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IMPROVING THE EIGHT GRADE STUDENTS’ABILITY IN
WRITING RECOUNT TEXT BY USING PICTURE SERIES AT
SMP PGRI SUKODONO IN ACADEMIC YEAR 2010 / 2011
THESIS
BY:
MIFTAHUL HUDA
0620718160
COLLEGE OF TEACHER TRAINING AND EDUCATION
PGRI PASURUAN
FACULTY OF LANGUAGE AND ART EDUCATION
DEPARTMENT OF ENGLISH EDUCATION
2010
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CHAPTER I
INTRODUCTION
1.1 Background of The Study
English is one of the international languages that is used by
many people in the world and in many areas of everyday life. Therefore,
using English is the acceptable way to communicate about many aspects in
human life such as technology, economy, social, and politics with people
from other countries.
For Indonesia, English is a foreign language. Learning a
foreign language is an integrated process that the learners should study the
four basic skills: listening, speaking, reading, and writing. They use it to
understand their world through listening and reading and to communicate
our feeling, need, and desires through speaking and writing. By having
more knowledge about language skill they have much better chance of
understanding and being understood and getting what they want and need
from these around them.
The four basic skills consist of: (1) Listening:
Understanding various meanings (interpersonal, ideational, textual) in
various interactional spoken texts especially in form of procedure,
descriptive, narrative, recount, report texts ; (2) Speaking: Telling various
meanings (interpersonal, ideational, textual) in various interactional
spoken texts especially in form of procedure, descriptive, narrative,
recount, report texts ; (3) Reading: Understanding various meanings
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(interpersonal, ideational, textual) in various interactional written texts
especially in form of procedure, descriptive, narrative, recount, report texts
; (4) Writing: Telling various meanings (interpersonal, ideational, textual)
in various interactional written texts especially in form of procedure,
descriptive, narrative, recount, report texts.
From those explanations above, The researcher can see that
SMP graduates students should master listening, speaking, reading,
writing interactional texts in form of procedure, descriptive, narrative,
recount, report texts.
Writing is one of four basic skills. It is very important in
teaching and learning English. Writing involves some language
components (spelling, grammar, vocabulary, and punctuation). This is in
line with what is stated by Braine and May (1996:60), writing clear
sentences requires the students to learn the rules of English grammar and
mechanics such as the correct use of verbs and pronouns, as well as
commas and other marks of punctuation.
There are various ways to organize the sentences in a piece
of writing. One of them is recount text. Recount text is the form of text
that aims at retelling events for the purpose of informing or entertaining.
In the recount text, the sentences are usually organized according to time
order or chronological order. One thing happens and then another thing
happens, and the events are told in the same order. Based on researcher’s
experiences, there are some problems found in the field when giving
writing materials to the students, especially the recount text.
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The first problem is that the students’ writing is not
comprehensible, because the content of the composition is not relevant to
the topic, the ideas are not clearly stated, the ideas and sentences are not
well organized. The second problem is that there are many errors in
vocabulary, grammar, and spelling. Another problem is the students have
low motivation and are not interested in doing the task since the writing
activities are not interesting. Usually, the students are asked to write
sentences and paragraphs without being given some clue so that it is
difficult for them to express their ideas on a piece of paper. Besides that,
the students have difficulty at telling their experience because writing is
difficult for them since they have to master enough vocabulary, spelling,
and grammar.
The researcher is inspired to conduct action research at
SMP PGRI SUKODONO of the eight grade students because many eight
grade students can not write the recount text well so that they got bad
score in writing recount text. Their average score is 65.
In this research, the researcher tries to use picture series in
teaching recount text in order for the students can understand about the
meaning of picture series given by researcher so that the students can
apply their imagination easily to write recount text.
In reference to the explanations above and the strong desire
of finding the solution of these problems, the researcher has motivation to
do the research in improving the teaching of writing in real class by using
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picture series as the instructional media. It is hoped that the media can
improve the students’ ability in writing, especially in recount text.
1.2 Problem Statement
In this research, the writer tries to describe the students’ ability in
writing the recount text through using picture series. So, the problem is
formulated as follows:
How can grade eight students’ ability in writing recount text at SMP
PGRI Sukodono in academic year 2010/2011 be improved by picture
series?
1.3 Objective of the study
Based on the problem formulation above, the objective of the
research is to find the appropriate way in using picture series to improve
the eight grade students’ ability in writing the recount text at SMP PGRI
Sukodono in academic year 2010/2011.
1.4 Significances of the study
The study is expected to have both academic and practical
contributions.
1. Academically, this study is expected to help teacher/researcher to find
out the alternative way of teaching writing, especially recount and to
produce the relevant and valid knowledge for their class to improve
their teaching.
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2. Practically, it can be used as a model to improve the students’ ability in
writing recount text, and it may guide, help and encourage students to
express their ideas, opinion, and thought onto paper.
1.5 Scope and Limitation of The Study
According to the topic, the researcher makes the scope and
limitation about the teaching in writing recount text by using picture series
1.5.1 The Scope of the Study
To have a clear limitation and the research conducted not
too widespread. The researcher makes the scope of this study is focused in
finding a good way to improve the students’ writing skill especially in
writing recount text. Besides that, the research is focused on the teaching
of recount text by using picture series as the instructional media.
1.5.2 The Limitation of the Study
In this study, the researcher would like to conduct research
on the teaching of recount text by using picture series as the instructional
media in eight grade students at SMP PGRI Sukodono. To get more
specific object, the researcher specifies eight grade students which consist
of 36 students, 18 women and 18 men.
1.6 Definition of Key Terms
1. Using picture series is one of the instructional media in the teaching
and learning process to attract the students’ attention and deliver
information.
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2. Writing ability is a productive skill beside speaking in junior high
students are expected to write simple sentence, message, and
announcement and to write text in the forms of narrative, recount,
and descriptive, and to write simple messages and personal letters.
3. Recount text is a text that tells the students’ own experiences. It can
also be found in personal letter, biography, and history.
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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 The Nature of Writing
According to Angelo (1989:5), writing is a form of
thinking. It means that writing is an activity to express ideas, issues,
events, feeling or thinking to the others through written form. Cohen and
Reil in Kusumaningsih (2001:1) say that writing can be defined as
communicate act, a way of sharing observation, thought, or ideas with
ourselves and others. It is a tool of thinking. By writing we can tell about
people, remember the facts and ideas.
Based on the statement above, it can be concluded that
writing is expressing ideas, facts, feeling, experience, and thought in
written form. In writing, the aspects include the use of vocabulary,
structure of the sentence, composition of the sentence, spelling, and
punctuation. These aspects are important to master in order to be able to
produce good writing.
Writing, one of the productive skills, is considered difficult,
especially writing in a foreign language. According to Axelord and cooper
in Ma’mun (2004:5), writing is a complex process and such contains
element of mastery and surprise. When students want to write something
they should have a lot of information, ideas, and thought in their mind so
that they will be able to express them into sentences, paragraphs, and an
essay. The writing ability is the main activity of composition. The writing
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should be systematic and detail. A knowledge or study about good writing
or how to write composition is much needed.
2.2 The Teaching of Writing for SMP Students
According to English Syllabus of School Unit Level
Curriculum (KTSP), the teaching of writing for SMP students involves the
teaching of paragraphs or text. The texts advocated are: recount, narrative,
descriptive, procedure and report.
Recount text is a kind of text that is usually found or
presented in journals, diary, personal letter, biography, travel report, police
report, sport report, history, etc. The main elements of recount are
orientation, list of events, and reorientation. In the orientation step the
writer mentions people and things that are involved, time of the event, the
place, and the situation. In the list of events, the writer tells the events
happen chronologically. In the reorientation, the writer concludes the story
by giving comments. And the characteristics of recount text are using
simple past tense.
Table 2.2 Recount textNo. Point Recount1. Purpose A text that tells someone’s past experience in a
chronological order and usually used to retell past events for the purpose of informing or entertaining.
2. Generic structure 1. Orientation :- In orientation, the writer at least introduces the main
characters, the location and the time. To make it easier we can answer the questions:
* Who involved in the story?* Where it happened?* When it happened?* Why it happened?
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2. Events- In series of events, the writer writes the events
chronologically. Tell what happen and what sequences. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer.
3. Reorientation- In reorientation, the writer draws a conclusion or
gives comment about the story.3. The language
featuresa. The language is written in simple past tense
Simple Past Tense is used to express something that happened in the past. The pattern : S + V2
b. Connecting words are words and phrases used to start, connect a sentence with the next one, and end an explanation. For examples: first, then, later, after that, finally.
c.The following adverb of time:
- yesterday
- last ..........
- ................ ago
- just now
- this morning
- in 2010/2011 and etc
The researcher chose recount text because the student’s
ability in writing recount text is very low and the content of the
composition is not relevant to the topic, the ideas are not clearly stated, the
ideas and sentences are not well organized. The last is that there are many
errors in vocabulary, grammar, and spelling.
Narrative text is a kind of text that tells a story. It is
developed in some steps: orientation, complication, resolution, evaluation,
and reorientation. In the step of orientation, the writer tells the characters
in the story, their names and the place they live, their ages, their condition,
and their willing. In the complication step, the writer presents the
unexpected event that happens to the characters. In the resolution step, the
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writer tells how the complication is solved. In the evaluation step, the
writer invites the reader to think what meaning or values that are taken
from the story. In the reorientation step, the writer concludes the story by
giving comments.
Descriptive text is a kind of text to describe something,
people, or objects. Procedure text is a kind of text that tells a procedure of
making something. Meanwhile, Report text is a kind of text to report an
event, things in the world, animals, and flora.
In this study, the focus is only to recount text, since this
kind of text becomes problems for the students and it needs to be solved
immediately. The strategy applied to improve the students ability in
writing recount text is pyramid planning strategy.
2.3 Media
Generally, every body knows that media can enhance and
promote learning and support teacher’s instruction. Besides that, media
can also be used effectively in formal education situation when teachers
explain the material for students. It means that media often helps the
teachers in learning process. So that the students more understand with
study items which have been taught by teacher.
