THE USE OF PERSONAL LETTER MATERIAL TO IMPROVE STUDENTS’ WRITING SKILL IN RECOUNT TEXT FOR THE TENTH GRADE STUDENTS OF MA DARUSSALAM WONOSEGORO IN THE ACADEMIC YEAR 20182019 A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment o
THE USE OF PERSONAL LETTER MATERIAL TO
IMPROVE STUDENTS’ WRITING SKILL IN
RECOUNT TEXT FOR THE TENTH GRADE
STUDENTS OF MA DARUSSALAM WONOSEGORO
IN THE ACADEMIC YEAR 2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan (S.Pd)
By:
DWI PURWASIH
NIM. 113 14 045
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
SALATIGA
2018
DECLARATION AND PERMISSION FOR PUBLICATION
I have been marked below: Name : Dwi Purwasih NIM : 113-14-045 Faculty : Teacher Training and Education Faculty Department : English Education Department Declares that this graduating is written by the researcher and it does not copy from other researcher. Theories and citations are used code of ethics of writing for graduating paper 1 gave permission to publish this graduating paper on IAIN . Salatiga’s e-repository
Salatiga , September 12ⁿᵈ 2018
Sari Famularsih, M.Pd
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga
The Attentive Counselor’s note Case: Dwi Purwasih’s Graduating Paper
To the Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr. Wb.
After reading and correcting Dwi Purwasih’s graduating paper entited THE
USE OF PERSONAL LETTER MATERIAL TO IMPROVE STUDENTS’
WRITING SKILL OF RECOUNT TEXT FOR THE TENTH GRADE
STUDENTS OF MA DARUSSALAM WONOSEGORO IN THE
ACADEMIC YEAR 2018/2019. I have decide and would like to purpose that
this paper can be accepted by the Teacher Training and Educational Faculty. I hope this graduating paper will be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
MOTTO
SMILE IS A SIMPLE WAY OF ENJOYING LIFE
(The Writer)
DEDICATION
This graduating paper is dedicated to: 1.
Allah SWT and Prophet Muhammad SAW who always bless me listen to all my wishes.
2. My beloved father Slamet Rohman, my beloved brothers Eko Prasetya, Tri Sutrisno, my beloved sister Eni Handayani, and my beloved boyfriend Rizki Nurrohman. Thank you for helping me passing my bad moments and sharing your time to handle everything I need. No matter how bad I feel. I always know you will catch me and help me to get up and reach success. Thank for becoming hero in my life.
3. My teachers in MA Darussalam Wonosegoro thanks for the time to research, also help me in doing the research.
4. My bestfriend Indah Nur Santi thanks a lot for your support and loves.
5. My all friends in TBI 2014 Family thanks for togetherness and happiness.
6. All of the people who always give me support and pray for me.
ACKNOWLEDGMENT
Bismillahirrahmanirrahim, Assalamu’alaikum Wr. Wr.Alhamdulillahirabbil’alamin, all praises are to Allah SWT the Most
Gracious and the Most Merciful who always blesses and helps the researcher so the researcher could be finished the graduating paper. Bless and mercy are upon great Prophet Muhammad SAW for his guidance that leads the researcher to the truth.
However, this paper would not be achieved without supports, guidance. Advice, help, and encouragement from several people and institution. Hence, the researcher would like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd, the Rector of Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M. Pd. the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph. D, the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatga.
4. Mrs. Sari Famularsih, S. Pd., M.A. The counselor who has educated, supported, directed, and given the researcher advice, suggestion, and recommendation for this graduating paper from the beginning until the end. Thanks for your patience and care.
5. All lecturers in the English Language Teaching Department who have given much knowledge, thanks to you all.
6. All of staffs who have helped the writer in processing graduating paper administration.
Eventually, the graduating paper is expected to be able to provide useful knowledge and information to the reader. The writer is pleased to accept more suggestion and contribution for the improvement of this graduating paper.
ABSTRACT
Purwasih, Dwi. 2018. The Use of Personal Letter Material to Improve
Students’ Writing Skill of Recount for the Tenth Grade Students of MA Darussalam Wonosegoro in the Academic Year 2018/2019. A Graduating Paper, English Education
Department, Teacher Training and Education Faculty, State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih, M.A.
