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Waruwu, Jernih Putri Hartati, 2016, Increasing the Students’ Ability in Writing Skill
through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017, Thesis Advisor (I) Adieli Laoli, S.Pd., M.Pd, and Thesis Advisor (II) Yasminar Amaerita Telaumbanua, S.Pd., M.Pd.
Key Words: Students’ Ability in Writing Skill, Free Write Method
Writing skill is a communication competence to transfer idea in written text form. Writing is also an important skill that should be mastered by the students especially in communication. Through writing, the students can deliver a speech of ideas, opinions and thoughts. In other words, writing is called also as powerful intellectual tool cognitive development which allows the students’ to explore and change the worlds of ideas and experience of the brain.
The purpose of the research is to increase the students’ ability in writing skill at the eighth grade of SMP Negeri 1 Gido. In conducting the research, the researcher applied Classroom Action Research (CAR). The instrument test used in the research was essay test form that validated internally by some validators. The setting of the research was the eighth grade students of SMP Negeri 1 Gido which the sample was VIII-A whereby the total number students was 35.
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Praise to the Lord and thanks to his mercy whereby the researcher can arrange
this thesis entitled: “Increasing the Students’ Ability in Writing Skill through Free
Write Method at the Eighth Grade of SMP Negeri Gido in 2016/2017.” This thesis is submitted as the fulfillment of requirements for Scholar Degree (S-1) in IKIP Gunungsitoli, Faculty of Education of Languages and Arts, English Education Study Program.
Yet, the researcher realizes that she cannot finish this thesis by herself without some people who help, support, and suggest a lot of significant things for her. Here, the researcher wants to express her sincere appreciation and thanks to:
1. Mr. Drs. Henoki Waruwu, M.Pd., as the Rector of Institute of Teacher Training of Education of Gunungsitoli, for all of his dedication to Institute of Teacher Training and Education of Gunungsitoli.
2. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean of Faculty of Languages and Arts Education, and also as the first advisor who always give a hand such helping, give suggestion and motivate the researcher in finishing this thesis.
3. Miss Yasminar Amaerita Telaumbanua, M.Pd, as the chair of English Education Study Program and also as the second advisor who always help the researcher in arranging this thesis.
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methodology that always raise the greatest idea to the researcher for finishing this thesis.
6. Mr. Yaredi Waruwu, S.S., M.S as the examiner of research methodology who help the researcher in finishing this thesis.
7. Mrs. Dra. Nursayani Maru’ao, M.Pd., as the chief of research bureau of IKIP Gunungsitoli who help the researcher in fulfillment of administration since the researcher conducted the research in the field.
8. Mrs. Dra. Mondang Munthe, M.M., as the chief of the library of IKIP Gunungsitoli who allows the researcher to use many books as the learning sources and the reference for finalizing this thesis.
9. All of the lecturers of IKIP Gunungsitoli especially in English Education Study Program who help the researcher since from the first semester until finishing this thesis.
10. Mr. Ediatianus Waruwu, S.Th., as the headmaster of SMP Negeri 1 Gido who allows the researcher to conduct the researcher in the school.
11. Mr. Meytin F. Harefa, S.Pd., as the English teacher who help and advice the researcher when conducting the research in the field.
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Waruwu for great supporting to the researcher in finishing her study.
14. Her close friends (Neriyana Waruwu, Nurhayati Zega, Juwita Selviani Zendrato, Lelikristiani Waruwu, Listinawati Giawa, Anugrah Tafona’o, Rahmat Setiawan Harefa, Pinta Hasrat Zendrato Luther Krisyanto Harefa, Nidarmawati Zebua, Jurdil laoli, Serius Harefa, Periman Bate’e, Herry Debi Anugerah Laoli, Hepinius Waruwu, Hendrikus Evaristo Sihura, Kristalenta Telaumbanua, Harrys Priatno Telaumbanua, and all of the generation of 2012); for accompanying and supporting each other until finishing this thesis.
Lastly, thank you too much for all things. Furthermore, the researcher is aware that this thesis is far from being perfect. Therefore, the researcher expects the constructive suggestions and criticisms so this thesis can be better in the future.