2.3.1 Function of Media
Media has very advantages for many aspects in our life
especially in learning process. Suyanto and Kasihani Kasbolah (2001 : 12)
in their book Foreign Language Teaching Media and Brown ( 1983 )
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quoted by Rosanti ( 2004 ) stated that the function of media in teaching in
learning process are :
1. Media can save our time as a teacher
2. Media can stimulate interest to learn
3. Media can encourage student’s participation
4. Media can provide a review
5. Media can help the student’s learn communicate ideas visually
6. Media can provide medium for individual or group report and
7. Media can make a classroom dynamic, relevant, and attractive.
Besides that, according to Davies, 1980: 193 (in Suryanto,
2001: 13) also stated that the function of media in teaching in learning
process is:
a. Aids to Instruction
Media gives serve to help teacher and instructors to manage
the instruction more efficiently especially in learning process. It
means, Media helps teachers to communicate more effectively and
take over the operating role of instruction from teacher and
instructors.
b. Aids to learning
Media gives serve to help students learn more efficiently.
Media promote understanding, assist in the transfer of training and
assist in assignments. Media can be used in writing mastery
performance.
2.3.2 Criteria of Good Media
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To know the quality of the media, we must have special
guidance and According to Setyowati (2004: 1) the criteria of good
media are:
1. Interesting (colourful, big size → big enough for all students to see)
2. Relevant to the instruction.
3. Practical (carried easily).
4. Useful (usable for most level)
5. Easily to prepare and organize.
6. Inexpensive ( in rich)
7. Usable in community learning 9 group / pairs).
8. Usable in constructivism learning (stimulate them to create something
new to think higher and higher).
From kinds function of media above, the researcher
concluding that media is really important in teaching learning process
especially for the teachers and the students.
In using media needs to be carefully made and planned. The
teachers should follow some considerations in using instructional media
in order to avoid difficulties and mistakes in using it in their teaching
activities.
2.3.3 Kinds Of Media
Media is much needed in learning process because media can
make learning process more creative and interesting for the students.
And the media can be taken from anything: picture, tape recorder, and
flashcard.
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In the book of instructional Media by Kasihani and Yuswotomo
( 1999:9) mention about the form of media. They are as follows.
1. The Gesture by the teacher – self
Gesture is one of the media which has a cheap value. It
means that the teacher does not make it from something or other tool
(axe, pen, bamboo, etc.). It is only the body movement of the teacher.
So, the teacher can use a signal or an expression of a face or body
movement which help the teacher to show one definition of a word and
to illustrate a situation.
2. The blackboard
Actually blackboard is a tool to write down the lesson but it
can be included as a media because the teacher and the student can use it
to draw or make a diagram or a picture to show a definition of a word.
3. The real Object
Real object is something which can be touched or seen by
the students or teacher. So, the teacher can use a real object in the
classroom (such as vegetables, clothes, etc.) to teach English.
4. The Card
The card with a picture or word on it which can be made by
the teacher him self. It can be used to present or practice a new word,
grammar and also to improve the student’ vocabulary.
5. The Picture
Chart is a piece of paper which is bigger than card. It is
completed by the picture or words. Usually it is stick on the wall or on
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the blackboard. Yunus (1981; 58) classifies picture into three kinds,
there are individual picture, composite picture and picture series. The
researcher chose picture series as a learning process in writing recount
text.
Definition of Individual Picture
Individual picture are single object, person or activity.
Wright (1989) says that individual picture as a picture of single object
and gives example of individual picture such as: picture of one person,
famous person and place. Picture of place such as: single building views
and townscape. For example:
These characteristics of individual picture are small picture
that can assist students to understand the meaning of word.
Definition of Composite Picture
Composite picture is large single pictures that shows scene
such as library, hospital, beach, street in which we can see a number of
people do something. The teacher can be found the picture from
textbook, newspaper, and etc. For example:
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Definition of Pictures Series
Students can construct their knowledge during learning
recount text easily by using media. One of the media is picture series
which draws a story. Picture series is the row of picture that has
relationship. This medium fulfils the principles of using media issued by
Nyoman S.Degeng (2001). Media which can be used to make the
students learn more easily and the teacher teaches easily is the main part
of the learning process. The media must be used in integrated way in
teaching and learning and not only as ice breaker of teaching and
learning.
To understand the way of the picture series, the students
need to appreciate it in abstract way. In the same way, when they express
their ideas to construct the story in a good coherence as well as unity,
they have to think it in abstract way too. Both of them will be easier for
them in learning process if the teacher can use picture series. It can not
only help the students to get ideas more realistic in understanding the
recount text but also in constructing ideas to create it.
During the students are writing the text, they can use top-
down technique in predicting the content of the text based on
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understanding of picture series (Brown, 2004:217). They can predict the
content of the text easily based on their understanding about the picture
series. The pictures give the schemata to the students to construct ideas
from their background knowledge and experience. For example:
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drove-broken-searched walked-repaired-waited
finished-paid-went to
rained-ran-made arrived-met-slept
Picture series 1
Picture series 2
________________________________
2.4. Previous of The Study
The following are the results of previous studies, which are
relevant to present study. They are presented in order to give illustration
in using picture series for the teaching write a recount text.
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went up-arrived -went down took-brought-walked
asked-showed-left went upstairs-searched--found
sat-waited-read depart-flew- enjoyed
1. In 2009, Syaifullah conducted a study entitled “Improving the
students’ ability in writing the recount text through using picture series
of the class VIII C students at SMPN Bati-Bati”. And the result of this
research indicates that picture series have advantages for students, that
is becoming students are eager to write recount text. And also picture
series have advantage for teachers, that is becoming teachers teach
writing recount text easily, because students are more interested in
writing recount text through using picture series.
2. The next study entitled “Improving the Students’ Ability in Writing
Recount Texts through Picture Sequences at State Islamic Junior High
School (MTsN) Lubuk Basung I West Sumatra” was conducted by Era
Susanti in 2009. She found out that the picture sequences gives great
contribution for junior high school students that is motivating the
students in writing recount text so that writing recount text becomes
enjoyable and interesting activity for them. The implementation of
using picture sequences in teaching writing recount texts also obtains
positive response from the students.
From the result of previous studies above, the researcher
can conclude that almost of these experiments can give the
improvement of writing recount text after using picture series in
teaching of writing recount text.
Besides, on the basic of theoretical consideration and
relevant research finding discusses above. The researcher is interested
in conducting the study on the use picture series as instructional media
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to improve eight grade students’ ability in writing recount text at SMP
PGRI Sukodono in academic year 2010/2011.
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CHAPTER III
RESEARCH METHOD
3.1. Research Design
Related to Pedoman Teknis Pelaksanaan Classroom Action
Research (CAR) by DEPDIKNAS (2003:3), there are some kinds of
classroom action research. Two of them are individual classroom action
research and collaborative classroom action research. Moreover the writer
took collaborative classroom action research. In this case to do the
classroom action research, the writer worked together with other English
teachers to judge the degree to which value of writing test items actually
represent the elements in the Guidelines and Curriculum. The researcher
did action research and the English teacher observes it.
Classroom Action research (CAR) is a reflective study done
by teacher in a classroom for getting solution about the problem until it
could be solved.
According to Kurt ( Pedoman Teknis Pelaksanaan CAR;
2003:4 ) that there are four components in one cycle for doing classroom
action research, 1) Planning, 2) Acting, 3) Observing and 4) Reflecting.
3.2. Setting and Subject of the Study
This classroom action research is focused on the students of
class eight grades at SMP PGRI Sukodono in the first semester of
2010/2011. The number of the students in this class is 36 students.
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The students are taken as the subject of the study since they have poor
ability in writing recount text.
3.3. Research Procedure
This research focuses on the positive effect using picture
series as the media to improve the students’ competence to understand the
generic structures of recount text as well as its language features. The
writer also hopes that his students are able to design a recount text orally
after the process of teaching.
And the research study was conducted by following the
procedure of the classroom action research: after identifying problems in
the preliminary study and analysis and identification, the research was
started from planning the action, followed by implementing the action,
observing, analysis and reflecting to the previous data. The processes were
done until the target and the criteria of success were obtained.
In this research, the researcher used the classroom action
research adapted by Kurt. The action research process was done in two
cycles with four stages including planning, implementing, observing, and
reflecting According to Kurt ( Pedoman Teknis Pelaksanaan CAR;
2003:4). For the clearer explanation, the researcher gave an illustration of
the following procedure in the end of this chapter.
3.3.1. Preliminary Study
Before doing the research, the researcher conducted a
preliminary study by observing the classroom activity in writing recount
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text. This step aimed at formulating the problem. Based on the English
teacher information, the main problem of students in writing recount text
was their ability in changing the present tense into the past tense, and their
difficulty in finding idea to explore their writing in writing recount text. In
changing the present tense into the past tense; they have difficulties to
decide the words exactly to change be past tense. And, their difficult in
finding idea to explore their writing in writing recount text; they have not
a series story to explore in writing recount text without being given some
clue. So the test was low and below the target. See appendix
The preliminary study was conducted on November 13th
2010. On November 13th the teacher explained about writing recount text
by using old method, She only explained the material in front of the class
without implementing picture series as a media in writing recount text.
Then she gave the writing test for the students, the writing test can in form
of writing recount text test. It means, the researcher asked the students to
write recount text based on his/her experience.
Furthermore, the targeted score decided was 7.00. There were
36 students could not obtain the target. The mean score was 60.83, (see in
appendix 4). In this stage, the researcher got some data that were used as a
basic for planning the next stages according to classroom action research
procedure including planning, implementing, observing and reflecting.
3.3.2. Analysis and Finding
From the preliminary study, the researcher analyzed some
problems including the students ability in writing recount text was below
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the target. That is their ability in changing the present tense into the past
tense, and their difficulty in finding idea to explore their writing in writing
recount text. In changing the present tense into the past tense; they have
difficulties to decide the words exactly to change be past tense. And, their
difficulty in finding idea to explore their writing in writing recount text;
they have not a series story to explore in writing recount text without
being given some clue. The test was low and below the target. So the
researcher tried to solve the problem. Beside according to the observation
during the preliminary study, the students were not enjoyable with the
technique which was given by the researcher it was monotonous technique
that made their students felt bored.