The objectives of the study are: (1) To describe the use of personal letter material to improve students’ skill in writing recount text. (2) To know how is the result of the use of personal letter material to improve students’ skill in writing of recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019.
The methodology of this research was Classroom Action Research (CAR). The research consisted of two cycles, each cycle consisted of four steps: planning, acting, observing, and reflecting. The subject of this research is X K Class, which consists of 26 students. The data was collected by observation, test and documentation.
The result of this research shows that there was an improvement of writing skill in recount text by the use of personal letter material. It is shown the result of the cycle I, the mean of the post-test is higher than the mean of the pre-test. The mean of post-test is 58,61 and the mean of the pre-test is 42,16. In the cycle II, the mean of post-test is higher than the mean of pre-test. The mean of post-test is 75,69 and the mean of pre-test are 64,19. It means that the use of personal letter material can improve the students’ writing skill in recount text.
Keywords: personal letter, writing skill, recount text.
TABLE OF CONTENTS
TITLE ………………………………………………………………….… i DECLARATION ……………………………………………………...... ii ATTENTIVE COUNSELOR NOTES ……………………………...… iii STATEMENT OF CERTIFICATION ……………………………...… iv MOTTO ……………………………………………………………...…... v DEDICATION …………………………………………………………... vi ACKNOWLEDGEMEN T ……………………………………………… vii A
BSTRACT ……………………………………………………………… ix
TABLE OF CONTENTS ……………………………………………...…. x L
IST OF THE FIGURE …………………………………..………….… xiii
LIST OF TABLES ………………………………………………………. xiv
LIST OF APPENDICES ……………………………………………….... xvCHAPTER I: INTRODUCTION A. Background of the Research ………………………………………… 1 B. Research Question ……………………………………………………3 C. Objective of the Research …………………………………………… 4 D. Significant of the Research ………………………………………..… 4 E. Limitation of the Research ………………………………………..…. 5 F. Hypothesis of the Research ………………………………………..… 6 G. Methodology of the Research ……………………………………..… 6
CHAPTER II: THEORITICAL FRAMEWOK A. Literature Review 1. Writing Skill
b) The Function of Personal Letter ………………………….. 27
c) The Facilities of MA Darussalam Wonosegoro ………………. 34
b) The Schedule of the Research ………………………………… 32
a) The General Situation of MA Darussalam Wonosegoro ……… 32
CHAPTER III: IMPLEMENTATION OF RESEARCH A. The Setting of The Research
Previous Research ……………………………………………..….. 30
d) The Example of Personal Letter ……………………….….30 B.
c) The Parts of Personal Letter …………………………….... 27
a) The Definition of Personal Letter ……………………….... 26
a) The Definition of Writing Skill ……………...…………… 19
Personal Letter
d) The Example of Recount Text ……………….………….. 26 3.
c) The Grammatical Feature of Recount Text …..……...…… 23
b) The Generic Structure of Recount Text ……………..…… 23
a) The Definition of Recount Text …………………………. 22
Recount Text
c) The Assessing of Writing …………………...……………. 21 2.
b) The Process of Writing …………………………………… 20
d) The List of Teachers and Students …………………………….. 35
B.
The Procedure of the Research
a) Cycle I …………………………………………………………. 37
b) Cycle II ………………………………………………………… 39 C.
The Minimal Passing Grade ……..……………………...…………. 42
CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS A. The Result of The Research 1. Research Findings
a) Cycle I ……………………………………………………… 43
b) Cycle II ……………………………………………………... 57 B.