Gunungsitoli, , 2016 The Researcher
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TABLE OF CONTENTS
ABSTRACT ... i
ACKNOWLEDGEMENT ... ii
TABLE OF CONTENTS ... v
CHAPTER I: INTRODUCTION ... 1
A. The Background of the Problem ... 1
B. The Identification of the Problems ... 4
C. The Limitation of the Problems ... 5
D. The Formulation of the Research ... 5
E. The Purpose of the Research ... 5
F. The Significances of the Research ... 5
G. The Assumptions of the Research ... 6
H. The Limitation of the Research ... 6
I. The Key Terms Defenitions of the Research ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Framework ... 8
1. Writing ... 8
a. The Definition of Writing ... 8
b. The Process of Writing ... 9
c. The Purpose of Writing ... 10
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e. The Syllabus of SMP Negeri 1 Gido ... 13
1) Definition of Recount Text ... 13
2) Generic Structure of Recount Text ... 13
3) Language Features of Recount Text ... 14
4) Examples and Structures of Recount Text ... 14
2. Free Write Method ... 15
a. The Definition Free Write Method ... 15
b. The Advantage and Disadvantage of Free Write Method ... 16
c. The Procedure of Free Write Method ... 16
d. The Relationship between Free Write Method and Writing Skill ... 18
B. The Latest Related Research ... 19
C. Conceptual Framework ... 20
CHAPTER III: RESEARCH METHOD ... 22
A. The Object of the Action ... 22
B. The Setting and Subject of the Research... 24
C. The Schedule of Implementing the Research... 25
D. The Procedure of the Action Implementation ... 25
E. The Instruments of Collecting the Data ... 33
F. The Technique of Analyzing Data ... 34
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS ... 40
A. Research Findings ... 40
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2. The Explanation of Each Cycle in Increasing the Students’ Ability in Writing Recount Text through
Free Write method ... 41
3. The Classification of the Students’ Ability in Writing Recount Text ... 64
4. The Researcher’s Activities of All Cycles ... 66
5. The Students’ Activities in All Cycles ... 67
6. The Field Notes of the Students’ Activities in All Cycles ... 69
7. The Average of the Students’ Ability in Writing Recount Text through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 of Cycle I and Cycle II ... 70
B. Research Findings and Discussions ... 71
1. The Common Response of the Problems ... 71
2. The Analysis and Interpretation of Research Findings .... 71
3. The Research Findings versus Latest Related Research ... 73
4. The Research Findings Implications ... 74
5. The Research Findings versus Theory ... 74
6. The Analysis of Research Findings Limitations ... 75
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 76
A. Conclusions ... 76
B. Suggestions ... 77
BIBLIOGRAPHY ... 78
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1. The Condition of the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 .... 24
2. Analytical Evaluation Rubric of Personal Writing (Suggested by Weir (1990) in Weigle (2002:117)) ... 36
3. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle I ... 51
4. The Students’ Ability in Writing Recount Text through Free Write Method in the Second Meeting of Cycle II ... 62
5. The Students’ Ability in Writing Recount Text by using Free Write Method in Cycle I and Cycle II ... 64
6. The Researcher’s Activities of All Cycles ... 66
7. The Students’ Activities of All Cycles ... 67
8. The Field Notes of the Students’ Activities in All Cycles ... 69
9. The Field Notes of the Researcher’s Activities in Conducting the Research the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 ... 131
10. The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 (Cycle I/Meeting I) ... 133
11.The Observation Sheet of the Researcher’s Activities in Conducting the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 (Cycle I/Meeting II) ... 135
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1 Gido in 2016/2017 (Cycle II/Meeting II) ... 139 14. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle I/Meeting I) ... 141 15. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle I/Meeting II) ... 142 16. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle II/Meeting I) ... 143 17. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle II/Meeting II) ... 144 18. The Students’ Ability in Writing Recount Text through Free Write Method
in the Second Meeting of Cycle I ... 145 19. The Students’ Ability in Writing Recount Text through Free Write Method
in the Second Meeting of Cycle II ... 147 20. The Classifications of Students’ Ability in Writing Recount Text
at the Second Meeting of Cycle I ... 149 21. The Classifications of Students’ Ability in Writing Recount Text