It could happen their students did not understand by the rule
and format in changing the present tense into the past tense, and they have
not a series story to explore in writing recount text without being given
some clue. That was why, the researcher tried to make them enjoy
involving writing recount text by using picture series.
3.3.3. Planning
Planning the action was done before the action of the
research was carried out, in order the implementation of the action could
run well. There were some activities that were planned before the actions
given, (1) preparing the Strategy, (2) preparing interesting picture series to
attract the students interest, (3) designing lesson plan, (4) making research
instrument, (5) specifying the criteria of success.
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3.3.3.1. Preparing the Strategy
Based on the problem on the preliminary study, the
researcher tried to solve the problem of writing recount text mastery in the
eight grade students of SMP PGRI Sukodono 2010/2011 academic year by
implementing picture series in teaching writing recount text with the
consideration that picture series would attract the students’ attention to
make the teaching – learning process enjoyably. Furthermore the
implementation of picture series as a media in teaching writing recount
text were expected to improve the writing recount text mastery of the eight
grade students of SMP PGRI Sukodono 2010/2011 academic year.
In implementing the picture series as a media in teaching
writing recount text the researcher as the teacher conducted two meetings
of each cycle, on the first meeting three stages of the teaching learning
process including pre-activity, main activity, and post activity. Firstly in
pre-activity, the teacher introduced the material of writing recount text and
explains the format; the teacher asked the students some questions about
the difficulties material was given by the teacher. On the second stage the
teacher implemented the picture series as media in teaching writing
recount text. In implementation researcher as the teacher will divided into
six teams, the teacher will divided the picture series into two terms. On the
first term the teacher will give each team picture series about activities at
home, and in the picture there were words in form of present tense which
must be changed in form of past tense then the group races to the board
and rewrites the sentence. And on the second term the teacher will give
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each team picture series in form of recount text about leaky tyre on the
street. In the picture there was clue that could used to fill incomplete
paragraph in form of recount text. Then the group races to the board and
rewrites the sentences. At last, in the post activity, the teacher made
correction the answer was done by the students on the black board and
asked the students to pay attention on the mistakes was made by the
students, and fixed it with the correct answer. On the second meeting the
teacher gave the students writing test to know the effectiveness of the
writing student’s ability in writing recount text. The writing test is the
researcher as the teacher gave picture series without clue to the students
and asked to the students to write recount text based on their
understanding about the picture series. It will be different strategy to the
next cycle.
In cycle 2 the researcher also needs two meetings. The first
meeting researcher gave more examples of how to write recount text using
picture series. After the students understand and have confident, in the
second meeting the researcher gave them again picture series, and the
students write their own writing based on the pictures that given clue.
3.3.3.2. Preparing Interesting Picture Series to Attract the Students Interest
As we known that picture series as one of the media to
improve the students ability in writing especially in writing recount text,
Students can construct their knowledge during learning recount text
easily by using media. One of the media is picture series which draws a
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story. Picture series is the row of picture that has relationship. This
medium fulfils the principles of using media issued by Nyoman
S.Degeng (2001). Media which can be used to make the students learn
more easily and the teacher teaches easily is the main part of the learning
process. The media must be used in integrated way in teaching and
learning and not only as ice breaker of teaching and learning.
To understand the way of the picture series, the students
need to appreciate it in abstract way. In the same way, when they express
their ideas to construct the story in a good coherence as well as unity,
they have to think it in abstract way too. Both of them will be easier for
them in learning process if the teacher can use picture series. It can not
only help the students to get ideas more realistic in understanding the
recount text but also in constructing ideas to create it.
To present the material, the researcher as a teacher divided
cycle 1 into two terms. On the first term the teacher will give each team
picture series about activities at home, and in the picture there were
words in form of present tense which must be changed in form of past
tense then the group races to the board and rewrites the sentence. For
example:
1. Picture series about activities at home
wake up take a bath eat cereal read newspaper
exercise drink drive bring
cook write watch sleep
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And on the second term the teacher will give each team
picture series in form of recount text about leaky tyre on the street. In the
picture there was clue that could used to fill incomplete paragraph in form
of recount text. Then the group races to the board and rewrites the
sentences. For example:
Leaky tire
Last Sunday, Tommy had a trouble with his motor.
He ............... a motor fastly but suddenly the motor was ............... at the
Panglima Sudirman street. Later, he ................... a tire patcher.
drove-broken-searched walked-repaired-waited
finished-payed-went to
rained-ran-made arrived-met-slept
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He ................ far away to search a tire patcher. After he met
a tire patcher. A tire patcher ................... the motor’s tire of tommy. And
tommy ................ for along time.
Tommy’s motor had ...................... and motor’s fare
had ................. to the tire patcher. After that tommy ............... to his home.
Although the ................. very hard. Tommy drove the
motor fast. And the motor ................. with maximum speed. So
that ............. tommy cold.
Finallly, Tommy ............... at home. And he ..................
with his family. He ............... with his family about the leaky tyre at
panglima strett. Tommy felt tired. And he .............. well.
3.3.3.3. Designing Lesson Plan
Before, the researcher presents the lesson. The lesson plan
must be made by the researcher as a teacher; it aimed for the activity can
run well.
To be clearer, the lesson plan can be seen in the following Table:
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Table 3.1. The Lesson Plan
No CycleMeeting
/DateTime
allotmentPhase Activity
1. 1 15th
November 2010
2x40 minutes
Pre activity (20
minutes )
- Give greeting and pray together
- Introduce the material of writing recount text on the board
- Explains the format or the generic structure of recount text and characteristic of recount text
- the teacher asked the students some questions about the difficulties material was given by the teacher
Whilst Activity(40 minutes )
- The teacher implemented the picture series as media in teaching writing recount text.
- In implementation researcher as the teacher will divide into six teams and the teacher will divide the picture series into two terms.
- On the first term the teacher will give each team picture series about activities at home, and in the picture there were words in form of present tense which must be changed in form of past tense then the group races to the board and rewrites the sentence.
- And on the second term the teacher will give each team picture series in form of recount text about leaky tire on the street. In the picture there was clue that could used to fill incomplete paragraph in form of recount text. Then the group races to the board and rewrites the sentences
Post activity (20
minutes)
- the teacher wrote the correct answer on the black board and asked the students to pay attention on the mistakes made by the students, and fixed it with the correct answer
2. 1 18th
November 2010
2x40 minutes
Pre activity (20
minutes )
- Give greeting and pray together
- Checking the student’s readiness to follow up the material before.
- Ask the student to write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.
- Ask the class about their difficulty to change the present tense into past tense
- Ask the class about their difficulty to understand structure and characteristic of recount text
28
- Answer the students question
Whilst Activity(40 minutes )
- Teacher gave the students writing test to know the effectiveness of the writing student’s ability in writing recount text. The writing test is the researcher as the teacher give picture series without clue to the students and ask to the students to write recount text based on their understanding about the picture series
Post activity (20
minutes)
- Teacher ask the difficultness about writing test which has given to the students
- Answer the students question
- Closing the session with give reinforcement to the students about how to write recount text correctly
3. 2 22nd
November 2010
2x40 minutes
Pre activity (20
minutes )
- Give greeting and pray together
- Give the result of the writing test last week to the students
- Explain the generic structure and characteristic of recount text again until all of the students understand.
Whilst Activity(40 minutes )
- Ask to the students one by one to forward in front of class to tell about generic structure and characteristic of recount text
- And ask to the students to change 30 words in form of present tense into past tense
- Correct the answer together
Post activity (20
minutes)
- Give picture series again and ask to the students to try construct idea based on clue on the picture series
- construct idea together based on clue on the picture series and write the result on the black board be in form of recount text suitable
4 2 25th
November 2010
2x40 minutes
Pre activity (10
minutes )
- Give greeting and pray together
- Checking the student’s readiness to follow up the material before.
- Ask the class what is the difficulty to construct their idea to be a recount text suitable and try to solve it together .
Whilst Activity(50 minutes )
- the researcher gave them again picture series, and the students write their own writing based on the pictures that given clue
Post activity (20
minutes)
- Make correction of the work, Ask the student to check their result, find the mistakes and fix into the best answer
29
- Give conclusion and closing the meeting
3.3.3.4. Making the Research Instrument
To collect the data, the researcher as the teacher in this
research used writing test, observation sheets, interview, and
documentation. The instruments were used to know whether the picture
series as a media in teaching writing recount text can improve the eight
grade students of SMP PGRI Sukodono in writing recount text mastery.
And to know whether the student’s writing ability especially in writing
recount text mastery was on the target or not.
The test is writing test; in cycle 1, the researcher as a
teacher give picture series without clue to the students and ask to the
students to write recount text based on their understanding about the
picture series. In cycle 2, the researcher gave them again picture series,
and the students write their own writing based on the pictures that given
clue.
3.3.3.4.1. Test
In this research; writing test is used to collect data. The test
will be given in each cycle. In cycle 1, on the second meeting at whilst
activity; Teacher gave the students writing test to know the effectiveness
of the writing student’s ability in writing recount text. The writing test is
the researcher as the teacher give picture series without clue to the students
and asks to the students to write recount text based on their understanding
30
about the picture series. The time of writing test allocates during 40
minutes.
No. CriteriaRating Score
4 3 2 11 The use of
noun phraseAll noun phrases are well-ordered
Few noun phrases are not well-ordered
Many noun phrases are not well-ordered
All noun phrases are not well-ordered
2 Sentence Structure
All sentences are structurally correct
Few sentences are not structurally correct
Many sentences are not structurally correct
All sentences are not structurally correct
3 Vocabulary Many vocabulary variations
Few vocabulary variations
Almost no vocabulary variations
Lack of vocabulary variations
4 Grammar There is almost no error in the use of sentence.
There are a few errors in the use of sentence
There are many errors in the use of sentence
Almost all sentences contain errors.
