text.

1. Concept of Transition-Action-Details (TAD) Strategy

This part will discuss about some theories of Transition Action Details Strategy included definition of Transition Action Details Strategy, Advantages of Transition Action Details Strategy, and Procedure of Teaching writing by using Transition Action Details Strategy.

a. Definition of Transition Action Details (TAD) Strategy

According to Peha (2003:38) 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.

Transition action details strategy is a writing process strategy that gives opportunities to shows something as a sequence of events. It uses Transition Action Details chart to guide students to arrange the ideas into written work. According to Peha (2003) there are three parts of Transition Action Details Strategy; 1) Transition, consist of short phrases like “First”, “Second”, “Then”, “After a while”, or “In the beginning” that help to introduce each new action in the sequence; 2) Action, consist of actual events (the things that happened) listed in the Transition action details strategy is a writing process strategy that gives opportunities to shows something as a sequence of events. It uses Transition Action Details chart to guide students to arrange the ideas into written work. According to Peha (2003) there are three parts of Transition Action Details Strategy; 1) Transition, consist of short phrases like “First”, “Second”, “Then”, “After a while”, or “In the beginning” that help to introduce each new action in the sequence; 2) Action, consist of actual events (the things that happened) listed in the

From the explanation above, it can be concluded that Transition-Action-Details (TAD) strategy is a writing strategy that provide opportunities to describe a sequence of events through TAD chart (Transition, Action, Details) that consist of columns and rows. Because of this strategy will help the students to describe a sequence of events, so it is appropriate for teaching writing recount text.

b. Advantages of Transition-Action-Details (TAD) Strategy

There are some advantages of Transition-Actions-Details Strategy in the teaching writing. According to peha (2003) Transition Action Details Strategy is very useful, because it gives opportunities to describe a sequence of events come up all the time in school: in narrative fiction and non- fiction writing, in plot of summaries for reading, in the steps of solving a math problem, in social studies when you recount an historical event, in science, and so on. On the other hand, this strategy is useful in describing sequence of events in organizing the text. It is appropriate to use in teaching recount text.

Margot states in her book “Be a Better Writer” in Budiani (2014:23) this strategy is easy to do and efficiently help the students to clearing their activities, step by step. Moreover, in this study the Margot states in her book “Be a Better Writer” in Budiani (2014:23) this strategy is easy to do and efficiently help the students to clearing their activities, step by step. Moreover, in this study the

Ferdiana (2017:3) also states that this strategy can help the students writing text easily. The students will not get confused anymore to start writing a text because this strategy is easy to do and efficiently helps the students to arrange their activities, step by step. Therefore, by doing each steps students will be easier to conduct the recount text writing because they write down the events based on the sequence of time of its happening and manageably.

Additional by Manurung (2013), TAD is the best strategy to convey information in a particular order. This strategy guides the writer to deliver the information of experiences they have to the reader in a better way. It means that this strategy help the students to explore ideas and arrange it into good sequences.

Based on the explanation above, Transition-Action-Details (TAD) Strategy will give some advantages for students and teacher in Senior High School. First, this strategy is easy to do and efficiently help the students to clearing their activities, step by step through TAD chart. Second, this strategy can help the students to write text easily. The students will not get confused anymore to start writing a text, especially in writing recount text. Third, it will give significant affects to the students’ ability in writing. The last, it will be a variation strategy in teaching writing next.

c. Procedure of Teaching Writing by Using Transition-Action- Details (TAD) strategy

According to Peha (2003:38), there are nine steps in applying the Transition-Action-Details (TAD) strategy in teaching writing. First, teacher shows TAD chart to the students, and explain how to use it. In this case, the students will pay attention more to TAD chart and recount paragraph.

Second, the teacher divides students in groups and asks them to talk about their personal experiences in the past. In this step, the students will be asked asking and answering question about their experiences to fill in TAD chart.

Third, asks students to fill in TAD chart, the students write down in the first “Action” box by writing thing that happened or the preface of how the activity began.

Fourth, the students write down in the last “Action” box. This is needed to be written, so students can clearly see how the story ends. Fifth, write down in the middle of sequences. Write down the actions between the beginning and the end of the “Actions” box. Sixth, the students read over from the top to bottom of the “actions” box. Read and check whether the actions are already in a correct chronological order.

Seventh, the students write down in the “details” column by writing the detailed or additional information about every action of the Seventh, the students write down in the “details” column by writing the detailed or additional information about every action of the

Eight, the students write down transition columns with transition when it is needed to be attached. Ninth, After fill in the TAD chart, the teacher asks students to change it into paragraph.

The details procedure can be seen in the following table.

Table 2.1

Procedures of Transition-Action-Details (TAD) Strategy No

Main Steps

Activities

1 Shows a TAD chart The teacher shows and prepare TAD chart to the students, and explain how to use it.

2 Divide students in The teacher divides students in groups groups

and asks them to talk about their personal experiences

3 Write down in the first The students write down in the first action ”Actions” box.

box by writing thing that happened or the preface of how the activity begun.