Discussion ………………………………………………………….. 69
CHAPTER V: CLOSURE A. Conclusion ……………………………...…………………….……. 71 B. Suggestion ……………………………………………………….…. 72 REFERENCES
LIST OF FIGURES
Figure 1.1 The action research spiral based on Kemmis and T aggart …..….. 8
LIST OF TABLES
Table 1.1 List of the students name of X K MA Darussalam Wonosegoro .... 9Table 1.2 Research Schedule …………………………………………...….. 10Table 1.3 The Students’ Observation Checklist ……………………....…… 14Table 1.4 The teacher observation checklist ……………………………….. 15Table 3.1 Research schedule ……………………………………...…..……. 32Table 3.2 The facilities and tools of MA Darussalam Wonosegoro ……….. 34
Table 3.3 List of teacher of MA Darussalam Wonosegoro …..……………. 35Table 3.4 Number of Students class Group MA Darussalam Wonosegoro... 37Table 4.1 The Students’ Observation Checklist Cycle I………………..….. 51
Table 4.2 The Teacher Observation Checklist Cycle I…………….………. 52Table 4.3 Students Scoring Cycle I ……………………………..………… 53Table 4.4 The Students’ Observation Checklist Cycle I. ………….……….64Table 4.5 The Teacher Observation Checklist Cycle II………………….. 65
Table 4.6 Students Scoring Cycle II …………...………………………… 66Table 4.7 The Analysis of Students Improvement ……...……………….. 70LIST OF APPENDICES
Appendix 1 Curriculum Vitae Appendix 2 Note of Counselor Appendix 3 Research Permission Letter Appendix 4 SK from MA Darussalam Wonosegoro Appendix 5 SKK Appendix 6 Consultation Sheet Appendix 7 Syllabus Appendix 8 Lesson Plan Cycle I Appendix 9 Lesson Plan Cycle II Appendix 10 Observation Sheet of Cycle I Appendix 11 Observation Sheet of Cycle II Appendix 12
Scoring Result of Students’ Test Appendix 13
Students’ Answer Sheet Appendix 14 Handout Siswa Appendix 15 Permission for using Initial Name Appendix 16 Permision for using Photo Appendix 17 Documentation of Teaching and Learning Process
CHAPTER I INTRODUCTION In this chapter, the researcher presents the background of the research,
research question, objectives of the research, significances of the research, limitation of the research, hypothesis and success indicator, research methodology and graduating paper outlines.
A. Background of the Research
Language is used by the people to make a communication. Without a language the people cannot communicate with other because language is an asset to communicate cannot be separate in our live. According to Brown (2007:6
), “Language is a set of arbitrary symbols, those symbols are primarily vocal, but may also be visual. Language is used for communication”. There are many languages used as means of a communication by people all over the world. One of them is English. In modern Era as right now, students are expected to be able to communicate in English. One of ways of communication is writing, the students asked to master this skill as a tool to assess their knowledge.
There are four skills which are necessary to be mastered by the learners of English. Those skills are listening, speaking, reading, and writing.
According to Meyers in Helmi (2012: 1) “Writing is an action. There are some steps in writing process, they are process of discovering and organizing the idea, writing or putting them on paper, re shaping and revise the writing”.
Writing is one of the most difficult skills to be mastered. It is because writing involves some components (spelling, language in use, vocabulary and punctuation). Writing needs hard thinking to produce ideas, words, sentences and paragraph. Some students still have difficulties to write in English especially write about their experience.
Kinds of text such as descriptive, narrative, procedure, and recount are taught and stated in curriculum as part of English lesson students should master. According to Hayland (2004: 29) recount text is kinds of text that retell the past event which the purpose is informing or entertaining the reader.
Recount text as one of kinds of text taught in school is usually practiced by writing self experience in past time. The students are seldom provided to use other materials in the learning of recount text to support their skill in writing. The use personal letter material can help learning process in the classroom.
Personal letter is a communication tool to express ideas in written form. According to Jose in Helmi (2012: 11) “personal letter is a way to send message in written form. It contains of feeling expression, private things, and important things as a way to communicate and allows a person to leave a message and to keep in touch”. Personal letter become the communication tool to convey information or ides in written form by one person to another.
Furthermore, communication can be delivered by using at least two ways, they are speech and written.
Based on the information obtained in the observation on the English teaching and learning process conducted in MA Darussalam Wonosegoro, the researcher identified some problems related to it. Most of the students of MA Darussalam Wonosegoro live in boarding school. In the boarding school, they learn about religious science. The students are prefers Arabic lesson than English. Mostly, the students are less interesting to learn English.
