contoh skripsi

               IMPROVING STUDENTS’ ABILITY IN WRITING RECOUNT

TEXT THROUGH SERIES OF PICTURE FOR THE EIGHTH

GRADE STUDENTS OF MTs NURUSSABAH

IN THE SCHOOL YEAR 2010/2011

THESIS

 

BQ. HALIMAH

NPM : 064 615 72

HAMZANWADI COLLEGE OF TEACHER TRAINING AND EDUCATION AT SELONG

DEPARTEMENT OF LANGUAGE AND ART EDUCATION STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

2011

IMPROVING STUDENTS’ ABILITY IN WRITING RECOUNT

TEXT THROUGH SERIES OF PICTURE FOR THE EIGHTH

GRADE STUDENTS OF MTs NURUSSABAH IN THE

SCHOOL YEAR 2010/2011

BQ. HALIMAH

NPM : 064 615 72

 

THESIS

Submitted to Hamzanwadi Selong College of Teacher Training

and education in the partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan in English Language Education

HAMZANWADI COLLEGE OF TEACHER TRAINING AND EDUCATION AT SELONG

DEPARTEMENT OF LANGUAGE AND ART EDUCATION

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

2011

ABSTRACT

Halimah, BQ. 2011. Improving Students’ Ability in Writing Recount Text through Series of Picture for the Eighth Grade of MTs Nurussabah in the School year 2010/2011. S-1 Thesis. HAMZANWADI College of Teacher Training and Education at Selong in Departement of Language and Art Education. English Language Program. Advisors: 1) Saiful Bahri, S.Pd, M.Hum; 2) Basyiruddin, S.Pd.

Key words: Series of Picture, Recount Text

Recount text is a kind of text that tells us about an event that happens in the past time. It is material of English language learning that often make the students not interesting in joining the class. Students are also often sleepy in studying the material. Therefore, the teacher should choose a suitable strategy and media in teaching. In this case, the researcher, choose series of picture. Series of picture is a chronological picture used to describe something into concrete form. So that, this research was focused on how progess of students’ ability in writing recount text through series of picture for the eighth grade of MTs Nurussabah in the school year 2010/2011?. The problems was investigated in this research are: (1) what strategies are applied to improve the students’ ability in writing recount text for the eighth grade of MTs Nurussabah in the school year 2010/2011?: and (2) how is the progess of the students’ ability in writing recount text through series of picture for the eighth grade of MTs Nurussabah in the school year 2010/2011?

This research is a class action research was involved two cycles. This research was involved 32 students as treatments. In this case, the researcher counducted two cycles to know the progress of teaching writing recount text through series of picture. The researcher gave a test in first cycle and second cycle to know the progress of the students’ability in writing recount text through series of picuture.

Based on the data presentation the use series of picture in teaching recount text was very good strategy and made the students more atcive, motivated and enthusiastic. Meanwhile, the percentage of indication of learning succsess in the first cycle was 21.18%. Menwhile, the students who got mark ≥ 60 in second cycle were 75%, it means that the criteria of the succsess was more than the minimal requirement.

ABSTRAK

Halimah, BQ. 2011. Mengembangkan Kemampuan Siswa dalam Menulis Teks Recount melalui Gambar Seri untuk Siswa Kelas VIII MTs Nurussabah Tahun Pembelajaran 2010/2011. S-1 Skripsi. Program Studi Bahasa Inggris, Jurusan Bahasa dan Seni, Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) HAMZANWADI SELONG. Program Studi Bahasa Inggris 2011. Pembimbing: 1) Saiful Bahri, S.Pd, M.Hum; 2) Basyiruddin S.Pd.

Kata kunci: Teks Recount, Gambar Seri

Teks recount adalah sebuah teks yang menceritakan tentang suatu pristiwa atau kejadian dimasa lampau. Teks tersebut merupakan suatu materi pelajaran bahasa inggris yang membuat siswa tidak tertarik dan mengantuk di dalam mengikuti pelajaran di dalam kelas. Oleh karena itu, guru harus memilih sebuah strategi dan media yang cocok di dalam mengajarkannya. Dalam hal ini peneliti memilih gambar seri sebagai media. Gambar seri adalah rangkaian dari gambar-gambar yang digunakan untuk menggambar sesuatu dalam bentuk yang nyata. Jadi penelitian ini di fokuskan pada kemajuan dan kemampuan siswa dalam menulis teks recount meleui gambar seri untuk siswa kelas VIII di MTs Nurussabah pada tahun pembelajaran 2010/2011. Masalah-masalah yang sudah di teliti dalam penelitian ini adalah: 1) strategi apa saja yang digunakan intuk mengembangkan kemempuan siswa dalam menulis teks recount untuk kelas VIII di MTs Nurussabah pada tahun pembelajaran 2010/2011, dan 2) bagaimana kemampuan siswa menulis teks recount yang di ajarkan melalui gambar seri untuk siswa kelas VIII di MTs Nurussabah pada tahun pembelajaran 2010/2011.

Penelitian ini adalah termasuk jenis penelitian tindakan kelas. Penelitian ini melibatkan 32 siswa yang di berikan tindakan/ perlakuan. Dalam penielitian ini, peneliti menggunakan dua siklus untuk mengetahui kemajuan dari kemampuan siswa dalam menulis teks recount melalui gambar seri.

Berdasarkan presentasi data, menggunakan gambar seri di dalam mengajarkan teks recount membuat siswa lebih aktif, termotivasi dan antusias. Sementara persentasi kesukseasan belajar siswa pada silkus pertama angka kesuksesanya adalah 21,18%. Sementara siswa yang mendapatkan nilai ≥ 60 pada siklus kedua adalah 75%, ini berarti kriteria kesuksesan lebih dari persyaratan minimal.

DECLARATION

Herby : I am

Name   : BQ. HALIMAH

NPM   : 064 615 72

A student pf study program of English Language Education Department of Language and art Education, HAMZANWADI SELONG College of Teacher Training and Education, to certify that the thesis entitled “IMPROVING STUDENTS ABILITY IN WRITING RECOUNT TEXT THROUGH SERIES OF PICTURE FOR THE EIGHTH GRADE STUDENTS OF MTs NURUSSABAH IN THE SCHOOL YEAR 2010/2011” is my own work, I wrote after conducting a research under supervision of the thesis advisors. Therefore, I have responsible of the whole manuscript.

Selong,   March 2011

PAGE APPROVAL

IMPROVING STUDENTS’ ABILITY IN WRITING RECOUNT

TEXT THROUGH SERIES OF PICTURE FOR THE EIGHTH

GRADE STUDENTS OF MTs NURUSSABAH IN THE

SCHOOL YEAR 2010/2011

BQ. HALIMAH

NPM : 064 615 72

This thesis to certify that this thesis has been

Approved by the advisors for the thesis defense

Approved by

     Advisor I,                                                                Advisor II,

SAIFUL BAHRI, S.Pd, M.Hum                                   BASYIRUDDIN, S.Pd

         NIS. 330 3121 248                                                   NIS. 330 3121 124

Acknowledge by

Study Program of English Language Education

Head,

BQ. RISMARINI NURSALY, M.Hum

NIS. 330 3121 259

RATIFICATION

IMPROVING STUDENTS’ ABILITY IN WRITING RECOUNT TEXT THROUGH SERIES OF PICTURE FOR THE EIGHTH

GRADE STUDENTS OF MTs NURUSSABAH

IN THE SCHOOL YEAR 2010/2011

BAIQ. HALIMAH

NPM: 064 615 72

This thesis has been approved by board of examiners of Study Program of English Language Education of Hamzanwadi Selong College of Teacher Training and Education.

Selong,      March, 2011

Board of examiners

Chairman

M. Zulfiani Hamdi M.Pd

NIS. 330 3121 090

Member

Saiful Bahri, S.Pd. M.Hum

NIS : 330 3121 248

Member

Basyiruddin, S.Pd

NIS. 330 3121 124

Acknowledged by

Hamzanwadi Selong College of Teacher Training and Education

Head,

Drs. H. Muh. Suruji

NIS. 330 3111 012

ACKNOWLEDGEMENT

Bismillahirrohmanirrohim

First of all, the writer would like to express the deeps gratitude to Allah SWT, the almighty for his abundance, mercies and blessing so that the writer was able to complete this thesis, entitled “improving Students’ ability in writing recount text through series of picture for the eight grade students of MTs Nurussabah in the school year 2010/2011.