4 Write down in the last The students write down in the last “Actions“ box.

“action” box.

5 Write down in the The students write down the actions middle of sequence.

between the beginning and the end of the “Actions” box.

6 Read over from the top The students read and check whether the to bottom of the

actions are already in a correct “actions” box.

chronological order.

7 Write down in the The students write down in the “details” “details”. (at least two box by writing the detailed or additional per box).

information about every action of the story. 8 Write down in the

The students write down the transitions in transitions (optional)

the story

box.

9 Change information The students change information in in TAD into

TAD chart into paragraph paragraph

Table 2.2

The Example (1) of Transition Action Details Strategy (TAD) chart Transition

Action

Details

( Answer audience questions ) the actions )

( Introduce

( Describe what

happened )

Last holiday

I went on vacation

- We go almost every year

with my family to

- It’s fun because there’s a lot

to do - I get to do a lot of exploring with my dog First

the ocean

I walked with my

- We were about 75 feet up

dog along a cliff

from the beach

overlooking to the

- We were on a path with trees

beach below

and brush and big piles of rocks by the edge

Second

We saw a small

- It started me at first but then

animal scurry

I realized that it was

under some rocks

probably more afraid of us than we were of it

- I just kept on walking After a

- He likes to chase things while

My dog ran after

the animal and

- I was amazed at how fast he

jumped over the

ran

rocks to try to get it - He got close to the rocks but didn’t stop. He just went right over.

(No

- I was so scared transition)

I ran after him,

looked over the

- I thought he’d gone over the

edge of the cliff,

cliff and had fallen all the

and found him

way down.

clinging to some

- He looked scared, too

brush hanging by his paws.

Finally

I tried to reach over - I grabbed a piece of the the rocks to pull

branch and pulled him up

with it - I just kept telling him to hold on and not move - I could tell that he was just as scared as I was Source: Peha, Steve. 2003. The Writing Teacher’s Strategy Guide. Teaching That Makes Sense,inc.

him up

Table 2.3

The Example (2) of Transition Action Details Strategy (TAD) chart Transition

Action

Details

( Answer audience questions ) the actions )

( Introduce

( Describe what

happened )

Yesterday

I went to the

- I went there with my mother

market

- We went there by using motorcycle

First

We arrived in the

- We put our motorcycle in a

market at 15.00 pm

parking place - We entered the market by

walking

Second

My mother and I

- She saw fresh fish on the

visited the fish

table

- She bargained a kilo of fish After that

market part

My mother put her - She was so surprise money from her

- She lost her wallet

- I tried to look for her wallet, but I did not find it Finally

bag

We returned home - My mother was so sad without buying

- She lost everything from her

anything

wallet, included her ATM card.

2. The Nature of Writing Skill

a. Definition of Writing Skill

Writing is one of the language skills among the four skills in learning English. Writing involves all aspects of language such as: content, organization, vocabulary, language use, and mechanics. Writing is an effective way to communicate and express the ideas, thought, feeling, and opinions to others. Before doing writing, a writer should find out some sources and get ideas from it.

Taylor (2009:2) states that writing is the seed, the fruit, and the pickle of our understanding. It means that in writing the writer will bring knowledge and preserve it, it comes from the writers’ understanding. It can be got from reading or listening.

Another definition stated by Ur (1991:163) writing is an expression of ideas that convey messages to readers. On the other hand, the writer should be carefully in selecting vocabulary, and using grammatical pattern to avoid misunderstanding among the readers. The function of written text is to convey the ideas or message to the reader clearly. The writer needs to put their ideas and feeling into word and sentences. It means that writing does not just make sentence by sentence, but also share the idea and feeling briefly.

According to Hyland (2003:9) writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views on a topic. It means that writing as a media of sharing personal meaning of the writer. Writers should be able to create the communication with reader through his sentences. As known as the purpose of writing is to share and express the ideas, thought, feeling, experiences, and knowledge to other people, So the writer should state the purpose of writing first, because if the writers write the same topic to the same audience, it will be bored and not interesting.

Jacob (1981:90) says that there are 5 components of writing: First, content; there are four descriptors: knowledgeable, substantive, thorough development of thesis, relevant to assigned topic. Second, organization; there are six descriptors: fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, cohesive. Third, vocabulary; there are four descriptors: sophisticated range, effective word / idiom choice and usage, word form mastery, appropriate register. Four, language Use; it consists of eight descriptors: effective complex constructions, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions. Five, mechanics; they are description about: demonstrates mastery of conventions few errors of spelling, punctuations, capitalizations, paragraphing, and handwriting.

It also defined by Patel and Praveen M.Jain (2008:125), writing is essential features of learning a language because it provides a very good means of foxing the vocabulary, spelling, and sentence pattern.