This less interest causes the teachers difficult to deliver the lesson. The teachers have to do extra to make students learn English well. In the learning process the teacher must be creative to deliver the lesson especially in English subject. This is one of the reason why writing skill is difficult to learn because the students lack of motivation in English subject.
Therefore, the teacher must have various learning to solve the problems faced by the students. Based on those arguments, the researcher inspired to observe THE USE OF PERSONAL LETTER MATERIAL TO
IMPROVE STUDENTS’ WRITING SKILL OF RECOUNT TEXT FOR THE TENTH GRADE STUDENTS OF MA DARUSSALAM WONOSEGORO IN THE ACADEMIC YEAR 2018/2019.
B. Research Question 1.
How the use of personal letter material to improve students’ skill in writing recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019? 2. How is the result of the use of personal letter material to improve students’ skill in writing of recount text for the tenth grade students of MA
Darussalam Wonosegoro in the academic year of 2018/2019?
C. Objectives of the Research
Based on the research problem of the study mentioned about, the objectives of this study are:
1. To describe the use of personal letter material to improve students’ skill in writing recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019.
2. To know how is the result of the use of personal letter material to improve students’ skill in writing of recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019.
D. Significant of the Research
The significant of research will be useful as follow: 1. Theoretically a.
The result of research can be used as the reference for those who want to conduct a research in English teaching to build students’ achievement of writing skill.
b.
Research will be useful for teacher, especially in teaching English.
2. Methodologically
The benefit of this research can contribute and inspire the teachers to use media, method, strategy and material which are appropriate in teaching learning process.
3. Practically a.
For the Researchers Through this study, the researcher will get new knowledge and experience to improve students’ writing skill using personal letter material.
b.
For the Teacher The finding of the research can be used as a consideration in se lecting the appropriate material to support students’ in English class.
c.
For the Students Students can improve their writing skill by using Personal Letter material.
d.
For the Other Researchers The result of the study can be used a comparative study.
E. Limitation of the Research
Based on the research question above, the researcher limit the discussion of the study. The researcher focuses on writing of personal recount text and the use of personal letter material to support the students to improve writing skill.
F. Hypothesis of the Research
Based on the information obtained in the interview with the English teacher of MA Darussalam Wonosegoro, the students have problems in term of difficulties in writing to generate the ideas and organize the ideas into the paragraph. The researcher tries to overcome those problems by the use of personal letter material.
The success in dicator of the research is taken from the students’ basic competence shown in lesson plan (RPP). The students’ success and failure in doing the activities in cycle I and II will be assessed by referring to the criterion of the passing grade (KKM). The passing grade of English lesson in MA Darussalam Wonosegoro is 75.
G. Methodology of the Research 1.
Research Design The type of this research is Classroom Action Research (CAR).
Classroom Action Research carried out by the teacher in order to solve problem or to find answer toward context-specific issues. It means that before implementing the Classroom Action Research (CAR), the researcher or the teacher needs to identify any problem found in the classroom before implementation the CAR. According to Burn (2010: 2),
The central idea of the action part of AR is to intervene in a deliberate way in the problematic situation in order to bring about changes and, even better, improvements in practice. Importantly, the improvements that happen in AR are ones based on information (or to use the research term, data) that an action researcher collects systematically. The researcher chooses CAR because the researcher found the problem in learning process that low writing skill. CAR also has some of feature: According to Burn (1999: 31), there are four common feature which can be considered to characterize action research: a.
Action research is contextual, small-scale and localized- is identifies and investigates problems within a specific situation.
b.
It is evaluative and reflective as it aims to bring about change and improvement in practice.
c.
It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.
d.
Changes in practice are based on the collection of information or data which provides the impetus for change. The research design in this research consists of four steps. According to Kemmis and McTaggart in Burns (2010: 8), action research occurs through a dynamic and complementary process, which consists of four phases: planning, action, observation and reflection”
1) Planning In this phase the researcher identify a problem and make a planning to do action in classroom.
2) Action This phase is conducted to implement the strategies which have been prepared in the planning step. This action step is done by the teacher while the researcher just doing observation.