The writer also would like to say thanks to :

1.      Saiful Bahri, S.Pd, M.Hum, as the first advisor and Basyiruddin, S.Pd, as the second advisor for the precious time, guidance and assistance during the process of the thesis writing.

2.      Drs. H. Muh. Suruji, as the head of education HAMZANWADI SELONG College of Teacher Training and Education.

3.      BQ. Rismarini Nursaly, M.Hum, as the head of English Language Study Program.

4.      All lecturers of the Language and Art of Education HAMZANWADI SELONG College of Teacher Training and Education for the guidance and assistance during the writer’s study in English Departement.

5.      The Headmaster of MTs Nurussabah with the staff for their permission to do the investigation and all of the eight grade students of MTs Nurussabah in the school year 2010/2011.

6.      All of friends who helped the writer during the process of the thesis writing.

CHAPTER I

INTRODUCTION

This chapter presents about backgraound of the study, scope and limitation of the study, statement of the problems, objectives of the study, significant of the study, and definition of key terms.

1.1  Background of the Study

Writing is one of four language skills that should be taught to the students. Writing, in addition to speaking, belongs to the productive skills. This skill should be mastered by the students because it can be used to express the students’ ideas as well as feelings, and to communicate with others.

Before the implementation of the Competency Based Curriculum, the teaching of writing has been put aside by the teachers. In her study on the teachers’ perception of the teaching of writing, Rozimela in Cahyono (2009: 27) found that the teachers have treated writing unfairly. It is because of some reasons such as the big class size, limited time, teachers’ competence, and the requirement of the final examination. Besides, the teacher did so because writing is believed the most complex skill to be taught (Cahyono & Widiati, 2009: 27). It is considered to be the most complex skill because when we are writing, we are doing many things at the same time. Along the process of writing we are applying our knowledge about grammar, vocabulary, and mechanics. According to Cahyono & Widiati (2009:27), in the introduction of the 2004 English Curriculum, “writing seems to gain its momentum in secondary schools”. As a matter of fact, writing gets to be taught more intensively.

              In the new curriculum or the School Based Curriculum (KTSP), there are some genres that should be given to the Junior High School (JHS) students. They are descriptive, narrative, recount, procedure, and report text. By giving these various text types, it is hoped that the students will be able to write in different ways for different purposes. Besides, as Nunan in Cahyono (2009: 28) states, young writers (students) need to be exposed to a range of different text types and they need to be shown also how the texts are different in terms of their generic structures. For example, in this case of recount texts, there are three parts, namely orientation, event (s), and reorientation. In teaching recount texts, the teacher can use a certain technique use series of picture.

              Series of picture, according to Wright (1989, cited in Lenjau, 2005 in Cahyono, 2009) are pictures which show some actions or events in chronological order. The pictures usually tend to range from four to eight pictures. They usually tell some short stories but they may also be used to depict a process (for example, how to make something). Pictures can be utilized in the teaching of writing because of some reasons. According to Raimes (in Cahyono, 2009:28), there are four reasons why pictures are valuable to be used as a media in teaching writing: Firstly, pictures provide shared experience for the students in the classroom. Secondly, they provide a need for common language form to use in the classroom. Third, they provide a variety of tasks. Finally, they provide a focus of interest for students. Besides, considering the principles of using media, media must be fun, help the students to think and explore their ability by themselves, and be easy to do, but challenging. Pictures are considered to meet these requirements.

Several causes can be identified from the teaching learning process especially in class VIII A. Furthermore, the causes can be viewed from two perspectives, from the teacher’s side, and from the student’s side.

Firstly from the teacher’s side, writing seems to be ignored. Writing is conducted as finishing activity used to spend the rest of the allocated time. Whenever the time is not sufficient, writing is assigned as homework to be collected for the next meeting. In addition, the students are not helped and guided how to write. The students are assigned to do writing activity merely to reinforce grammar and to see students’ comprehension about particular text being discussed, not to convey students’ ideas. Writing activity which is to express students’ ideas is assigned mostly as homework without any guidance, only by giving topic to write about and model on the textbook. Thus, the students find obstacles and they are still not accustomed to writing. In fact, in the standard of competence, they are expected to be able to express their ideas in simple short essays.

Secondly, from the student side, it is hard for them to get ideas to express. Even though there are available topics to explore, they can not write smoothly because they do not know what suitable words to develop the topic. They lose ideas and get stuck in the middle, even from the beginning of writing. They also get problems in how to connect words into good order, to link sentences together.  Besides that, they are also lack of vocabulary. The limited vocabulary makes them confront barriers in expressing their thoughts on paper. As a result, they complain because they do not know how and what to do.

Based on above phenomenon, teaching writing especially in teaching recount text often makes students are boring to study in the classroom. It is caused by teachers not to use a suitable method in teaching it. Beside that, it is also caused by teachers just give students the description about the material of learning of the subject without using the certain media of teaching that can raise students’ interest to start the teaching and learning process. The effect of those factors is the lack of students’ motivation in joining teaching and learning process of writing especially in teaching and learning process of recount text. In this case, teachers have to be selective in choosing suitable method in teaching writing.

Therefore, using a good approach and a suitable media of teaching will lead the students to guide in writing recount text more effectively. The researcher expects the problems in writing can be solved through series of picture.

1.2  Statement of the Problems

Based on the background of the study above, the researcher was formulates the research questions as follows:

1.      What strategies are applied to improve the ability in writing recount text for the eighth grade of MTs Nurussabah in the school year 2010/2011?

2.      How is the progress of the students’ ability in writing recount text taught through series of picture for the eighth grade of MTs Nurussabah in the school year 2010/2011?

1.3  Objectives of the Study

In line with the statement of the problems, this research was find out:

1.      Procedures to improve  the students’ ability in writing recount text for the eighth grade of MTs Nurussabah in the school year 2010/2011

2.      The extent of progress of the students’ ability in writing recount text taught through series of picture for the eighth grade of MTs Nurussabah in the school year 2010/2011?

1.4  Scope and Limitation of the Study

The scope and limitaion of this study was restricted to research subject and object. This research subject of this study is the eighth students of MTs Nurussabah in the school year 2010/ 2011. Meanwhile, the research object is limited on the teaching of recount texts   through series of picture.

1.5  Significance of the Study

This research was expected to provide both theoritical and practical benefits for the teacher of English, especially who concern in teaching English Junior High School.

1. Theoritical Benefits

a.       As reference to the other researchers who want to study more intensively about this strategy.

b.      The result of this research is expect to be able to add some strategy in teaching English especially in teaching writing.

2.Practical Benefits

a.       This strategy can help students to improve their writing ability and also motivate them to writing in English.

b.      It is able to be used by all teachers generally and others elements to choose the appropriate strategies in increasing writing ability.

1.6  Definition of Key Terms

To avoid misunderstanding and misinterpretation among the readers it is necessary to clarify some of the terms in this study:

a.       Writing skill is exspressing ideas and the main ideas which enlarged into three parts, those are: introduction, content, and conclusion, Oshima and Hogue(in Depdiknas, 2005: 71)

b.       Recount text is a kind of text that tell us about an event that occurs in the past time (Depdiknas, 2005: 13)

c.       Series of picture is a chronological picture used to describe something into a concrete form (Shadily, 2005: 8)

CHAPTER II

REVIEW OF RELATED LITERATURE 

            This chapter presents about writing, concept of writing, principles of writing, aspects of writing, students’ problems in writing, writing of recount text, text, notion of the texts, kinds of the texts, recount texts in instruction, series of picture, concepts of series  picture, the types of series of picture, instruction techeniques of series of picture, relevant study, and theoritical framework.

2.1  Writing

In this subheading, there are several topics to be discussed. There are the concept of writing, principles of writing, aspects of writing, students’ problems in writing, and writing of recount text.