5 Content The text is well written giving readers very clear about the text
The text is adequately written giving readers sufficiently about the text
The text is less sufficiently written giving readers incomplete information about the text
The text is poorly written, fails to give readers information about the text
In cycle 2, on the second meeting at whilst activity; the
researcher gave them again picture series, and the students write their own
writing based on the picture series that given clue. The time of writing test
allocates during 40 minutes.
And dealing with the scoring, grammatically perfect
sentences are worth 4 points. An incorrect sentence structure is worth 0
points. Subtract one point for every other type of grammatical mistake. For
example: Table 3.2. The score criteria of writing recount text test
31
The acquisition of students value = Score X 5
3.3.3.4.2. Observation
Any comment or observation and description about the
learning process as well as the subjects of interest which are worth data.
Observation is needed for monitoring the on-going learning process,
class performance as well as teacher performance. The observation
results in the observation sheet include the process and aspect to be
observed. The collaborator in this case the English teacher who teach at
SMP PGRI Sukodono, made check marks (√) or write briefly any
observation or description about the process as well as the subjects of
interest which are worth nothing.
There is a table of observation sheet to measure the activeness of the
picture series for teaching writing recount text.
Table 3.3. Teacher Observation of Implementing Picture Series as a Media in
Teaching Writing Recount Text
No Phase Class activity Scale
1 Pre Activity
- Students pay attention to the teacher explanation
- Students answer the teacher questions.
- Students draw the conclusion of the teacher explanation
- Students write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.
- Students asking about difficultness during understanding learning process
32
2 Whilst Activity
- Students listen to the teacher explanation.
- Students ask about difficultness during understanding learning process
- Students pay attention of the formula in form of present tense change into past tense
- Students make a sentence in based on the clue which was given by the teacher.
- Students make six teams.
- Students stand in front of the blackboard. (Each of the team forward in front of class to do the assignment). There are two assignment;
1. Students change present tense into past tense based on picture series and clue which has given by teacher correctly.
2. Students fill in uncompleted paragraph in form of recount text based on picture series and clue which has given by teacher correctly.
- Each of the students do writing recount text test based on their understanding about the picture series without any clue certainty and correctly
- Each of the students write their own writing based on the picture series that given clue by teacher correctly and suitable
- The students felt enjoy when they were using picture series in learning process writing recount text so that the students more understand about how to write recount text well with picture series as a media in writing recount text
3 Post Activity
- Students read the exercise which given by the teacher.
- Students do the teacher exercise with the formula given.
- Students check the answer on the blackboard.
- Students pay the attention of the teacher answer revision
Total
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Scale: 0: No one does 1: Only some students do2: A half of students do 3: Most of students do 4: The entire class does
3.3.3.4.3. Interview
Interview was a kind of dialogue between the researcher
and the English teacher to get more information, which was required by
the researcher. The interview was used to get additional information about
what kinds of the difficulties of the students in writing recount text; it was
useful to find the solution of those problems. The interview was done on
November 13th 2010 in the preliminary study and was done outside the
classroom and the teacher could answer directly. Following are the list of
the interview questions:
Table 3.4. Interview of the researcher to the teacher in teaching writing recount
text
NO THE LIST OF QUESTIONTHE ENGLISH TEACHER’S
QUESTION
1. How do you teach writing
recount text to your students?
I usually teach writing recount text
by asking the students to write
recount text based on their past
experience
2. Do you use textbooks when
you teach writing recount text?
Yes, I always use textbooks when I
teach writing recount text
3. What kind of books do you use
when teach writing recount
I use English in focus for grade eight
junior high school and scaffolding
34
text? grade eight for junior high school
students
4. What kinds of writing
materials do you use when
teach writing recount text?
I usually use the writing material
from textbooks
5. How do you choose the writing
material when teach writing
recount text?
I choose the writing material which
related to syllabus of the school
6. How do the response of your
students when you were
teaching writing recount text?
They are not interested
7. What makes the students not
interested in writing recount
text?
Because the students were difficult
in finding idea to explore their
writing in writing recount text; they
do not have imagination about story
to explore in writing recount text
without being given some clue.
Besides that, they have difficulties to
decide the words exactly to change
present tense to be past tense.
8. How the targeted score
decided in writing recount
text?
The targeted score decided was 7.00
9. Did all the students could No, they could not obtain the target
35
obtain the target score? score
10. Have you ever applied picture
series to teach writing recount
text?
No
3.3.3.4.4. Documentation
The document analysis method is used to obtain data which
deals with all document exits. In carrying out his document method, it
investigated the written materials such as books, regulations, journals
and daily note. In this research, the data from the documents will be used
as the secondary data. The documents are the names of the research
subject (see appendix 3), the students’ score in writing recount text, and
the pictures about the students and researcher as a teacher which was got
during teaching learning process (see appendix 12).
3.3.3.5. Specifying the criteria of success
Criteria of success is needed to measure that the
implementation was effective to improve the writing students’ ability
especially in writing recount text mastery or not. The Table below
described the criteria of success in this research.
Table 3.5. The Criteria of Success in this research.
No Data Instrument Criteria of success1 Teaching
learning process
Observation format
- ≥ 85 % both of teacher and students are active implementing this technique
- ≥ 95 % the implementation of teaching learning process is conducted
36
suitable with the arranged lesson plan.
2 Students achievement
Test - There are significant improvements of the majority of the students in their ability in writing recount text test from the cycle 1 to cycle 2, The students score on writing recount text test should be greater than or equal to 70 (the score of KKM). The mean of the students score on writing recount text test should be greater than or equal to 70 (the target of achievement).
3 Students’ response
Observation format
- ≥ 90 the students are happy and motivated with picture series.
3.3.4. Implementing
In implementing the picture series as a media in teaching
writing recount text the researcher as the teacher conducted two meetings
of each cycle, on the first meeting three stages of the teaching learning
process including pre-activity, main activity, and post activity. Firstly in
pre-activity, the teacher introduced the material of writing recount text and
explains the format; the teacher asked the students some questions about
the difficulties material was given by the teacher. On the second stage the
teacher implemented the picture series as media in teaching writing
recount text. In implementation researcher as the teacher will divide into
six teams, the teacher will divide the picture series into two terms. On the
first term the teacher will give each team picture series about activities at
home, and in the picture there were words in form of present tense which
must be changed in form of past tense then the group races to the board
and rewrites the sentence. And on the second term the teacher will give
each team picture series in form of recount text about leaky tyre on the
37
street. In the picture there was clue that could be used to fill incomplete
paragraph in form of recount text. Then the group goes to the board and
rewrites the sentences. At last, in the post activity, the teacher made
correction the answer was done by the students on the black board and
asked the students to pay attention on the mistakes was made by the
students, and fixed it with the correct answer. On the second meeting the
teacher gave the students writing test to know the effectiveness of the
writing student’s ability in writing recount text. The writing test is the
researcher as the teacher give picture series without clue to the students
and asks to the students to write recount text based on their understanding
about the picture series. It will be different strategy to the next cycle.
In cycle 2 the researcher also needs two meetings. The first
meeting researcher gave more examples of how to write recount text using
picture series. After the students understand and have confident, in the
second meeting the researcher gave them again picture series, and the
students write their own writing based on the pictures that given clue.
3.3.5. Observing
The other primary data collection method that will be used
is observation. In Syaifullah (2009:50), Observation is an activity of
observing and systematic record keeping toward the phenomenon under
investigation. In this action research, observation will be done in each
meeting of cycle. It aims to record the student’s activities in the classroom
during the teaching writing recount text by implementing picture series as
38
a media in teaching writing recount text. The researcher will conduct
observation when the teaching and learning process took a place and the
observation will be conducted by the English teacher.
3.3.6. Data Collection Method
The data of this research consisted of the data on the
planning, the data on the implementation, and the data on the evaluation.
The data on the planning was the lesson plan contained the strategy of
teaching writing recount text by applying picture series as media in
learning process it, the instructional material, the steps of teaching and
learning activities and evaluation.
The data on the implementation stage include the process of
implementing picture series in teaching writing recount text. It was in the
form of teacher observation during the teaching and learning activities.
While the data on the evaluation, which was taken at the
end of the cycle, was in the form of writing test, it was done in the class
given on the second meeting of each cycle after the implementing of the
picture series as a media in teaching writing recount text. This test needed
40 minutes time allotment for writing test paper. It was done on
November, 18th 2010 and on November, 25th 2010.
3.3.7. Data Analysis
It referred to the researcher procedure in analyzing the data
gathered from the observation and writing test in the planning,
39
implementation, and evaluation stages. The format of Teacher
Observation, assessment and writing test can be seen in the TABLE 3.5
Variable, Sub Variable, Indicators, Data Instrument, Data Collecting
Technique and Data resources of the research as follow:
TABLE 3.6 Variable, Indicators, Data Instrument, Data Collecting Technique and
Data resources of the research (scope of the instrument)
No VARIABLES INDICATORS INSTRUMENTDATA
COLLECTION TECHNIQUE
DATA RESOUR
CES1. Present Tense
change into Past Tense
1. Students are able to change the present tense into the past tense suitable with clue which has given
2. Students are able to create a sentence in form of present tense which has changed into past tense
Test
Test
writing test
writing test
Teacher Students teaching learning process
2. Incomplete paragraph in form
of recount text
1. Students are able to understand the meaning of picture series and clue which has given by teacher
2. Students are able to fill incomplete paragraph suitable in form of recount text based on clue and picture series which has given by teacher
Test
Testwriting test
Teacher Students teaching learning process
3. Picture series(Cycle 1)
1. Students are able to understand the picture series which has given by teacher and write it in form of recount text well based on generic structure and grammar suitable.
Test writing test Teacher Students teaching learning process
4. Picture series with clues on it(Cycle 2)
1. Students are able to understand the picture series with clues on it which has given by teacher and write it in form of recount text well based on generic structure and grammar suitable.