3) Observation In this step, the researcher does the observation.
Observation is being done in order to get data from the result of the action.
4) Reflection This phase is doing reflection. Reflection means analyze the result (the data) which has been collected to determine the next action (cycle). In this step, both researcher and teacher collaborate to look for good solution to solve the problem which occurs in the class.
Figure 1.1 the action research spiral (based on Kemmis and McTaggart 1988: 14 in Burns 2010: 9) 2.
The Subject of the Research The subject of this research is the tenth grade students of MA
Darussalam Wonosegoro in the academic year of 2018/2019. The researcher would take X K. it consist of 26 students.
Table 1.1 list of the students’ name of X K MA Darussalam Wonosegoro No.14. MAK Male
25. SA Female 26.
24. SP Female
23. SFM Female
22. SW Male
21. RA Female
20 RDA Female
19. RR Female
18 NC Female
17. MM Male
16. MJ Male
15. MIK Male
13. LS Female
The students’ Name Sex
12. LS Female
11. KSR Male
I Female
IS Female 10.
8. FR Male 9.
7. ELS Female
6. DES Female
5. BDR Male
4. AN Male
3. AW Male
2. AM Male
1. AW Male
VM Female
3. Step of the Research
In conducting this research, the researcher carries out the steps which are summarized in the following research schedule. The table of research schedule Table 1.2:
1. July 18, 2018 Observe and meet with the
(07.15-08.35 WIB)
(08.50-09.55 WIB)
In the class X K MA Darussalam Wonosegoro.
Doing action Cycle II Treatment
8. August 3, 2018
(07.15-08.35 WIB)
In the class X K MA Darussalam Wonosegoro.
7. July 31, 2018 Doing action Cycle II Pre-test
(10.30 WIB)
Teacher room MA Darussalam Wonosegoro.
6. July 30, 2018 Consultation with the English teacher about lesson plan before doing action Cycle II
(08.50-09.55 WIB)
In the class X K MA Darussalam Wonosegoro.
5. July 27, 2018 Doing action Cycle I Treatment
In the class X K MA Darussalam Wonosegoro.
Table 1.2 Research Schedule2018 Giving the letter to the one of the staff and doing action Cycle I (pre-test
,
4. July 24
(10.00WIB)
Teacher room MA Darussalam Wonosegoro.
3. July 23, 2018 Consultation with the English teacher about lesson plan before doing action Cycle I
(09.30 WIB)
Teacher room MA Darussalam Wonosegoro.
2. July 21, 2018 Interview with the English teacher in the Preliminary Study (Before Classroom Action Research)
(10.00 WIB)
Office staff MA Darussalam Wonosegoro.
English teacher MA Darussalam Wonosegoro.
No Date and time Activities Place and time
- – treatment – post- test)
- – post-test
- – treatment
- – post-test
4. The Technique of Data Collection and Research Instrument a.
The Technique of Data Collection The researcher presented the act of collecting data were as follows:
1) Test
Arikunto in Aini (2015) stated that test is used to measure the students’ basic ability and achievement. To get the data, the researcher processed the tests that consist of pre-test and post-test. The function of pre- test is to know how far the students’ writing skill of the students before applying personal letter material and the function of post- test is to know the increasing the students’ writing skill after using personal letter material. The researcher uses pre- test and post-test.
2) Documentation
In this research, researcher needs documentation to know about teacher, students, structure organization, profile of the school, and the location of the school. The researcher uses photo as documentation
3) Observation
In this research, the researcher observes the learning process. The learning process is taught by the teacher, while the researcher just observe the learning process. Observation sheet uses to know how far the students’ motivation before and after applying Personal letter material. This instrument gives monitor and records the students’ involvement during the lesson. The observation consists of two cycles. There is the cycle I and cycle II.
According to Burn (1999: 80), Observation is a mainstay of action research. It enables researchers to document and reflect systematically upon classroom interactions and events, as they actually occur rather than as we think occur. The term observation is being used here in the sense of taking regular and conscious notice of classroom actions and occurrences which are particularly relevant to the issues or topics being investigated.
b.