2.1.1        Concept of Writing

Learning to write is the development process. It means that the students should study continusly about writing. It is done in order to make students have ability in writing. Beside that, the ability in writing can be acquired through tasks and need much time to accomplish the task. Writing is viewed as process that continuing continously and it covers some process in making our writing being better.The processes intended are: prewriting, drafting, revising and editting ( Depdiknas, 2005: 31)

Those above process will be elaborated detail by presenting an examples and become concept writing globaly. For example, teacher give the example about the form of writing (like: narrative,recount,descriptive text, etc) with students. After discussing, the students try to make text by  his/her self (prewriting process).After that the students discuss his/her written with other students or with his/her teacher(drafing process). The text, students rivise his/her written (revising process), and the last is the students edit his written (editting process). That is the process that can be done to get the best result in wiring.       

2.1.2  Principles of Writing

Widyamartaya (1999: 37) states that there are six principles in writing. There are: clarity, succinteness, acciracy, unity, coherent, and dignity.

1.            Clarity means that our written must be clear not dim. Clarity does not mean that the writing is easy to understand, but the writing must be clear so that the readers do not misinterprete it.

2.            Succinctness does not mean that the writing must be short. However, the writing is called succinct if it has no wasting words, words repetition, and wordss redundancy in expressing idea.

3.            Accuracy or exactness means that the writing is written based on the grammatical rules, orthography, punctuation, marks, termonology, and language used.

4.            Unity means that all of the words of sentence which are provided or presented must be revolved arround the main idea. In other words, all of the ideas which are presented must be relevant to the main idea.

5.            Coherent means that the sentence which develops main idea in a writing relates to the other sentences.

6.            Digraty (adequate development). If the writer presents an idea, it must be explained using adequate sentences, so that the idea must be clear.

2.1.3   Aspects of Writing

Heaton (1989: 138) suggest that there are four skills that are involved in writing competence. There are: grammatical skill, stylistic skill, mechanical skill, and judgement skill. For more detail, all of there skills will be discussed in the following.

1.      Grammatical skill is the ability to write the correct sentences.

2.      Stylistic skill is the ability to manipulate sentences and use the language effectively.

3.      Mechanical skill is the ability to apply the graph convension, like spelling and punctuation.

4.      Judgement skill is the ability to write in an appropriate manner for a prticular audience in mind, together wiith an ability to select, organize and order relevant information.

            Harris (1986: 10) state that the writing competence has four aspects. Those aspects are orthography, structure, vocabulary and fluency;

1.      Orthography is a language sound description which is in the form of writing or a symbol an alnguage spelling system.

2.      Structure is the arrangement of rules in a language becoming a meaningfull language units.

3.      Vocabulary is  the total number of words in a language.

4.      Fluency is the writing ability imolemented with proper speed, not too slow or not too fast.

Furthermore, Harris (1986: 68-69) states that there are five common components of writing. Those are writing content, form, grammar, style and mechanics.

Content is the substance of the writing ideas, form is the organization of the content, grammar is the employment of the grammatical forms and syintactic pattern, style is the choice of structures and lexical items to give a particular tone or flavor to the writing, and mechanic is the use of the graphic conventions of the language.

So, it can be conclude that there are five important aspects of writing english. Those are (1) grammar is the same with structure, (2) style (include vocabulary), (3) mechinecs (include orthography), (4) judgement (includes content and content written organization), (5) fluency (the property speed of writing).

2.1.4. Students’ Problems in Writing

Writing is a language skill that needs to be learned. Learning to write is by writing. Nonetheless, some problems impede the students in writing. The problems may be inspected from three standpoints, psychologically, linguistics aspects, and cognitive aspects (Byrne, 1988: 4; Hadfield & Hadfield, 1990: 11).

First, psychologically, writing is an individual activity by which each student needs to know what the readers expect to read and how to express it in order to make the readers get what he or she actually wants to deliver. There is no interaction or immediate benefit feedback from the readers like speaking is.

Second, unlike spoken language, written language is more compacted, and more formal. Therefore the students are required to pay their attention to linguistic concerns like grammatical correctness, appropriate vocabulary use, and mechanic. The lack of vocabulary, unknowing proper punctuation, and using correct grammar are common instances of problems the students confront in writing.

Third, there is cognitive difficulty in which the students have to express thoughts onto the paper for task imposed by the teachers for exam and so forth. Moreover, writing is about delivering content, like knowledge, ideas, and experiences, and the writers have to organize them to the readers whom, perhaps, they do not know.  The students are required to convey what to say in such away that is understandable, coherence, and well organized. Quite often they lose ideas, or do not know what to write anymore.

They should realize that teaching strategy is needed to improve. The teaching strategy that facilitate the students in writing as well as decrease those impeded problems.

2.1.5  Writing of Recount Text

Writing a text is not easy work. We must have the basic knowladge in writing a text. One way to make us easy to write a text is that we have to know the purposes in writing a text, or it is usually know as the “communicative purpose”. Communicative purpose must be had in writing text. Because it will help us in constructing text well. For example, if a writing wants to convey his/her message, he/she must has communicative purpose clearly. If the purpose is to tell about personal experience, so he/she needs to consider what kind of text that is usually used by english people in telling about their personal experience. Peoples usually call it as personal recount because the impication of this text is the use of pronoun as the subject of sentence, and use the past tense in telling his/her experience.

By knowing the kind of text that will be made, it will help us in accomplishing our writing task in creating text. Because if we know about the kind of text made, we can use the linguistic feature of the text used in constructing a new text from the same of text.

As the writer states above. In writing an english text, we have to know the kind of text that we will write. It is intended to make us easy in writing a text. In this case, there are some kinds of text in English. Those text intended are descriptive, narrative, recount, anecdote, procedure, and report text.

Relating to a number of texts mentioned above, the writer will concentrate on one text. It is recount text. It is choosen based on the purpose of this study. Recount text is intended to elaborate an event in the past time. Recount text is familiar with the anecdote if we see from the purpose point of view. That make difference between recount and anecdote text is that anecdote has funny element while the recount text is not.

For more clear about recount text,we can see from some of point of view:

1.                  Structure and organization

-                      Provide an orientation, establishing who was involved, where and        when the events happened.

-                      Provide a sequence of events in chronological order

-                      Use paragraphs

-                      Provide a reorientation and / or personal comment (optional)

2.                  Language features

-                      Focus on individual participant, e.g., the San Francisco earthequake, Marie Curie

-                      Focus on past tense, e.g., simple past

-                      Use a range of action verbs, e.g erupted, discovered, worked

-                      Use a range of temporal and other connectives, e.g., first, then, finally, because, however, although, as well

-                      Use pronoun reference, e.g., it, she, this

-                      Use specific vocabulary appropriate to the information being recounted

3.                  Accuracy

-                      Use gramar accurately,e.g., word order, verb endings, pronouns (she, her,hers, they, their, etc)

-                      Spell and use punctuation accurately.

Each of text of course has their own characteristic (linguistic feature) that difference from the other text. Although there are some texts have similiarities (recount and anecdote), but the similiarities is only on the tenses used. Recount text it self has characteristic (linguistic feature) as follows:

1.                  The tenses used is simple past tense. It is caused of recount text elaborates about an event in the past tense.

2.                  Recount text uses conjunction like: after , then, finally, before etc. It is caused of this text is constructed of some chronologically event.

(Depdiknas, 2005: 13)

Beside having certain characteristic (linguistic feature), recount text also have social finction. The social function of text recount is retell an event that happens in the past time and the purpose s only to notify, but it can also to entertain the reader. Derewianka (in Depdiknas, 2005: 25) idenifies three type of recount text. They are personal recount, factual recount, and imaginative recount. For more detail it will be elaborated in the following section:

1.                  Personal recount is the elaboration about an event in which the writer or speaker is involved in the event.

2.                  Factual recount is the note about an event. It is usually meet at the historical explanation, the police report etc.

3.                  Imaginative recount is a story anout an abstract event like raedings of language subject, the story of servent’s life, etc.

The following section will be presented the example of recount text. The example is as follows.