Test writing test Teacher Students teaching learning process
3.3.8. Reflection
In the reflection stage, the researcher reflected what had
been done in the previous action. In this case, the researcher decided
weather the effect of the action had met the criteria of success. The
40
implementation of the action was successful when all of the criteria of
success had been reached. The criteria of success were determined as; (1)
in teaching learning process (a) ≥ 85 % both of teacher and students are
active implementing this technique, (b) ≥ 95 % the implementation of
teaching learning process is conducted suitable with the arranged lesson
plan. (2) Students achievement when significant improvements of the
majority of the students in their writing recount text test from the cycle 1
to cycle 2, The students score on writing recount text test should be greater
than or equal to 70 (the score of KKM). The mean of the students score
on writing recount text test should be greater than or equal to 70 (the target
of achievement).
If the action met the criteria of success, the research
stopped. On the other hand, if it did not met the criteria of success, it was
necessary for the researcher to revise the plan and had another cycle to be
implemented.
41
Figure 3.1 The Classroom Action Research Procedure
Preliminary Study Obseving the classroom and the taeching- learning of writing recount text and give pre-test the students to collect the data for formulating the problem. The student’s English achievement is not good enough; the student’s score for pre-test is below the target. (SKM :70)ProblemThe student’s ability in writing recount text is below the target“How can I improve the student’s ability in writing recount text?”
Analysis and finding- The student’s ability in changing the present
tense into the past tense was not good enough.
- The difficultness of the students in finding idea to explore their writing especially in writing recount text
“How can I improve the student’s ability in changing the present tense into the past tense?”“How can I improve the student’s ability in finding idea to explore their writing especially in writing recount text?”“How can I improve the students understanding about the characters of tenses and the grammatical rules in writing recount text?”“How can I make the students enthusiasm and enjoy in teaching writing recount text?”
Implementing- pre activity: Introduce the writing recount text
material
- main activity :implementing the picture series as a media in teaching writing recount text, discussion difficultness of the students on understanding picture series, and having teacher observation
- post activity: Having writing test.
Planning 1/2Implementing picture series as a media in teaching writing recount text to improve the student’s active in writing recount text(1) Preparing the Strategy(2) Preparing interesting picture series to attract the
student’s interest (3)Designing lesson plan (4) Making research instrument(5) Specifying the criteria of success.
Observing 1/2 To collect the data in the implementig process using the instrument including observation sheet, field note, questionnaire, and writing test.
Unsuccess
SuccessTerminated/stopIf the data reaches with the criteria of success
Reflecting 1/21. Analyzed all data obtains in
implementing and observation stages.
2. if the data meet the criteia of success, the activity stops. If it still does not meet the criteria of success, the activity has to be continued to the next cycle.
42
CHAPTER IV
FINDING AND DISCUSSION
4.1. Finding
In this part, the planning, the implementation of the action,
the observation, the analysis and reflection are made. The analysis and
reflection covered the analysis on teacher observation and assessment in
the teaching and learning process, the analysis on the result of the
student’s ability in writing recount text include writing test and the
reflection.
4.1.1 Preliminary Study
This research is inspired by the result of the interview with
the teacher which revealed that most of the students of the eighth grade
students at SMP PGRI Sukodono did not like to write recount text. Most
of them had problem in changing the present tense into the past tense; they
have difficulties to decide the words exactly to change be past tense. And,
their difficult in finding idea to explore their writing in writing recount
text; they have not a series story to explore in writing recount text without
being given some clue.
Besides, based on the result of observing, it is revealed that
the students had low motivation and were not interested in teaching
learning process of writing especially in writing recount text. Because the
teacher gave explanation about writing recount text by using old method,
43
She only explains the material in front of the class without implementing
picture series as a media in writing recount text. Then she gave the writing
recount text test for the students based on his/her experience. The
researcher look that during the teaching and learning process while the
other were less motivated, did not pay attention to the teacher's
explanantion, talked to the other and ignored the teacher's explanation.
When the teacher gave them questions, they could not answer the
questions. It happened because they felt boring and not interested with the
learning method which teacher done. This condition makes them passive
learners.
4.1.2. Cycle One
There were two meetings in cycle 1 that had been done on
November 15th 2010 and November 18th, each meeting was done in four
steps including planning, implementing, observing and reflecting. The
researcher as a teacher does implementing writing recount text through
using picture series to improve the eight grade student’s ability in writing
recount text at SMP PGRI Sukodono in 2010/2011 academic year.
4.1.2.1. Meeting one (on November 15th 2010)
This meeting was started from the pre- activity, then
continued with whilst activity, and post activity.
4.1.2.1.1. Planning on meeting one
44
In cycle 1, the researcher as the teacher of the action
research introduced the material about writing recount text. The material
was taken from the curriculum of the eight grades in the first semester.
In the first cycle the researcher conducted two meetings in
the class with implementing the writing recount text through using picture
series. On the first meeting there were three stages of the teaching learning
process including pre-activity, main activity, and post activity. Firstly in
pre-activity, the teacher introduced the material of writing recount text and
explains the format; the teacher asked the students some questions about
the difficulties material was given by the teacher. On the second stage the
teacher implemented the picture series as media in teaching writing
recount text. In implementation researcher as the teacher will divided into
six teams, the teacher will divided the picture series into two terms. On the
first term the teacher will give each team picture series about activities at
home, and in the picture there were words in form of present tense which
must be changed in form of past tense then the group races to the board
and rewrites the sentence. And on the second term the teacher will give
each team picture series in form of recount text about leaky tyre on the
street. In the picture there was clue that could used to fill incomplete
paragraph in form of recount text. Then the group races to the board and
rewrites the sentences. At last, in the post activity, the teacher made
correction of the answer which done by the students on the black board
and asked the students to pay attention on the mistakes was made by the
students, and fixed it with the correct answer.
45
4.1.2.1.2. Implementing on meeting one
Below the explanation of the classroom activity in cycle one:
- Pre- activity (20 minutes)
At the first the teacher gave the students greeting the students and
they replied her nicely. Below is their conversation:
Teacher : “Hello, good morning class!”Students : “Good morning sir”!Teacher : “Ok class, it is nice too meet you to study English with
you again. How are you today”?Students : “I’m fine, thank you and you?”Teacher : “I’m very well. Thank you”Students : “You are welcome”
At then the teacher explains the format or generic structure of recount
text to the students. Below is their conversation:
Teacher : “In this nice opportunity, we will learn about recount text”Students : “What is recount text sir”?Teacher : “Recount text is a text that tells someone’s past
experience in a chronological order and usually used to retell past events for the purpose of informing or entertaining”
Students : “What is characteristic of recount text sir”? Than the another text included; narrative text, descriptive text, report text, and etc.
Teacher : “Recount text has a generic structure include Orientation, events, and reorientation. Besides that it also has the language features.”
Students : “What are orientation, events, reorientation, and the language features sir”?
Teacher : In Orientation: the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions:* Who involved in the story?* Where it happened?* When it happened?* Why it happened?In Events: the writer writes the events chronologically. Tell what happen and what sequences. It begins from the first event, followed by the second event to the last event. The sums of events depend on the creativity of the writer.
46
In reorientation: the writer draws a conclusion or gives comment about the story.The language features of recount text are:a. The language is written in Simple Past Tense
Simple Past Tense is used to express something that happened in the past. The pattern: S + V2
b. Connecting words are words and phrases used to start, connect a sentence with the next one, and end an explanation. For examples: first, then, later, after that, finally.
c. The following adverb of time:- yesterday- last ..........- ................ ago- just now- this morning- in 2010/2011 and etcOk, that’s all my explanation about characteristic of recount text. Do you understand?
Students : “Yes sir”.
- Whilst Activity (40 minutes)
The teacher implemented the picture series as media in teaching
writing recount text. In implementation researcher as the teacher will divide
into six teams and the teacher will divide the picture series into two terms.
- On the first term the teacher will give each team picture series about activities
at home, and in the picture there were words in form of present tense which
must be changed in form of past tense then the group races to the board and
rewrites the sentence.
- And on the second term the teacher will give each team picture series in form
of recount text about leaky tyre on the street. In the picture there was clue that
could used to fill incomplete paragraph in form of recount text. Then the
group races to the board and rewrites the sentences.
Below is their conversation on the first term:
47
Teacher : Attention please! Please create teams that consist of six students now! And all of you will divide to be six teams. Do you understand?
Students : Yes we are understand sirTeacher : After that, look at the picture series about activities at
home that I had given to you.
Change these words on the picture in form of present tense to be past tense!Students : Yes we will do it sirTeacher : If you had finished it, please each leader of the team in order to forward in front of class to write correct sentence!
Are you ready?Students : Yes sir
Below is their conversation on the second term:
Teacher : In order to more understand how to write recount text well, I will give you about a picture series again about leaky tire on the street. In the picture there was clue that could be used to fill incomplete paragraph in form of recount text.
wake up take a bath eat cereal read newspaper
exercise drink drive bring
cook write watch sleep
broken-searched-drove repaired-walked- -waited
went to – finished - payed
ran - rained – made met - slept - arrived
48
Leaky tire
Last Sunday, Tommy had a trouble with his motor.
He ............... a motor fastly but suddenly the motor was ............... at the
Panglima Sudirman street. Later, he ................... a tire patcher.
He ................ far away to search a tire patcher. After he met
a tire patcher. A tire patcher ................... the motor’s tire of tommy. And
tommy ................ for along time.
Tommy’s motor had ...................... and motor’s fare
had ................. to the tire patcher. After that tommy ............... to his home.
Although the ................. very hard. Tommy drove the
motor fast. And the motor ................. with maximum speed. So
that ............. tommy cold.
Finallly, Tommy ............... at home. And he ..................
with his family. He talked with his family about the leaky tyre at panglima
strett. Tommy felt tired. And he .............. well.
Students : Yes sirTeacher : If you had finished it, please each leader of the team in order to forward in front of class to complete paragraph
into good paragraph!
- Post activity (20 minutes)
The teacher made correction of the answer which done by the
students on the black board and asked the students to pay attention on the
mistakes was made by the students, and fixed it with the correct answer.
Below is their conversation on the first term:
Teacher : Let’s check the answer together and attention please!Students : Yes sir
49
Teacher : The question number 1 to 10, there was four incorrect answers from you. That is number 2, 4, 6 and 12.