Research Instrument Research instrument use to collect data. In this study, there are two kinds of research instrument. They are:
1) Written text
Written text uses to know how far the students’ competence in writing ability before and after applying Personal letter material.
Here, the researcher uses pre-test and post-test. 1)
Pre-test The pre-test is given to the students before the teacher uses personal letter material in the teaching- learning process of writing recount text. In the pre-test, the teacher asks the students to write personal recount text about their last holiday.
2) Post-test
Post- test is given to the students after applying the personal letter material. The purpose of the post- test is to know improvement of students’ writing skill in constructing recount text after they got the treatment (applying the media). In the post- test, the teacher asks the students to write a recount text in a letter to their friends about their holiday.
2) Observation Sheet
The researcher uses the observation checklist to make it m ore systematic. It consist of students’ and teacher observation checklist.
Table 1.3 the students’ observation checklistThe Students’ Activity Paying Asking Respondin Accompli Being Attention Question g To shing enthusiasti
NO. NAMA Question Task c in applicatio n personal letter
Yes No Yes No Yes No Yes No Yes No 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Table 1.4 the teacher observation checklistNO. The Teacher Activity Yes No Description
1. Preparing the material well
2. Greeting students before the lesson begin
3. The teacher checking students attendant
4. Giving motivation
5. Reminding previous material
6. Giving an explanation of the material
7. Using personal letter material to teach writing recount text
8. Giving opportunity for asking the question
9. Help the students’ difficulties in learning
10. Giving feedback after the lesson
5. Data Analysis
After collecting data, the next step of this study was analyzed the data. There were two ways to analyze the data, they were: a.
Descriptive Technique (Qualitative) A descriptive technique is used to know students’ behavior during the teaching learning process. In this case, the researcher analyzed the observation checklist which taking in classroom during learning process. b.
Statistical Technique (Quantitative) A statistical technique is used to summarize data using numbers. This technique is used to know the students’ score of writing in each cycle. To analyze the data of the research, the researcher used mean formula. According to Sudijono (2010: 79) the formula is: a.
Mean Mean is formula to know the average of the student’s score.
The formula is:
∑ X
M = N M = Mean of student’s score.
∑ x = The sum score of student’s writing test. N = The total number of students b. SD (Standard Deviation)
2 Ʃ Ʃ
SD=
√ − ( )²
SD = Standard Deviation D = Different between pre-test and post-test N = Number of observation in T-test c. T-test
To be able to know whether there is significant improvement or not between pre-test and post-test, researcher using t-test after calculate the SD. The formula is:
Ʃ
( )
T o = √ −1 T o = T-test for differences of pre-test and post-test.
SD = Deviation Standard for one sample t-test D = different between pre-test and post-test N = Number of observation in T-test H.
The Organization of the Graduating Paper
The Graduating Paper consists of five chapters. Each chapter will be discussed as follows: Chapter I is introduction, which consist of background of the research, the research question, the objective of the research, significant of the research, limitation of the research, hypothesis of the research, methodology of the research and outline of the paper.
Chapter II concerns with the literature review which consist of previous research, and literature review. Chapter III concerns with the research method which consist of the implementation of the research, description of cycle I and II. Chapter IV consists of the description each cycle (data result of the research and reflection), and contents. Chapter V is closure, wh ich contained of conclusion of the research’s finding and suggestion.
CHAPTER II LITERATURE REVIEW This chapter consist of literature review and the previous review. Literature review consists of : Writing Skill, Recount Text, and Personal Letter. A. Literature Review 1. Writing a. The Definition of Writing Writing is one of the four skills in language learning besides
speaking, reading, and listening. Writing is one of the important skills to master by the students. They use it to communicate to each other, as means of ideas and emotional expression. According to Tricia in Putri (2015: 7),
“writing is about expressing idea that writer is unable to express what a speaker able to express, such as gesture, body movement, facial expression, pitch and tone of voice, stress and hesitation”. Thus, the writer has to able to write an effective writing in order to make a reader understand by developing and organizing ideas, a careful vocabulary choice, grammatical pattern and sentence structure. In conclusion, writing skill is a skill that combine some language competence, such as grammar and vocabulary.