1. Example of personal recount text.

A Tour to the Botanic Gardens

By Nida

On Thursday 24 April, Year Eight students went to the Botanic Gardens. We walked down and got into the bus.

After we arrived at the gardens, we walked down to the Education Centre. We went to have a look around. First we went to the Orchid Farm and Mrs. Rita read us some of the information. Then we looked at all the lovely plants. After that we went down to a little spot in the Botanic Gardens and had morning tea.

Next we took some pictures and then we went back to the Education Centre to have lunch. After that we went for a walk

A lady took us around and introduced herself, then she explained what we were going to do. Next she took us in to the green house. It was most interesting.

Soon after we had finished we went back outside. Finally we got into the bus and returned to school. We were tired but happy.

2. Example of factual recount text.

Accident

Seven people were killed in a collision between a bus, a car, and a truck on Jalan Sultan at 10:35 p.m. last night. The dead were all passangers of the car. The police belived the car had been trying to overtake the bus when it was struck by a truck comming from the opposite direction. The driver of the car might not be using his lights, as the truck driver said he didn’t see the car approaching. The police said the car should not have tried to pass the bus, since overtaking is not allowed on Jalan Sultan. In addition, the police reported that the  car, a small Japanese car, should not have been carrying more than five people. If the passangers had brought their identity cards, the police would have identified the names of the victims easily.

3. Example of imaginative recount text.

Too Late

The plane was late and detectives were waiting at the airport all morning. They were expecting a valuable parcel of diamonds from south Africa.a few hours earlier, someoone had told the police that thiever would try to steal the diamonds. When the plene arrived, some of the detectives were waiting inside the main building while others were waiting at the airfield. Two man took the parcel off the plane and carried it into the Custom House. While two detectives were keeping guard at the door, two others opened the parcel. To their surprise, the preciouse parcel was full of stones and sand!

2.2        Text

Text is the characters, words, phrases, sentences, and paragraphs that we read. But text comes in many forms and getting text into the right format for our page layout applications is a crucial part of desktop publishing.

2.2.1        Notion of the Text

            Recently, attention about genre (kinds of text) as significant increasing particular in discourse analysis although in teaching first language and foreign language. Especially in teaching English to English for specific purposes, far more about content of curriculum like standard competence and basic competence in SD and SMP level in Indonesian.

            Many expert, who thrust about concept of genre/kinds of text. According Martin in Djuharie (2007:9) genre/kinds of text is the activity that directed, patterned, phases and purposes of orientation. The activity that mean is, speaker act as member of a culture community. Opinion of Martin and antropology expert about context is situation and context culture is very important if we want to use a text. Example of genre through this explanation is includes text in agenda, report, research, jurnal form, speech act, description, procedure, and exposition.

According Martin, related with mayority of the expert of analyse genre fungsional sistematic, essance of genre parallel with essance of context of culture from Malinowski 1992 (in Djuharie 2007:10) and related with structure sistematic, or structure of discourse from a text. Apposite, configuration context, or register parallel with context situation from Malinowski (1993) and deal with fiturs language a text. So, texts is particular culture and have purposes, stages, and fitur languages that have related with purposes, specific culture, and stage ones, where the meanings need to interpretation with related to context social and culture where context social and culture it be.

2.2.2        Kinds of the Text

Traditional writing activities commonly conducted in English classroom are arranging jumbled words into good and meaningful sentences, or jumbled sentences into good paragraphs, creating sentences, and translating English sentences into Bahasa Indonesia or vise versa. Most activities seem monotonous, not encourage students to think and write their own ideas, thoughts to be read by others.       

Associated with the objective of teaching writing in the KTSP, to enable the students to express meanings in simple functional texts and in simple short essays, there are a number of various activities that should be employed in writing skill. Those activities are under of the determined genres: descriptive, narrative, recount, procedure, and report (Depdiknas, 2005: 32). For more clearly, there is explain about them:

2.2.2.1. Descriptive Text

It describes about particular things, object, place, or person. The generic structures of the text are identification and description. Language form used in this text is simple present tense.

2.2.2.2  Narrative Text

It tells a story and entertains the readers. The generic structure of the text (1) orientation, which tells the reader about who, when, where the story is about, (2) complication, a set of chain events that influences the story, (3) sequences of events, tell how the characters react to the complication, (4) resolution, that is the final overcome done by the character toward the complications, (5) coda, it is comment or moral value that can be learned from the story, and it is an optional.

2.2.2.3 Recount Text

It is a text that retells a series of events usually in the order they occurred. The generic structure of the text are (1) orientation, tell who, what, and when it happened, (2) sequence of events, which describe the events in order they occurred, (3) reorientation, a concluding paragraph, and it is an optional.

2.2.2.4  Procedure Text

It is a text that gives us instructions for doing something. The purpose of procedure is to explain something can be done. The structure of the paragraphs are (1) an introductory statement that gives the aim or goal, (2) a list of material that will be needed for completing the procedures, (3) a sequence steps in order they need to be done.

2.2.2.5  Report Text

It is a text that represent information about a subject. The purpose of the text is to classify or to describe using facts about the subjects’ parts, behavior, and qualities. The subjects are usually general. The report paragraphs begin with opening statement in form general identification of the subjects followed b description of features of the subjects.

Considering that writing in English is still early stage for most SMP/MTs students in Indonesia, the teacher should be able to manipulate the techniques of teaching writing that encourage the students to write.  The novel current approach to teaching of writing is focusing more on fluency than accuracy. Even though the accuracy is a crucial concern, yet it can not be obstacle for the fluency in writing. Writing teacher has to reduce these constraints and to enhance confidence of students’ writing. One of the techniques that can be utilized is to use such kind of visual and real objects to stimulate ideas. Another is to use heading or questioning as students’ framework to write. Then, brainstorming is another way that encourages students produce ideas in fair way. The last is by assigning free and fast writing, in which the students write as much and quickly as possible (White, 1995:3)      

2.2.3        Recount Text in Instruction

Recount is one of the genres provided for the SMP/MTs students. Anderson & Anderson (2003:48) explain that a recount text is a piece of text that retells about events in the past. The events are told usually in order they occurred. Thus, the text uses past tense to retell the events, and it utilizes such words showing the order as first, next and then. The purpose of writing recount is to provide audience the descriptions of what events occurred, and when the events occurred.

Recount text in general has three main parts, orientation, series of events, and re-orientation. Orientation is the part, which describes background information about the person, the events, the place and the time. Then the paragraphs that tell about the sequence of events in the order in which they happened. The last, is re-orientation, an optional that includes personal comment about the events. Some texts have concluding paragraph, but it is not always necessary.

In addition Anderson & Anderson (2003:37) propose that in constructing better recount text, the sentences should be more detail. It will give audiences detailed information about the object. Detailed information can be given by adding adverb, adjectives, and reasons why the events happened.

Some examples of recount writing in life are newspaper reports, letters, conversation, speeches, eyewitness account, and interviews. An eyewitness account is a report that provides detailed information about events like car accidents, fire, fight, and etc. letter can be recount if it tells past event to the readers. Similar to letter, conversation, interview and report news are called as recount if the purpose is to retell past events.

In addition, recount and narrative are the same as story genre. However, recount is personal. It typically comprises an activity in sequence, most frequently in chronological order, use the past tense. Meanwhile, narrative is generally less likely to follow a sequenced format. The communicative goal of he narrative is to make the story interesting (Martin, 1985:4)    

2.3      Series of Picture

Series  picture is a phrase constructed by two word. They are series and picture. To get explenation detail, it will be better  separate the terms of series and picture. In general series is a number of objectcs or event arranged or coming one after the other in succession. There are many other definition of series. It depends on what aspect we talk about and the definition is absolutey related to the aspect they take definition from. For example, we can take the definition of series from many things. We can take from picture, sports, grammar, and linguistics etc. The definition of series will be different depend on what aspect talk about.

Based on statements above, we will take on of them. Thet is series picture. Series picture can be said as a number of picture placed or occurring one after the other. In the other word a series of picture is a sequence of picture are ordered in a way that indicates a casual, temporal, numerical, or logical relationship or recurrent pattern. While in the series of picture we can see manny things, people, flower or someone who is eating, walking, talking etc.