Landmarks & Horizons (2002:7) state that writing is usefully described as a process, something which shows continuous change in time like growth in organic nature. Different things happen at different stages in the process of putting words and words into paper. It means, to beginning writing, there are several steps that sould be followed by writers, they are planning, drafting, revising, re- writing and sharing or publishing. The writers have to follow step by step.

On the other word, Brown (2000:335) states that writing is the nature of composing process. Written products are often the result of thinking, drafting, and revising procedures that required specialized skills that it is not naturally. It means that writing is about process and product of writing itself. It needs to take times and practice, because a good writing depend on the process in taking ideas into paper, organized them coherently and revised them for clearer meaning.

Based on the illustration by experts above, it can be concluded that writing is a process of thinking deeply and clearly, that has complex process to construct the meaning by combining feeling, ideas, thought, experience from mind into word, sentence, paragraph, and essay. In writing we can share our idea, feeling, and anything that come to our mind. Eventually, it will make the good structure of sentences and paragraphs that is very useful for the readers.

b. Components of Writing Skill

Writing skill has several components that should be mastered by students to create or produce good written form like paragraph or essay . According to Jacobs (1981), there are five components of writing namely; Content, organization, vocabulary, language use and mechanics.

Content is a substance of a text. It is a core of writing. The content should relate to the topic given. There are four descriptors for Content is a substance of a text. It is a core of writing. The content should relate to the topic given. There are four descriptors for

Organization is related to the appropriate sequence of events or chronological order of an event in a text and appropriate length. It means the idea of the text should be well-organized, the idea must relate from one to another in paragraph, the sentences of paragraph should be connected. There are six descriptors for this component; fluent expression, ideas clearly stated/supported, succinct, well organized, logical sequencing, cohesive.

Vocabulary refers to choice of word that is used by the writer to produce sentences. A writer should choose a correct vocabulary. Because of vocabulary is a basic of writing, without vocabulary nothing can be conveyed. It needs the writer ability in selecting vocabulary. Because of not all of vocabulary can be put together in the sentences. It should be based on the context of sentences.

Language use refers to grammatical pattern. In writing evaluation language use consists of eight descriptors: effective complex construction, agreement, tenses, number, word order/function, articles, pronouns and prepositions. It is the use of grammatical pattern.

Mechanics is related to spelling, punctuation, capitalization, paragraphing and handwriting in written product. Writing must use good spelling, punctuation, tidy and clear writing.

Spelling is one of difficult things to do. Harmer (2004:256) stated an issue that makes spelling difficult for some students is the fact that not all varieties of English spell the same words in the same way.

Based on the explanation above, it is concluded that there are five components that should be considered for a good and meaningful writing such as: Content, Organization, Vocabulary, Language Use, and Mechanic. By understanding all of the aspects or components of writing, students can produce a good text, easily to read and understandable for reader.

c. The Importance of Teaching Writing Skill

Teaching writing is a way to help the students mastering English. It mentioned by Harmer (2001:79) that there are some reasons for teaching writing to students of English as a foreign language include reinforcement, language development, learning style, most importantly, writing as a skill in its own right.

First, Reinforcement; students often find it useful to write sentences using new language shortly after they have studied it. It means that reinforcement is needed by students before they produce written work. Second, language development; the actual process of writing helps us to learn as we go along. Third, learning style; writing is appropriate for some learners. It can also be a quiet reflective activity instead of the rush and bother of interpersonal face-to-face First, Reinforcement; students often find it useful to write sentences using new language shortly after they have studied it. It means that reinforcement is needed by students before they produce written work. Second, language development; the actual process of writing helps us to learn as we go along. Third, learning style; writing is appropriate for some learners. It can also be a quiet reflective activity instead of the rush and bother of interpersonal face-to-face

Based on the explanation above, it is known that teaching writing is important to build students’ activity in producing good written work.

d. The Process of Writing Skill

Writing has a complex process. According to Harmer (2004:12) process writing is a way of looking at what people do when they compose written text. The process of writing will help the writer to write clearly and regularly. In writing, there are some processes that the students should know before they write.

According to Ontario Education (2005:1.11) the writing process teaches students how to develop their ideas and record them in written form. The process involves the following distinct steps: planning, writing a draft, revising, editing, and publishing.

Planning. Planning is the first step of the writing process. It sometimes referred to as “rehearsal”, results in a plan to guide students as they write. It is activity in the classroom that encourages Planning. Planning is the first step of the writing process. It sometimes referred to as “rehearsal”, results in a plan to guide students as they write. It is activity in the classroom that encourages

be said, prewriting is what the students do before drafting. In order word, the students should expose their ideas, make it outlining to facilitate in drafting.

Writing a draft. Following the development of their plan, students write a first draft. Once sufficient ideas are gathered at the planning stage, the first attempt at writing that is drafting may processed quickly. Drafting is the writer’s first attempt to capture ideas on paper. Only those drafts that students feel are interesting or of value should be taken to the next steps. It means, after they make outlining, they have to expand their outline into sentences or paragraph. In other word, they have to start to write based on their outlining.