1. He woke up an hour ago (correct answer) V2→irregular verb2. He takes a bath just now (wrong answer) He took a bath just now (correct answer)
V2→irregular verb3. He ate cereal last morning (correct answer) V2→irregular verb4. He readed a newspaper two hour ago (wrong answer) He read a newspaper two hour ago (correct answer) V2→ regular verb5. He exercised at gymnasium yesterday morning (correct answer) V2→ regular verb6. He drinked milk this morning (wrong answer) He drank milk this morning (correct answer)
V2→irregular verb7. He drove BMW car last week (correct answer)
V2→irregular verb8. He brought items purchased (correct answer)
V2→irregular verb9. He cooked fried noodle this afternoon (correct answer)
V2→regular verb10. He wrote letter yesterday (correct answer)
V2→irregular verb11. He watched movie last night (correct answer)
V2→regular verb12. He sleeped just now (wrong answer)
He slept just now (correct answer) V2→irregular verb
Teacher : Ok, any question students?Students : No sirTeacher : Do you understand?Students : Of course, we understand sir
On the second term, the teacher also made correction of the
answer which done by the students on the black board and asked the students
to pay attention on the mistakes was made by the students, and fixed it with
the correct answer. Below is their conversation on the second term:
Teacher : After you had understood about how to change present tense to be past tense. Now we will make correction of the
50
answer about incomplete paragraph that you had done on the blackboard. Are you ready?
Students : Absolutely, I’m ready sirTeacher : After I check your answer, there were errors in placement
guide words into incomplete paragraph. To more clear, let’s check the answer together!
Leaky tire
Last Sunday, Tommy had a trouble with his motor. He
drove a motor fastly but suddenly the motor was broken at the Panglima
Sudirman street. Later, he searched a tire patcher.
He repaired far away to search a tire patcher. After he met
a tire patcher. A tire patcher walked the motor’s tire of tommy. And
tommy waited for along time.
Tommy’s motor had finished and motor’s fare had payed
to the tire patcher. After that tommy went to his home.
Although the rained very hard. Tommy drove the motor
fast. And the motor made with maximum speed. So that ran tommy cold.
Finallly, Tommy arrived at home. And he met with his family. He
talked with his family about the leaky tyre at panglima strett. Tommy felt
tired. And he slept well.
4.1.2.1.3. Observation of meeting 1
During the action, the researcher was doing observation by
using observation checklist of the students’ activities. It was intended to
know the indicator observed. The indicator observed include; the students
asking question, the students answering question, the students paying
correct answer
correct answer
correct answer
correct answer
walked
correct answerrepaired
correct answer
correct answer
correct answer
correct answercorrect answer
correct answerran
correct answer
madecorrect answer correct answer
correct answer
51
much attention to the teacher explanation, and the students writing a
sentence on the blackboard. Students could be categorized active if at least
fulfils five aspect; three aspect done in pre activity, two aspect done in
whilst activity, and one aspect done in post activity.
In pre activity; firstly the student’s active paying much
attention to the teacher explanation, secondly the student’s active asking
question about material which has given by teacher, thirdly the student’s
active answering questions from the teacher.
In whilst activity; firstly the students active asking about
difficultness during understanding learning process until the students could
fix it, secondly the students active doing the test which had given by
teacher.
In post activity; the students active are paying much
attention to the teacher explanation about revision of the test. To more
clear we can see following the table:
4.1.2.1.3. Teacher Observation of Implementing Picture Series as a Media in
Teaching Writing Recount Text on meeting 1
No Phase Class activity Scale
1 Pre Activity
- Students pay attention to the teacher explanation
- Students answer the teacher questions.
- Students draw the conclusion of the teacher explanation
- Students write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.
- Students asking question about material which has been given by teacher
3
2
3
3
3
52
2 Whilst Activity
- Students listen to the teacher explanation.
- Students asking about difficultness during understanding learning process
- Students pay attention of the formula in form of present tense change into past tense
- Students make a sentence in based on the clue which was given by the teacher.
- Students make six teams.
- Students standing in front of the blackboard. (Each of the team forward in front of class to do the assignment). There are two assignment;
1. Students change present tense into past tense based on picture series and clue which has given by teacher correctly.
2. Students fill in uncompleted paragraph in form of recount text based on picture series and clue which has given by teacher correctly.
3
3
3
3
4
3
3
3 Post Activity
- Students read the exercise was given by the teacher.
- Students do the teacher exercise with the formula given.
- Students check the answer on the blackboard.
- Students pay the attention of the teacher answer revision
3
4
3
3
Total 49
Scale: 0: No one does 1: Only some students do2: A half of students do 3: Most of students do 4: The entire class does
Based on table above, the researcher got data that the
students’ ability in understanding writing recount text and activeness of
the students most increase than before using picture series as a media in
understanding writing recount text well. And the researcher concludes that
53
the students would be ready to give writing recount text test through using
picture series.
4.1.2.2. Meeting two (on November 18th 2010)
This meeting was started from the pre- activity, then
continued with whilst activity, and post activity.
4.1.2.2.1 Planning on meeting two
On the second meeting, activities of learning process like
pre activity, whilst activity, and post activity almost same. But any little
different that is in giving material and giving test.
In pre activity; the teacher checks the student’s readiness to
follow up the material before, ask the student to write down the generic
structure and characteristic of recount text which was given by the teacher
at the first meeting, ask the class what is the difficulty to changing the
present tense into past tense, ask the class what is the difficulty to
understand structure and characteristic of recount text, and the teacher
answer the question of the students.
In whilst activity; the teacher gave the students writing test
to know the effectiveness of the writing student’s ability in writing recount
text. The writing test is the researcher as the teacher give picture series
without clue to the students and asks to the students to write recount text
based on their understanding about the picture series.
In post activity; teacher asked the difficulty about writing
test which has given to the students, answer the students’ question, closing
the session and give reinforcement about how to write recount text well.
54
4.1.2.2.2 Implementing on meeting two
Below the explanation of the classroom activity in cycle one:
- Pre- activity (20 minutes)
At the first the teacher gave the students greeting the students and
they replied her nicely. Below is their conversation:
Teacher : “Hello, good morning class!”Students : “Good morning sir”!Teacher : “Ok class, it is nice too meet you again to study English
with you again. How are you today”?Students : “I’m fine, thank you and you?”Teacher : “I’m very well. Thank you”Students : “You are welcome”
At then the teacher the teacher checks the student’s readiness to follow
up the material before, ask the student to write down the generic structure and
characteristic of recount text which was given by the teacher at the first
meeting, ask the class what is the difficulty to changing the present tense into
past tense, ask the class what is the difficulty to understand structure and
characteristic of recount text, and the teacher answer the question of the
students.. Below is their conversation:
Teacher : Ok students, Do you still remember about material which I had given to you yesterday?
Students : Yes, I’m still remember sirTeacher : If you were remembered, please tell what is the material
which I had explained to you yesterday? And write down the purpose and characteristic it on the blackboard?
Students : recount text sir, and recount text has purpose to informing or entertaining someone about past events in a chronological order. And while characteristic of recount text has a generic structure includes Orientation, events, and reorientation. Besides that also has the language features.
Teacher : Good, it’s right answer. What a clever you are!Students : Thanks sirTeacher : Do you have difficultness in changing present tense into
past tense?
55
Students : No sir, we just must memorize all regular verbs and irregular verb and much practice about how to change present tense into past tense.
Teacher : Good, all of you have a good motivation. I admire to you. By the way, do you have difficultness in understanding structure and characteristic of recount text?
Students : Yes, I understand sir
- Whilst Activity (40 minutes)
The teacher implemented the picture series as media in
teaching writing recount text. In implementation researcher as the teacher gave
the students writing test to know the effectiveness of the writing student’s
ability in writing recount text. In writing recount text test; the students must
write recount text based on their understanding about the picture series which
given by teacher and in the picture series nothing clue on it. Below is their
conversation:
Teacher : Ok students, after I look your ability in changing present tense into past tense, and your ability in composing incomplete paragraph to be good paragraph. I felt your ability in writing recount text developed. So that I will give you picture series nothing clue on it and please write recount text based on your understanding about the picture series
1 2 3
4 5 6
56
Students : Yes, sirTeacher : your time allocates during 40 minutes, and submitted to
me if you had finished itStudents : Yes, I do sir
- Post activity (20 minutes)
The teacher asking the difficulty about writing recount text
test which given to the students, and answer the student’s question. After that,
the teacher gives reinforcement about writing recount text correctly
Below is their conversation:
Teacher : By the way, could you do it well? Do you have imagination to explore your idea in writing recount text?
Students : Yes, I could do it sir and I could had imagination to explore my idea in writing recount text through using picture series but I’m still confuse to put suitable verb in form of past tense without words as a clue on the picture series.
Teacher : Yes I understand your problem; actually which must you do only describe the story on the picture series in a chronological order (past events). Besides that you also must pay attention about Who involved in the story? Where it happened? When it happened? Why it happened.If that’s all could you do it well, you will have many verbs in form of past tense to develop it.
4.1.2.2.3 Observation of meeting two
During the action, the researcher was doing observation by
using observation checklist of the students’ activities. It was intend to
know the indicator observed. The indicator observed include; the students
asking question, the students answering question, the students paying
much attention to the teacher explanation, and the students writing a
sentence on the blackboard. Students could be categorized active if at least
57
fulfils five aspect; three aspect done in pre activity, one aspect done in
whilst activity, and two aspect done in post activity.
In pre activity; firstly the student’s active paying much
attention to show the readiness to follow up the material before, secondly
the student’s active paying much attention to answer teacher question,
thirdly the student’s active asking the difficultness in learning process to
the teacher.
In whilst activity; the student’s active doing the writing test
which had given by teacher.
In post activity; firstly the student’s active are paying much
attention to ask difficulty about writing test which had given by teacher.
Secondly the student’s active are paying much attention about
reinforcement material before which explained by teacher. To more clear
we can see following the table:
Table. 4.1.2.2.3. Teacher Observation of Implementing Picture Series as a Media
in Teaching Writing Recount Text on meeting two
No Phase Class activity Scale
1 Pre Activity
- The student’s active paying much attention to show the readiness to follow up the material before (writing recount text)
- The student’s active paying much attention to answer teacher question Write down the generic structure and characteristic of recount text which was given by the teacher at the first meeting.