Series of picture is one of device that can be used in teaching an learning process. It can be used in teaching many subjects. It is not only used to teach language, but also to teach the other subject like history, biology etc. In teaching foreign language, series of picture can be used to motivate and stimulate students to express their ides either orally or written. Picture that constitude a succcession of activity or story is arranged in succession. From that picture students can train their selves to do some actions those activities if arranged will be story. This story picture will be interested if it is based on folktale or populer legend. For society in general and especailly for students. For example, “let’s fishing” is a happy activity for students generally. Or the story of “Turlte and Rabbits” in the open field. Turtles and Rabbits are competing in field to win the game. In the end the turtle is decide as a winner.

In teaching foreign language, series of picture can help students to comprehend subject fast and in this case can improving students in writing recount text. Because series picture is a something that can stimulate students activity in analyzing what things or events is in the series of picture. If series of picture consist of events, of course, there are mamny events are in the sereies of picture. It crate students’ deep analysis, because if we have given students one events of series of picture. They have desire to know the next events occurred. It will train students to make text orally or written. Series pictue is also enabling students in connecting sentences based on the events.  So, it will be very useful to teach some elements of language like structure/ grammar, vocabulary, etc.

Series of picture that we will present can be from our everyday activity like cocking or students’ hobbies like shopping, or singing may be for women. Both those activities are presented in from of sreies of picture, and the events in the series picture will be presented in succession from the early until the end activity. So, it will make students fun and motivate to study (Arsyad, 2005:119).      

2.3.1        Concept of  Series of Picture

Among other media of learning, a series of picture are more common used, it consists of picture collection reproducing and translating things from such as photo, ppicture of object or place, a series of pictue are merely means a set of chronologicccal picture, use to descried something into concrete form, the process in seeing pictures consist of two aspects i.e. eye movement and association of neurologist. So far, Basewell (in Arsyad, 2005: 65) says that, there are some aspects that should be perceive in eye movement:

1.      In the glance at a picture, they ayes fall immedietely on the center of interest and then move rapidly all over the picturee in short fiction periods.

2.      The initial general survey is followed by a closer examination details with longer fixation periods.

3.      Deriction given to subjects before the look at a picture appear to have a direct bearing one eye movement an periods of fixation.

4.      There are extensive individual differences is “picture seeing”.

5.      Colored picture do not have strong effects on subject which were anticipated.

Series of picture may contribute in presenting the material of learning in the real class presentation. Some surplus mentioned about series of picture:

a)      Series of picture are concrete resources, more realistic then other media absolutly.

b)      Series of picture are multi-chronological picture, translating meaning from its’ original source.

c)      Sseries of picture are to limit the time in conveying the messages or material of learning in the real class presentation.

d)     Series of picture are server and easier to use in presenting the messages.

2.3.2                                The Types of  Series of Picture

To convey messages, information, or the content of lessson, we need to decide the types of picture that we use.choosing the suitable types of picture based on the subject material will decide whether or not the process of teaching and learning will success. So, teachers’ role here is teachers should be able to arrange pictures that will be used into interested types for students. It is something that can make students interested.  Nevertheless, if the teacher is able to arrange pictures into strange types for students. It can make students become more interesed to follow the teaching and learning process. Arsyad (2005: 110) says that presentation of pictue into strange types of students will encourage students’ inters and attention. Here, teachers are demended to be creative in choosing the teaching media.

Series of picture is visual media that have different types with some others pictures, because series picture is arranged by combined pictures and among pictures are relate each other. The combination of pictures in chronological make it different. The types of series pictue can be formed into some types. Those types intended are:

a.       Clipping Pictures

Clipping pictures is kind of media of teaching by collecting pictures from many source then collected them in a book. They may derive from magazines, newspaper, trip rote, photographic, etc. Those pictures are clipped and adhere in a book. Pictures that used to make clipping pictures are various according to material of discassion. Clipping pictures may consist of series pictures if we want to teach element of language like grammar/structure. So, clipping pictures can also be named as a kind of library theat consist of picturee, diagrams, tables, calender, etc.

Choosing, preparing, and classifying pictures are some steps must be paid atention, because it can help the acceleration of teaching and learning process. Choosing appropriate media, preparing mature material, and classifying regulated make the process of teaching and learning become effective. In this case, choosing pictures and classifiyning pictures can be devided based on the picture size. There are two size of picture, suchnas:

a.         Big Picture

Big picture can be used as audiovisual aid in front of classroom. So that, pictures must be big enough inorder that students can see pictures clearly. For example, the pictures that derive from magazine can be used for a class that has 15-20 students. But if the class has students more then that, it can be used group or in pair. The amount of students in the classroom can influence picture that we use.

b.       Small Picture

Small picture can be used in group or in pairs working, and the clear of the picture is very important. Because the purpose is to cues students using language based on thing or movements know by students in those pictures. These small pictures consist of some small picture that can be see from short distance. Series pictures also can be formed into small picture and it will have advantage as a medium of teaching (Arsyad, 2005: 114)

b. Flash Card

Flash card is a small card that contain of pictures, texts, sign, or symbol that remind and guide students to the something relate to pictures. Flash card usually has size 8 x 12 cm, or can be adjusted with the amount of students in the classroom. The card that contain of pictures can be used to spell and enrich students’ vocabulary. Beside that, those card can be used teach grammar/structure by presenting some activity in pictures. Those card as a guide and stimulus for students to respond about pictures in cards. For example, in taking pray, we know that there are many movements. And each movement can be draw then adhere on flash card. Those pictures are arranged in succession based on movements in taking pray. So it will describe a succession movement in praying (Arsyad, 2005: 119).

2.3.3 Instruction Techniques of series picture

The procedures in using series picture in teaching and learning process are as follows:

a.      Pre-Writing

1.      Give each student a model of recount text

2.      Then, ask the students to analyze the text in terms of generic structure of a recount text, the verbs, and the connectors.

3.      Ask the students to count fro 1-7. So, there will be 4 groups in a class of 30. (An alternative way to group the students is by letting them make the groups by themselves.)

4.      Give each member of the groups a picture about My Last Sunday Activity , which is different from the picture of other member of the groups. So, in a group there will be 4 different pictures.

(For example, Picture 1: the boy was still sleeping at 10 o’clock. Picture 2: the boy was going to see his friend in skate park. Picture 3: the boy and his friends did some activities in the skate park. Picture 4: in his house the boy and his friends were watching the recording of their activities in the skate park )

b.      Whilst-Writing

5.  Then, based on the given pictures, ask the students to make 1 or more sentence.

6.      Ater that, in turn ask the students to tell the member the same groups about the pictures they have. (In this activity student 1 will tell his or her classmates about picture 1, and student 4 will tell his or her classmates about picture 4. )

7.      After getting all information about the 4 pictures, ask the students to make a simple recount text about “My Last Sunday Activity”. The following paragraph is given as an example.

Visiting Pagora Swimming Pool

Last week my friends and I visited Pagora swimming poll. We went there by a public car and it took us 30 minutes to get there.

First, we bought 3 tickets for all of us. We had to wait for some minute to get our tickets because there were so many visitosr at the time. Then, we went arround the playground. In the playground we saw some children ride mini pedi cabs. On the way to the pool, we stopped in shop to buy some snack and some drinks. In the pool, we directly got into te water. Brrr. It was very cold. After swimming and playing water polo for almost 1 hour, we felt very tired. Finally we got out from the water and had bakso for our lunch before going home.

It was very exciting trip. We enjoyed the trip very much alhough we were very tired.

c.       Post- Writing

8.      Ask one/more the students to read their text.

9.      Finally, ask the students to submit their assignments.

2.4        Relevant Study

The research that has relation to this study is the research conducted by Shadily (2005). He investigated about facilitating reading comprehension through series of picture to the second year students of MTs NW Kabar in the school year 2004/ 2005.

The problem of this study are (1) to what extent is the effectiveness of a series of picture in facilitating students reading comprehension at the second year students of MTs NW Kabar in the school year 2004/2005. (2) To what extent is the level of experimental group facilitated by a series of pictures in reading comprehension at the second year students of MTs NW Kabar in the school year 2004/2005?