According to Haeton (1988: 135), “the writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical device but also conceptual and judgments elements”. Writing as one of four language skills is considered as a difficult skill because the researcher should make some aspects in writing such as content, organization, purpose, vocabulary, punctuation, and spelling in a balance way. Based on the explanation above, it can be concluded that writing is a tool of communication to express feelings and thoughts. This is an action skill of organizing ideas, making coherent words and composing text which needs hard effort to manage the ideas from the researcher ’s mind and put it into written form effectively so it can be readable.
b.
The Process of Writing According to Oshima and Hogue (2007: 16-20) the steps of writing are Pre- writing, Organizing, Writing, and Polishing: Revising and Editing.
1. Pre- writing In this step, the researcher chooses a topic and collect ideas to explain the topic.
2. Organizing The next step in writing process is organizing the ideas into the simple outline.
3. Writing In this step the researcher writes a rough draft, using the outline as a guide. Write them quickly without stopping to think about grammar, spelling, and punctuation. Just get the ideas down on paper. There will be so many errors and it will be fixed on the next step.
4. Polishing
In this step, the researcher revise and edit what have been written. Normally, this step consists of editing and revising.
c.
The Assessing of Writing According to Haeton (1988: 146), rating scale to assessment writing skill as below:
Table 2.1 Five components of writing evaluationComponent Score Criteria
30 Knowledgeable, substantive,
- – 27 Excellent to very development of thesis, relevant to good assigned topic
26 Sure knowledge of subject, adequate
- – 22 Good to average range, limited development of thesis, mostly relevant to topic but lacks detail
Content
21 Limited knowledge of subject, little
- – 17 Fair to poor substance, inadequate development of topic 16 – 13 Does enough to evaluate not show Very poor knowledge of subject, non substantive, not enough to evaluate
- – 18 Excellent to very good
- – 14 Good to average
12
9
Fair to poor Frequent errors of word/idiom form, meaning confused or obscured
Adequate range, occasional errors of word, idiom choice and usage but meaning not obscured 13 – 10
17
Effective word/idiom choice, word mastery
20
Does not communicate, no organization, or not enough to evaluate Vocabulary/ Style
Non fluent, ideas confused or disconnect, lack logical sequencing and development
16
Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing
17
Fluent expression, ideas, clearly stated/supported, succinct, well organized, cohesive
20
Form/Organi zation
- – 13 Fair to poor
- – 10 Very poor
- – 18 Excellent to very good
- – 14 Good to average
Essentially translation, little knowledge of vocabulary word form or not enough to evaluate
- – 7 Very poor
25 Effective, complex, construction,
- – 22 Excellent to very tenses, number word, function, articles, good pronouns, preposition
21 Effective but simple construction,
- – 18 Good to average minor problem complex construction, tenses, number word, function, articles, pronouns, preposition, meaning seldom obscured
Grammar 17 – 11 Major problem in simple/complex Fair to poor construction, tenses, number word, function, articles, pronouns, preposition and/or fragment, deletions, meaning confused or obscured
10 Virtually no mastery of sentence
- – 5 Very poor construction rule, dominated by errors, does not communicate, or not enough to communicate
5 Demonstrate mastery of conventions, Excellent to very few error of spelling, punctuation, good capitalization, paragraphing
Mechanics
4 Occasional errors of spelling, Good to average punctuation, capitalization, paragraphing, meaning not obscured
3 Fair to poor Frequent errors of spelling, punctuation, capitalization, paragraphing, meaning confused or obscured
2 Very poor No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, hand writing illegible, or not enough to evaluate 2.
Recount Text
a) The Definition of Recount Text
Recount text is a text that tell about past event. According to Anderson and Anderson (1998: 48) in Dwi (2009: 16) define “a recount text as a piece of text that retells past events, usually in the order in which they happened”. From this definition, it can be seen that a recount text consists of past events that are ordered chronologically. It further means that we cannot write the events randomly as there are orders to follow that will make the text understandable.
Another definition, moreover, comes from Hyland in Helmi (20012: 27-28) defining a