- The student’s active asking the difficultness in learning process to the teacher.
4
3
3
58
2 Whilst Activity
- The student’s active doing the writing recount text test based on understanding the picture series which had given by teacher.
2
3 Post Activity
- The student’s active are paying much attention to ask difficulty about writing recount text test which given by teacher.
- the student’s active are paying much attention about reinforcement writing recount text which explained by teacher
4
4
Total 22
Scale: 0: No one does 1: Only some students do2: A half of students do 3: Most of students do 4: The entire class does
Based on table above, the researcher got data that the
activeness of the students in asking question, answering question, and
motivation to study hard most increase. That’s all showed on the table
above; that a half of students always doing writing recount text test well.
Although there were errors in writing recount text test, they are paying
much attention in fix the problem with asked their problem to the teacher.
And their problem in putting suitable verb in form of past tense without
words as a clue on the picture series.
Besides, the score of post test in cycle one showed that
most of the students’ writing ability is improved but did not reach the
minimum score requirements because the minimal standard criteria of the
students’ writing ability are when the mean score of all the students is
59
7.00. The result reveals that the mean score of the students is only 65.55. It
means that the study has not been successful yet.
The students’ scores in writing test for the first cycle can be seen in the
following table.
Table. 4.1.2.2.4. Score of writing recount text test in implementing picture
series as a media in writing recount text at cycle one
No Names Score1 Agus Alfianto 702 Ahmad Sahrul Abadi 603 Anggi Setiawan 654 Cindy Ayu Natalya 655 Citra Tarisa Putri 706 Dana Yudi Guntoro 657 Deni Purwanto 608 Devi Wulandari 709 Eka Devi Prastika 6010 Elisa Munika 6011 Femi Dian R 6512 Fitria Dwi Astuti 7013 Imam Safi’i 6014 Inarsih 6015 Kiki Febrianti 6516 Kunti Rahayu Wilujeng 6017 Lailatul Qomariah 6518 Lis Dahlia 6519 M. Romadiwijaya 7020 Moch. Kasiono 6021 Moh. Hoirul 7022 Muh. Husen 7023 Muh. Saiful Arif 6024 Muh. Saiful Arifin 7525 Muhamad Muzaki 6526 Novitasari 6527 Nuris Siami 7028 Rahmawadi Novyanto 7029 Ratno Agung Dicky W 6530 Reza Risdiana 7031 Riki Nur Pratama 7032 Rizka Yakin Harapan 6033 Rizky Yakin Harapan 6034 Siti Maria Ulfa 65
60
No Names Score35 Siti Rohmawati 6536 Yovie Fandika Karyati 75
Total 2360Mean 65.55
4.1.2.2.4 Reflection for Cycle One
Based on the data presented in the table above, it can be
stated that the implementation of using picture media to improve the
students’ ability in writing recount text is not successful yet. The
criteria of success are if the mean score of the students is at least 7.00
and the students are active in the writing activity.
In terms of the students’ activeness in writing activity, the
result of observation shows that a half of the students are active, but
some others are not active in the writing activity. They look still
confused in putting suitable verb in form of past tense without words
as a clue on the picture series so that they can not write recount text
well in a piece of paper.
Although some students show their improvement in writing
motivation and score of writing, the cycle 2 needs to be conducted.
This is done because some students get score under the standard which
is determined. Many students get score below 7.00. The cycle 2 is
done to find the appropriate strategy in improving students’ writing
ability in recount text using picture series media.
4.1.3 Cycle Two
61
Based on the result of reflection of the actions in cycle one,
the second cycle was needed to be conducted. The second cycle was done on
November 22nd, 2010 and November 25th, 2010. The first data were gained
from the students’ writing achievement post test that was done on November
18th, 2010 and the second data were gained from class observation. At the
end of the cycle, the students were expected to be able to develop their
writing skill especially in writing recount text well; and the students were
expected to be able to develop their understanding in writing recount text
based on picture series which given by teacher.
4.1.3.1 Planning of Cycle Two
Based on the reflecting of cycle one, the researcher decided
to continue the research to cycle two in order to achieve the criteria of
success, those are 75 % of the subjects must actively participate in the
teaching and learning process by using picture series in writing recount
text and 75 % of the subjects must get the minimum score requirements
(KKM=70).
In this cycle, the researcher planned to carry out the same
technique which is used in cycle one. The procedures of these activities
are: first, the researcher prepared lesson plan before starting the activities.
The researcher made the lesson plan in cycle two different with lesson
plan in cycle one, precisely in whilst-activity (see appendix 10 and 11). In
cycle one, at the end of writing activity, the students only were asked to
write recount text based on their understanding about picture series
62
without clue on it which given by teacher. However In cycle two, the
students were asked to write recount text based on the picture series which
given clue on it.
The teaching learning process was carried out in three
meetings in this cycle. There were three activities in every meeting; they
were pre activity, whilst activity, and post activity. To know the
improvement of students’ writing recount text test, the researcher used
some instruments. They were observation checklist and the writing recount
text test (post-test) on the second meeting at cycle two.
4.1.3.2 The Implementing of Cycle Two
The actions in this research were the same as the actions in
the previous cycle. The actions were done by the researcher as an English
teacher. The actions in cycle two were done in three meetings consisting of
teaching writing recount text by using picture series which was conducted
once followed by writing recount text test. There were 36 students which
consist of 18 females and 18 males who participate in the teaching and
learning by using picture series as a media in writing recount text.
The implementation of the actions was based on the lesson
plans developed by the researcher and consulted with the English teacher.
The first meeting in cycle two was conducted based on lesson plan 1 in
cycle two, while the second meeting was done based on lesson plan 2 in
cycle two (see appendix 10 and 11). The writing materials taught covered
the students' writing skill in the form of: (1) identifying the generic
63
structure and characteristic of recount text; (2) asking the students to
memorize about generic structure and characteristic of recount text; (3)
asking the students to change 30 words in form of present tense into past
tense; and (4) constructing idea together based on clue in the picture series
and write the result on the blackboard.
4.1.3.2.1 Meeting 1 in Cycle Two (November 22nd, 2010)
This meeting was the first meeting in cycle two. This
meeting was conducted on Monday, November 22nd, 2010 started at 10.30
a.m. and finished at 11.50 a.m. in the eighth grade students' classroom. It
covered three kinds of activity: pre activity, whilst activity, and post
activity.
4.1.3.2.1.1 Pre activity (20 minutes)
The teacher greeted the students and they replied her nicely.
Then the teacher give the result of writing test on cycle one to the students,
and the last, the teacher explain about an error students’ writing recount
text test and the way to fix it. The questions and responses of the teacher
and the students are as follows:
Teacher : HelloStudents : Hello sirTeacher : Good morning, class!Students : Good Morning, sir!Teacher : It is very nice to teach you again. How are you everybody?Students : I’m fine. Thank you and you?Teacher : I’m very well. Everything is all right. Thank you
Well, your writing recount text test had corrected. Most of you get improvements in your scores and in your activeness
64
in writing activity but some others are still under the target or the criteria.
Students : By the way, why some other students are still under the target or the criteria?
Teacher : because there were errors of your friends writing tests. An error is in putting suitable verb in form of past tense into recount text paragraph. Do you still confuse in writing recount text?
Students : Yes sir, I’m confuse to write recount text if in the picture (under the target) series nothing clue on it.
Students : To solve your problem, firstly which must you do only describe the story on the picture series in a chronological order (past events). Besides that you also must pay attention about Who involved in the story? Where it happened? When it happened? Why it happened.If that’s all could you do it well, you will have many verbs in form of past tense to develop it. Do you understand?
Students : Yes sir
4.1.3.2.1.2 Whilst activity (40 minutes)
The teacher asking the students to forward in front of class
one by one to tell about generic structure of recount text, and asking the
students to change 30 words in form of present tense into past tense.
The conversation of the teacher and the students are as
follows:
Teacher : To check your ability in understanding generic structure of recount text. I want all of you forward in front of class one by one to tell about generic structure of recount text? Are you ready?
Student 1 : Yes sir, I’m firstStudent 2 : Yes sir, I’m the secondStudent 3 : Yes sir, I’m the thirdStudent 4 : Yes sir, I’m the fourth
All of the students forward in front class and all of them are very active to tell generic structure of recount text. They want showed that all of them could understood generic structure of recount text. And all the answer of them correctly. Below is their speaking:
Students : Recounts text has purpose to informing or entertaining someone about past events in a chronological order. And
65
while characteristic of recount text has a generic structure includes Orientation, events, and reorientation. Besides that also has the language features.In Orientation: the writer at least introduces the main characters, the location and the time. To make it easier we can answer the questions: Who involved in the story? Where, When, Why it happened?In Events: the writer writes the events chronologically. Tell what happen and what sequences. In reorientation: the writer draws a conclusion or gives comment about the story.The language is written in Simple Past TenseThe pattern: S + V2
Teacher : Good answer students!
After that the teacher asking the students to change 30 words
in form of present tense into past tense. Below is their conversation:
Teacher : In order your ability in changing present tense into past tense. Please forward in front of class to change these words into past tense
Student 1 : I’m sirStudent 2 : I’m sirStudent 3 : I’m sir
Student 30 : I’m sirTeacher : Ok, do it!Student 30 : I’m finish sirTeacher : Thank you. Let’s check together. Did all the answer is
right?Students : Of course sirTeacher : Yes, It is right, what a smart you are!
Below is the table of the result correction teacher about changing present tense into past tense :
Table 4.1.3.2.1.2 the result correction teacher about changing present tense into past tense
NOREGULAR VERB IRREGULAR VERB
V1 V2 V1 V21 Want Wanted take Took2 Explaine Explained eat Ate3 Help Helped drink Drank4 Call Called buy Bought
NOREGULAR VERB IRREGULAR VERB
V1 V2 V1 V25 Kick Kicked begin Began
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6 Ask Asked blow blew7 Cook Cooked go went8 Develop Developed come came9 Listen Listened fly flew
10 Look Looked get got11 Paint Painted have/has had12 Walk Walked do did13 Wait Waited sell sold14 Search Searched speak spoke15 Talk Talked write wrote
4.1.3.2.1.3 Post activity (20 minutes)
The teacher ask the students to construct idea, and write
recount text together based on picture series which given by teacher.