The research design applied in his study was experimental design in which he involved 50 students as population of his study and also he involved 50 students as the sample.  Furthermore, he used objective test as his instrument in form of multiple choice.

The result of analysis showed that the mean score of experimental group was 36.4 and the control group was 31.2. It can be concluded that the main score of experimental group was higher than the main score of control group. It means that there was significant effect of series of picture in facilitating students’ reading comprehension at the eight year students of MTs NW Kabar in the school year 2004/2005.   

Then the sameness of his study with this study is use series of picture as media in teaching and learning process. Mean while, the difference of these studies can be seen on the main problem investigate. He was investigated about reading comprehension through series of picture. Mean while the researcher will investigate about the teaching of recount text through series of picture.

2.5        Theoritical Framework

The nature of series of picture in teaching recount seem to be important. Writing a text is an activity that involve many things like our think, our phisycs, and our spirites. All of them have effect in constructing a writing task. For instance, in writing, there are many things that must be paid attention to make our written become to be more prefect. It needs some aspects in constructing our written. Those are content, grammar, organization, vocabulary, and mechanics. All of those aspects of writting is filled each other. It means that if one of those aspects is not complete so it can influence that construction of our writing will not be perfect. This estimate attract the researcher to prove whether this media is being effective to apply esspecially in teaching recount text subject or not in the secondary school level.

The learning theories underlying the use of pictures in language learning are the connectionism approach and the situational method. Lightbown and Spada (2001: 42) state that the connectionism approach sees learners regularly embody their knowledge of language through experience to thousands of illustrations of the linguistic elements they eventually learn.  The presence of one situational or linguistic context as input activates something in learners’ mind. Dealing with the one specific situational or language context, it is developed learning method which is started with situational labels. The method then is called the situational method. Finocchiaro and Brumfit (1983:8) state that many good techniques come out from this method. Numbers of pictures, real objects, and situational contexts are utilized to stimulate learners’ performance. Therefore, coming from those theories, the use of any pictures as stimulating media is effective to use. And one kind of pictures is series of picture.

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer presents briefly about the research design, time and place of the study, object and subject of the study, research procedure, validity and reliability of data, technique of collecting data, and technique of data analysis. 

3.1  Reseach Design

In this study, the researcher used classroom action research. Classroom action research is defined as the process of cyclical controlled investigation and self-reflective enquiry done by the teacher or candidate of the teacher in order to revise the improvement towards system, method, process, content, competence or learning situation. Mulyasa, (2009:11) states that a classroom action research is a effort of pay close attention to group of students in teaching and learning process with give a treatment that show expressly. The treatments was done by the collaborative teacher and the researcher.

                                             

 

                                                                        Cycle 2

 

Cycle 1

	1. Planning

 

                          

 

3. Observation

                                                              

 

The process of conducting the research was started from planning, implementing, observing, and reflecting. In conducting the research, the researcher was helped by one of the English teachers of the school. The teacher helped in observing the implementation and in reflecting whether the action was successful or not.

3.2  Time and Place of the Study

The researcher determined time of this study was about 1 month. The allocated time was from 4^th  November until 4^th  Desember 2010. The place of the research was in MTs Nurussabah, Batnyala Central Lombok.

There were some reasons of selecting the school for the research. The location of this school is near from the researcher house, so, it makes easy the researcher to conduct this research. This school is one of the Islamic school who the headmaster is easy to accept  English teachers or students who want to research about some method/ strategies that have purpose to increase the quality in teaching and learning process. Based on the information from the teacher guidance, this school never used some strategy in teaching writing.

3.3  Object and Subject of the Study

The object of this research is to improve students’ ability in writing recount text through series of picture. Furthermore, the reasons of the researcher taken this case because students were hard to get ideas, lack of vocabulary, get stuck in the middle of writing, unmotivated, not enough time for writing activity, and  monotonous classroom activity.

The subject of this research were the eighth grade students of MTs  Nurussabah in school year 2010/2011, class VIII.A. The class consisted of 32 students, 14 boy students and 18 girl students.

3.4  Research Procedure

The procedures of the research follow the research design. The procedures   of the research usually do in some cycles. Each cycle explained in some steps such as planning, implementation, observation, and reflection.

3.4.1 Cycle 1

3.4.1.1 Planning (cycle 1)

In this step, the activities were done such as:

a.       Preparing lesson plan based on the material / KD

b.      Determine of  KD

c.       Developing scenario of teaching and learning

d.      Arrange LKS of students work-sheet

e.       Preparing source of learning (books)

f.       Preparing teachers’ note

g.      Preparing the instrument to observe and evaluate the teaching and learning process.

3.4.1.2  Implementation (cycle 1)

In this step, the researcher implemented action based on lesson plan designed in the first planning first The action was   conducted to the eighth grade students of first semester school year 2010/2011. The researcher herself, carried out the actions and one of the English teachers observed the implementation. The first meeting the researcher introducted about the material to the class, then researcher asked the students to write a recount text with free topics. The purpose was to see students’ writing before implementing the action. The next meeting the researcher did their action.

3.4.1.3  Observation (cycle 1)

Observation was an activity to collect data. It was conducted simultaneously with the implementation. While the researcher thought by using the series of picture, the collaborator observed. The observation was carried out by utilizing the research instruments: observation sheet, field notes, and students’ writings. The observer checked and marked every components applied in the observation sheet of the students’ activity in the scale determined. Then other events that not included into the observation sheet were recorded on the field notes. Then, the students’ writing improvement was also seen from their writings which were rated based on scoring rubric.

3.4.1.4  Reflection (cycle 1)

The reflection was conducted based on the data obtained in the observation process. The data and information of the observation sheet, the field notes, and the students’ writing were analyzed. Then, the researcher and the collaborator fit the result of the data analysis and the criteria of the students’ success. If the criteria were achieved, the action was successful. Otherwise, if the criteria was not achieved yet, the researcher and the collaborator planed the next cycle by doing some revisions, modification on the action.

3.5   Validity and Reliability of Data

Burns in Bachtiar (2005:25) states five criteria of action research validity, i.e. democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.

In democratic validity, the researcher collaborates with the teachers and students in which they get opportunities to share their opinions, ideas to develope the sutable strategy to increase the students ability in writing the recount text.

According to Heaton (1989:159), validity is the extent to which it measure what is supposed to measure. He further says that the test must aim to provide a true measure of the particular skill which intends to measure. Reliability is defined as the the degree to which a test consistently measures whatever if measures. It means that the reliability of test defend on whatever it consistently measure and what it is going to measure. Sugiyono (2009: 133) states that instrument is a tool which is uesd to collect the data. Meanwhile, Arikunto (2006: 149) states that the instrument is a tool which is used by researcher in a method. Furthermore, test is a method of measuring a person’s ability, knowladge, or performance in a given domain. The criteria of success are set as the basis to make decisions whether the next cycle is required or not. If the criteria of success are achieved, it means that the action is successful, otherwise, if the criteria of success are not achieved yet, the revision of the plan is required to the next cycles.

Table: 1.1. Scoring rubric of students’ writing

Components of Writing	Level	Scale and Descriptor
Content: Orientation, event(s), reorientation	4	The content (orientation and events, event reorientation) is complete and clear.
	3	The content (orientation and events, event reorientation) is almost complete and clear  complete and clear.
	2	The content (orientation and events, event reorientation) is not complete  and clear And clear.
	1	The content (orientation and events, event reorientation) is not complete and not clear, hard to understand
Sentence structure    -      Use Past Tense -      Word order	4	Grammatical or word order  is accuracy
	3	It is few grammatical and word order not accuracy but not change the meaning
	2	Little of grammatical and word order is not accuracy
	1	Lot of grammatical and word order is not accuracy
Vocabulary	4	It has effective choice of words or vocabulary
	3	It has few using a suitable word / vocabulary but not change the meaning
	2	It is limited range, frequent errors of word/ idiom form, choice, usage but meaning not obscured. confused words and word forms
	1	It has little knowledge of English vocabulary, idioms, words and word form or not enough to evaluate.
Organization : Chronological events are linked with proper connectives like first, after that, finally	4	Events are arranged with proper connectives.
	3	Events are arranged with almost true connectives.
	2	Events are arranged frequent not connectives connectives.
	1	Events are arranged does not communicative, no organization, or not enough to evaluate.
Mechanics: -      Spelling -      Punctuation -      Capitalization	4	It uses correct spelling, punctuation, and capitalization
	3	It has occasional errors of spelling, punctuation, capitalization and paragraphing but meaning not obscured.
	2	It has frequent errors of spelling, punctuation, and capitalization.
	1	It is dominated by errors of spelling, punctuation, and capitalization.

Adapted from Cohen (1994: 328-329)

3.6        Technique of Collecting Data

The instruments of the research were used to collect data. The purpose is to know whether the action is successful or not. The instruments used were observation sheet, field notes, and students’ writing.

a.       Observation sheets were used to obtain obvious descriptions of implementation of the planning. The observation sheets were developed by the researcher and the collaborative teacher. The sheets contain the main steps that have been planned in the lesson plan. The aspects observed were students’ and teacher’s activity of employing the strategy used through using series of picture in pre, whilst and post activity. The observer checked and gave scales in teaching learning process.

b.      Field Notes were the records of the factual events occurring during the action. The instrument includes the descriptions of what happened in the classroom while the teaching and learning process. It possibly contains good points that were maintained and the bad points needed to improved students’ activeness and students’ response towards activity.

c.       Students’ writings were the products of students’ writing activity. They were used to know the improvement or the progress of their writing ability as well as their weaknesses. The students’ writings were rated based on the scoring rubric.

3.7 Technique of Data Analysis

In this part, the researcher was discussed about the technique of data description and data analysis.

3.7.1 Data Description

In obtaining the data the researcher was used descriptive statistic. In this case, it covers the pointing of the Ideal Mean Score (MI) and the Ideal Standard Deviation (SDI).

Mean (MI) =  X (Max.score + Min.score)

Standard Deviation (SDI) =  X (Max.score – Min.score)

3.7.2  Data Analysis

Analyzing the data depends on the characteristics of the data itself. In this study, both quantitative and qualitative analyses were used. The data of writing test (quantitative analysis) was investigated through counting the total of average scores of cycle 1 and next cycle, whereas qualitative analysis was gathered through observation checklist. To make clearer, there were two kinds of data to be collected, as follows:

a.       Students’ Writing

This data was analyzed by using descriptive statistic. And then the researcher was determined the indication of success of the achievement of students’ writing skill. The indication of success was analyzed through Minimal Successful Criteria (MSC). In this case, MSC of English language deals with writing skill was 60. Therefore the individual was regarded successful if the students get score ≥ 60 (the scores are between 0-100) or if the percentage was ≥ 70% of the whole students get score ≥ 60 (the scores are between 0-100).

The following was the formula used to know the indication of success of classical completeness:

KB =  x 100%

KB   : The success of learning

Ni     : The Number of students who obtain mark ≥ 60

N      : The whole number of students

                                       Wardani (2003, in Haerori, 2010:45)

b.      Process of Action

The process of action was analyzed by using qualitative analysis. In this analysis, the data was described descriptively through two ways, those were:

1.      On going analysis

In this part, the researcher analyzed the process of action, observation, and reflection of each cycle. It is mean that, the researcher analyzed the data directly when she got them from the participant of the research problem.

2.      Overall analysis

In this part, the researcher analyzed the data completely in all cycles. The researcher waited the complete data from the participant of the research then she analyzed the complete data of all cycles accurately.

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter presents the data and the analysis of the data obtained in the research. The data were gained from two cycles conducted in the research through the instrument used, observation sheet, field notes, and students’ writing scores. Besides, in the last part of this chapter there is discussion of dealing with the findings of the data analysis.

4.1 Description of Cycle I

            The first cycle was carried out from November 4^th to November 14^th, 2010. It consisted of four meetings. Data presentation of cycle I consist of four steps such as planning, implementation, observation and reflection.

4.1.1        Planning

This step the researcher made a lesson plan related to the material a recount text with title “ Last  Sunday activity” (see appendix 01 and 02) and  used a hand book with the title “ Through The World” by Arya Duta. Planning was carried out on November 1^st, 2010.

4.1.2        Implementation

            The implementations of cycle 1 consist of four meetings. The first meeting was on November 4^th, 2010. In the meeting the researcher and the collaborator did not directly implemented the action planned. The researcher introduced herself and socialized the technique she was going to use in the class. Then the researcher gave a task to write a recount text used free topics. The task was conducted as starting point from which the researcher started her action research. In giving instruction the researcher used both English and Indonesia, because some of them got confused with the instruction given in English. The second meeting was conducted on November 7^th, 2010. The researcher explained the students about recount text such as definition of recount text, kinds of recount text, generic structure of recount text, and introduction the series of picture technique. The third meeting was on November 11^th, 2010, the researcher given explained about all of component that related to a recount text and concept of series of picture. Otherwise the researcher gave the students opportunities to make a recount text based on their experiences. The fourth meeting was on Sunday, November 14^th, 2010, the researcher gave the students a test and explained the students before they did the test. Beside that, the teacher observed, the researcher and students activities during the implementation of writing recount text through series of picture.

4.1.3        Observation

Observation did by teacher collaborator. He observe researcher’ and students’ activities when the researcher gave a test for the students in this cycle.  Teacher was prepared a observation sheet in this process and gave a score based on the activities did by researcher and students. Based on the observation sheet (see appendix 08) the students were active, motivated and enthusiastic in writing recount text through series of picture.

4.1.4        Reflection

Reflection was conducted as final stages in this cycle of the research. Based on the data analysis was found that the criteria of learning success had not achieved in the first cycle. Based on the criteria determined, it was mentioned in the criteria of success was still low. In fact that, the result of success of learning in first cycle was 7 students was successsful and 25 students was unsuccessful its mean that the students who obtained mark >  60 were 21,18 % (see appendix 06).

Furthermore, based on the result from implementation in cycle 1, the researcher got the data about the students’ writing achievement and the action of the students during the implementation of the planning. The students’ writing achievement was analyzed based on their writing product related to five component of writing such as content, grammar, vocabulary, organization and mechanic.

 Firstly, analysis of the content, the weaknesses of content lied on the clarity of the content and on the completeness of the text written.  Some students did not have clear chronological events in their recount texts. There were also students who did not write complete at least orientation, and events. The example of incomplete orientation “Last Sunday my birthday, go to mall ”. In the sample orientation here, the location of the Mall was not clear, and then the persons who did the activity were also not clear because she said my friends and then me.  Another incomplete story was “we very happy, this is my birthday very beautiful..

Secondly, aspect was grammar or sentence structure, the errors were dominated more of the misuse of past tense beside other errors like misuse of adverb of manner, to infinitive, and adverb of time. The examples of errors were my mother gived I goed to, I’m feeled, my not buyed anything, etc.

Thirdly, the vocabulary aspect, the weaknesses were the limited vocabulary and misuse of vocabulary. The examples were the use of ending instead of finally and arrive instead of come in sentence, “our ended to go home, to give, our finished Rp. 30.000, my goed, etc.

The next the organization, the weaknesses of this writing component were inability of the students to organize and to combine their sentences together. Some of the students did not use connectives to stick the sentences together. And some others misused connectives that made the events not in chronological order, for instance using finally in the beginning event. 

Finally, mechanics aspect, the weaknesses were on spelling, capitalization and punctuation. Misspelling was caused by unfamiliarity of English words, and they were never trained to write in English. The examples of errors were onough (enough), firs (first)), hepi (happy), etc. Then, errors capitalization and punctuation might be caused by carelessness of the students. In the matter of fact the use of capital letter and punctuation in Indonesia and English were similar.  The examples of errors in capitalization were in writing names of place,like mataram mall, kedai bakso, beginning of sentences without capital letter, etc. Meanwhile, the errors of punctuation where there were not period to end the sentences, misplaced the punctuations like period and comma. 