Below is their conversation:
Teacher : Let’s construct idea and write recount text based on the picture series!
Students : Of course sir
Teacher : Now, who is can construct idea in first picture?Student 1 : I’m the first picture sirStudent 2 : I’m the second picture sirStudent 3 : I’m the third picture sir
Student 6 : I’m the sixth picture sirTeacher : Ok, all of you please do it now and try it!
The result of the constructing idea which written the students on the blackboard could be seen on the below answer!
12 3 4
5 6
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Susi woke up just now, after that she cleaned her room. She felt fresh after she woke up and done activity.
After Susi cleaned her room, she took a bath and began cook fried rice. She felt hungry and then she ate fried rice ravenous
Susi was very diligent because after she ate fried rice. She washed her plate and her spoonful.
After She washed her plate and her spoonful, she was not took a rest but she washed her clothes.
After all the work activities of Susi finished, she took a rest with watched television on the family room.
Finally, she felt tired and she wanted sat on the front porch.
4.1.3.3 Observation of meeting one on the cycle two
During the action, the researcher was doing observation by
using observation checklist of the students’ activities. It was intend to
know the indicator observed. The indicator observed include; the students
asking question, the students answering question, the students paying
much attention to the teacher explanation, and the students writing a
sentence on the blackboard. Students could be categorized active if at least
fulfils four aspect; one aspect done in pre activity, two aspect done in
whilst activity, and one aspect done in post activity.
In pre activity; the student’s active paying much attention
to listen and understanding about the material which had given by teacher.
In whilst activity; firstly the student’s active are paying
much attention to tell about the generic structure of text with active
forward in front of class. Secondly the student’s active are paying much
attention change 30 words in form of present tense into past tense.
In post activity; the student’s active are paying much
attention to construct idea together based on the picture series which given
by teacher.
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To more clear we can see following the table:
Table. 4.1.3.3. Teacher Observation of Implementing Picture Series as a Media in
Teaching Writing Recount Text on meeting one at cycle two
No Phase Class activity Scale
1 Pre Activity
- the student’s active paying much attention to listen and understanding about the material which had given by teacher
4
2 Whilst Activity
- the student’s active are paying much attention to tell about the generic structure of text with active forward in front of class
- the student’s active are paying much attention change 30 words in form of present tense into past tense
4
4
3 Post Activity
- The student’s active are paying much attention to construct idea together based on the picture series which given by teacher.
4
Total 16
Scale: 0: No one does 1: Only some students do2: A half of students do 3: Most of students do 4: The entire class does
Based on table above, the researcher got data that the
activeness of the students in asking question, answering question, and
motivation to study hard most increase. That’s all showed on the table
above; that the entire student’s active paying much attention to listen and
understanding about the material which had given by teacher, the entire
student’s active are paying much attention to tell about the generic
structure of text with active forward in front of class, entire the student’s
active are paying much attention change 30 words in form of present tense
69
into past tense, entire the student’s active are paying much attention to
construct idea together based on the picture series which given by teacher.
Based on the result observation, the researcher thinks that the
students could do the writing recount text test well on the next meeting (on
second meeting at cycle two).
4.1.3.2.3 Meeting 2 in Cycle Two (November 25th, 2010)
This meeting was the second meeting in cycle two. This
meeting was conducted on Thursday, November 25th, 2010 started at 10.30
a.m. and finished at 11.50 a.m. in the eighth grade students' classroom. It
covered three kinds of activity: pre activity, whilst activity, and post
activity.
4.1.3.2.3.1 Pre activity (10 minutes)
The teacher greeted the students and they replied her nicely.
Then the teacher checks the student’s readiness to follow up material
before. The questions and responses of the teacher and the students are as
follows:
Teacher : “Hello”Students : “Hello too sir”Teacher : “Good morning, class!”Students : “Good Morning, sir!”Teacher : “It is very nice to teach you again. How are you
everybody?”Students : “I’m fine. Thank you and you?”Teacher : “I’m very well. Everything is all right. Thank you”Teacher : “Well, we have learned recount text and picture series a
media in teaching writing recount text". Do you remembered about the content of the text?
Students : “Of course, sir”
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I also ready to do writing recount text test which you would given to me.
4.1.3.2.3.2 Whilst activity (50 minutes)
The teacher gave picture series again to the students, and
the teacher ask the students to write their own writing based on the picture
series which given clue on it.
The conversation of the teacher and the students are as
follows:
Teacher : It is the last writing recount text test which I will give to you. So write well based on understanding in the picture series which clue on it
Students : Yes sir, we will do well
Below is the picture series which you must understanding
I’
4.1.3.2.3.3 Post activity (20 minutes)
went up-arrived -went down
took-brought-walked
asked-showed-left went upstairs-searched--found
sat-waited-read depart-flew- enjoyed
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The teacher corrects the student’s work and closing the
meeting with give conclusion about writing recount text through using
picture series
The conversation of the teacher and the students are as
follows:
Teacher : Well, students you had done the writing recount text test well because your mistake just little and almost nothing.I admire all of you!
Students : Thanks sirTeacher : You are welcome, I do hope you always remember which I taught to you. And please remember that recount text
always tell about past events and always use simple past tense.
4.1.3.2.4 Observation of meeting two on the cycle two
The result of observation shows that most students are very
active and serious doing their tasks. Before the time given is over, all
students submitted their writing. When the teacher asked the students, they
stated that they understood how to make recount text by using picture
series and the researcher’s explanation. By paying attention to the
examples the researcher presented and the explanation, the students are
easier to make their own writing.
Besides that, the students not only can write the text but
also mention the components of recount text and explained the function of
each the component.
The result of the writing recount text test can be seen in the
following table.
No Names Score
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1 Agus Alfianto 752 Ahmad Sahrul Abadi 703 Anggi Setiawan 704 Cindy Ayu Natalya 705 Citra Tarisa Putri 756 Dana Yudi Guntoro 707 Deni Purwanto 708 Devi Wulandari 709 Eka Dewi Prastika 7010 Elisa Munika 7011 Femi Dian R 7012 Fitria Dwi Astuti 7513 Imam Safi’i 7514 Inarsih 7515 Kiki Febrianti 7516 Kunti Rahayu Wilujeng 7017 Lailatul Qomariah 8018 Lis Dahlia 7519 M. Romadiwijaya 7020 Moch. Kasiono 7521 Moh. Hoirul 7022 Muh. Husen 7023 Muh. Saiful Arif 7024 Muh. Saiful Arifin 7025 Muhamad Muzaki 7526 Novitasari 7027 Nuris Siami 7028 Rahmawadi Novyanto 6529 Ratno Agung Dicky W 7030 Reza Risdiana 6531 Riki Nur Pratama 7032 Rizka Yakin Harapan 7533 Rizky Yakin Harapan 6534 Siti Maria Ulfa 7535 Siti Rohmawati 7536 Yovie Fandika Karyati 70
Total 2575Mean 71.52
4.1.3.2.5 Reflection for Cycle 2
Based on the data on the table above, it is concluded that the
students’ ability in writing recount text is improved. The criteria of
73
success are if the mean score of the students is 70.00 or more. The data
show that the students’ mean score is 71.52.
In terms of the students’ activeness in writing, it is also
improved. In other words, the teaching of recount text using picture
series can improve the students’ ability in writing recount text for the
students of SMP PGRI Sukodono.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the description in chapter IV, it is concluded that
the use of picture series can improve the students’ writing ability in recount
text. The students’ mean score is 71.52. It fulfils the criteria of success which
is determined 7.00 or more. In terms of students motivation and activeness,
during the teaching and learning process using picture series the students
actively involved and most motivated to write.
5.2. Suggestions
The research result showed that the implementation of
picture series could improve the eighth grade students' writing recount text test
achievement at SMP PGRI Sukodono in the 2010/2011 academic year.
Considering the result, some suggestions are proposed to the English teacher,
the students, and the future researcher.
5.2.1 The English Teacher
The English teachers are suggested implementing picture
series in teaching and learning writing recount text process. It is due to the fact
that picture series could improve the students' writing recount text test
achievement. By doing this activity, the teacher can promote the students to
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improve their generic structure first, and then they will comprehend the
structure of recount text so that they do not confuse to write recount text and
they had imagination to construct their idea be good paragraph.
5.2.2 The Students
It is better for the students to apply picture series in writing
recount text given by the teacher in order to improve their writing recount text
achievement. Because by using picture series enabled students could be write
recount text easily. Further, picture series helped the students become more
enjoy and active in writing recount text.
5.2.3 For the future researcher
The future researcher may use this research results as the reference to conduct
further research either through the same research design to improve the
students' ability in writing recount text through using picture series
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REFERENCES
Braine, George and May, Claire. 1992. Writing from Sources. London:
Myfield Company.
Departemen Pendidikan Nasional. 2002. Pembelajaran dan Evaluasi
Writing.
Direktorat Sekolah Lanjutan Tingkat Pertama. Direktorat Jenderal
Pendidikan Dasar dan Menengah.
Departemen Pendidikan Nasional. 2002. Pelajaran Bahasa Inggris.
Direktorat Sekolah Lanjutan Tingkat Pertama. Direktorat Jenderal
Pendidikan Dasar dan Menengah.
…………………………. Kurikulum Tingkat Satuan Pendidikan
(KTSP). 2006. Badan Standar Nasional Pendidikan (BSNP).
Kusumaningsih. 2002. The Teaching of Writing at Secondary School.
Banjarmasin: Departemen Pendidikan Nasional
Syaifullah. 2009. Improving the students’ ability In writing recount
text through using picture seies. Bati-bati
Scaffolding English for Junior High School Students Grade VIII/oleh
Joko Priyana, Arnys R Irjayanti, Virga Renitasari, Editor :Suharso –
Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.
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