4.2  Description of Cycle II

From the result of data analysis and reflection of the first cycle, the researcher continued her research in second cycle. The second cycle was carried out from November 21^st to November 28^th, 2010. It consisted of three meetings. The meetings were just like the previous cycle.. This cycle consisted of four stages such as planning, implementation, observation and reflection and was explained in this section.

4.2.1        Planning

             This step the researcher used a lesson plan related to the material a recount text with title “shopping ” (see appendix  03 and 04) and  used a hand book with the title “ Through The World” by Arya Duta. This planning was carried out on November 15^th, 2010.

4.2.2        Implementation

The implementations of cycle II consist of three meetings. The first meeting was on November 21^st, 2010. The meeting was not presented by one student. The learning objectives of this meeting were the students were able to identify proper connectives in recount text and able to arrange the sentencess  based on series of picture. It was intended to train students to write sentence suitable with the grammar that used in a recount text. The learning activity was divided into three sections, pre writing, whilst writing, and post writing activity.

            In pre writing stages, the researcher showed four pictures then asked the class to arrange the pictures. In whilst activity, the researcher asked the students to arrange the pictures to be good order, to gain vocabulary and to determine the outlines. Together they also determined the proper connectives used. After all outlines and vocabulary from all pictures collected, each student had to write recount text individually. The researcher guided them in writing and gave any help when it was needed.

            Last, in post writing activity, the researcher asked the students to continue their writing at home. The researcher asked whether the students felt there was improvement in their writing. One student said, her writing was improved, but it was still hard to write in English. Before closing the meeting, the researcher gave  the students homework.

The second meeting was carried out on November 25^th, 2010. In the meeting the media of series of picture were showed by using laptop. The learning objective of this meeting made the students be able write complete and understandable recount text based on series of pictures. The differences of the meeting from the previous one were that the students were directly given model how to construct the sentences through the series of picture on the blackboard, and the students were given chance to construct sentences on the board. Through this activity, it was expected the students understand much more how to construct sentences. The learning process was still divided into three stages, pre, whilst, and post activity.     The first, the researcher collected and discussed briefly about the homework given in the previous meeting. The researcher focused on the difficulty that the students found in writing recount text at home. The problem was still how to compose the sentences. For whilst activity, the researcher asked the students continue their writing. So, the researcher asked the students made a paragraph based on the series of picture and their own outlines that they made at home. The researcher controlled and helped the students. Last in post activity, the researcher and students dissccussed the material clearly and made a conclusion. Then the teacher collected students’ works again.

Third meeting was the last meeting for the cycle two. It was conducted on November 28^th, 2010. The leaning objectives of the meeting was the students made a recount text based on the series of picture. This meeting was still divided into three stages, pre, whilst, and post activity. The first, the researcher says greeting to the students, checks attendance list, reviewed the material related with a recount text. For whilst activity, the researcher gave the instruction to the students to do the task, distributed the media was a sheet of series of picture (see appendix 05), asked the students to observe series of picture for 5 minutes, and the last asked the students about the difficulty during to do the task, beside the teacher observed the researcher and the students activity. Post activity, the researcher asked the students to submit the task when the time was up and the researcher sad good bye to the students.

4.2.3        Observation

Observation did by teacher collaborator. He observe researcher’ and students’ activities when the researcher gave a test for the students in second cycle. The researcher was prepared same observation sheet in this cycle. Based on the observation sheet (see appendix 07) the students were more active, motivated and enthusiastic in this cycle.

4.2.4        Reflection

After analyzing the data and scoring the students’ writing, the researcher did reflection. First, to have reflection on the criteria of success that 75% of the students could write recount text with the score 60 or more. The researcher was identified from 32 students the number of students who achieved score 60 or more was 24 students successful and 8 students was unsuccessful. It meant that the students who had met the criteria of success were about 75% (see appendix 07).  In other words the criteria of success was been achieved.

Based on the result from implementation in cycle II, the researcher got the data about the students’ writing achievement and the action of the students during the implementation of this cycle. The students’ writing achievement was analyzed based on their writing product relating to five components of writing such as content, grammar, vocabulary, organization and mechanic. Furthermore the result of each component of writing such as;

 First, content, most students had been able to write complete text and to state clearly the orientation and events. However few students were still unable to write complete and made clearly of the story. In general, the improvement of the students’ recount writing was achieved, although there was any weaknesses each writing component. Secondly, sentence structure was improved because almost the students were able to use the past tense in writing recount text. Afterward, the vocabulary was improved. Misuses of effective vocabulary was litle like prepare,  and eat. Meanwhile the organization, most students had written proper connectives in their recount texts to make the events in chronological order. Few students also used connectives, but the connectives were not suitable with the order that made the events unclear. Then, the mechanic, the errors were still the spelling for instances wit (instead of with), firs instead of firstt, bougt instead of bought, finaly instead finally, etc. Beside there was still few misuse of capital letter, such as using small letters in the beginning of sentences or in main words in the title, name of place like “ Mataram Mall, Kedai Bakso, etc. 

Furthermore, the criteria of success was improved because the students were motivated and enthusiastic in writing a recount text through series of picture. Afterwards, the observation checklist showed the students’ participation was also very good in following the instructional process (see appendix 07).

In conclusion, the use series of picture could improve students’ ability in writing recount texts. Since the criteria of success of the research had been achieved in the second cycle, the next cycle did not need to do.

4.3  Discussions

In this part, the researcher presents about the answer of the problems which have been stated on the statement of the problems that were to what strategies are applied to improve the students’ ability in writing recount text for the eighth grade of MTs Nurussabah in the school year 2010/2011?, and how is the progress of the students’ ability in writing recount text through series of picture for the eighth grade of MTs Nurussabah in the school year 2010/2011?

4.3.1 Teaching Writing Recount Text through Series of Picture Strategy.

In teaching of writing, teachers do not only teach students to find right words and to use correct grammar, but it also helps students to find ideas to express in new language. Coming from the results of the research, the use of series of picture in the teaching writing recount texts for the eighth grade of MTs Nurussabah in the school year 2010/2011 was suitable strategy to improve their ability in writing.  Furthermore the fact shown that, series of picture was not limited only to stimulate students’ ideas in writing but gave chance to lead them how to express the ideas and how to arrange their ideas into understandable and complete texts. Then, based on the field note and observation sheet, the students were active, motivated and enthusiastic in joining the class especially when the writing recount text material was taught.

4.3.2 The Improvement of Students’ Writing

One of the indicators of the success of this research was the resultes of students in writing recount text. Otherwise the improvement of the students’ writing had to conclude five writing components, content, grammar, vocabulary, organization and mechanics.

Furthermore, in conducting her research, the criteria of learning success in cycle I was 21,8% . For criteria of learning success of the cycle II was about 75%, so, > 70% from regarded of criteria of success. In short, the students’ writing indicated that there was any improvement on students’ writing ability in writing recount texts through series of picture. The improvement had met the criteria of success. Thus the study was successful in improving students’ writing ability in writing recount text for the eighth grade of MTs Nurussabah.

CHAPTER V

CONCLUSSION AND SUGGESTION

            This chapter present the conclussions and suggestion based on the research finding and discussion.

5.1 Conclussions

This research carried out about applied series of picture as a strategy in writing recount text and now is the progress of the students’ ability in writing recount text taught through series of picture for the eighth grade of MTs Nurussabah in the school year 2010/2011.

Based on data description, the researcher got conclusions such as:

1.      The use series of picture in writing recount text was very good strategy and made students more active, motivated and enthusiastic.

2.      Students’ ability in writing recount text taught through series of picture was improved because the students who obtained mark ≥ 60 were 75%.

5.2 Suggestions

With respecting to the research findings, discussion and conclussion, some suggestion are offered as follows:

1.      The teacher should use the best method or strategy to teach so that the students could receive the material maximally. English teacher of MTs Nurussabah, Batunyala, Praya, Lombok Tengah should allocate more time for writing class in order that the students have many time to express their ideas.

2.      The students have to do more exercises at home not only in the class, and the students have to learn more about grammar and enrich the vocabulary.  

3.      For further researchers are expected to use this strategy more effectively, especially in teaching writing, especially teaching recount text.