it the Second Meeting of Cycle II ... 151 22. The Percentage Degree of the Classification of Students’ Ability in
Writing Recount Text at the Second Meeting of Cycle II ... 150 23. The Percentage Degree of the Classification of Students’ Ability in
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1. The researcher’s activities in second meeting of Cycle I ... 48\ 2. The students’ activity in teaching-learning process in second meeting
of Cycle I. ... 49 3. The students’ ability in writing recount text through Free Write Method
at the second meeting of Cycle I ... 52 4. The researcher’s activities in second meeting of Cycle II ... 60 5. The students’ activity in teaching-learning process in second meeting of
Cycle II ... 61 6. The students’ ability in writing recount text through Free Write Method
at the second meeting of Cycle I ... 63 7. The Percentage Degree of Classification of the Students’ Ability in
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1. Syllabus ... 81
2. a. Lesson Plan of Cycle I ... 83
b. Lesson Plan of Control Class ... 97
3. Teaching Material ... 112
4. Table of Specification ... 113
5. a. The Instrument and Answer Sheet of the Subjective Test (Recount Text) ... 115
b. The Instrument and Answer Sheet of the Subjective Test (Recount Text) ... 116
6. Analytical Evaluation Rubric of Personal Writing ... 118
7. a. The Analysis Sheet on the Instrument of Writing Recount Text (Validator I) ... 121
b. The Analysis Sheet on the Instrument of Writing Recount Text (Validator II) ... 123
c. The Analysis Sheet on the Instrument of Writing Recount Text (Validator I) ... 125
8. a. The Students’ Presence List of Experimental Class in Conducting the Research at the Eighth Grade of SMP Negeri 1 Tuhemberua in 2015/2016 ... 127
b. The Students’ Presence List of Control Class in Conducting the Research at the Eighth Grade of SMP Negeri 1 Tuhemberua in 2015/2016 ... 129
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1 Gido in 2016/2017 (Cycle I/Meeting I) ... 133 b. The Observation Sheet of the Researcher’s Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle I/Meeting II) ... 135 c. The Observation Sheet of the Researcher’s Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle II/Meeting I) ... 137 d. The Observation Sheet of the Researcher’s Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle II/Meeting II) ... 139 11.a. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle I/Meeting I) ... 141 b. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle I/Meeting II) ... 142 e. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle II/Meeting I) ... 143 f. The Observation Sheet of the Students’ Activities in Conducting
the Research in Increasing the Students’ Ability in Writing Recount Text by using Free Write Method at the Eighth Grade of SMP Negeri
1 Gido in 2016/2017 (Cycle II/Meeting II) ... 144 12.a. The Students’ Ability in Writing Recount Text through Free Write Method
in the Second Meeting of Cycle I ... 145 b. The Students’ Ability in Writing Recount Text through Free Write Method
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b. The Classifications of Students’ Ability in Writing Recount Text
it the Second Meeting of Cycle II ... 151 14.a. The Percentage Degree of the Classification of Students’ Ability in
Writing Recount Text at the Second Meeting of Cycle II ... 150 b. The Percentage Degree of the Classification of Students’ Ability in
1 A. The Background of Problem
In mastering English, there are four skills that should be mastered by the students. They are listening, speaking, reading and writing. According to Nunan (2009:167),
Writing is potentially satisfying. If you are writing on a topic about which you feel you have something worth while or interesting to say, the process of writing can be absorbing and enjoyable; and if it is worked through to a final product, most people feel pride in their work and want it to be read. It is therefore worth investing thought in the selection of topics and tasks that motivate learners to write; and extremely important to provide an appreciative reader audience, whether teacher or co-learners.
Writing as the process of conveying idea is an interesting activity. As Nunan says above that writing is interesting, if the students are given an interesting topic to write, the process of writing must be enjoyable for them. The result of writing is interesting for the readers too. So that, an English teacher should motivate and make writing process becomes interesting in the classroom. According to Manchon (2009:6); “Writing is a cyclical process in which writers move back and forth between generating ideas, formulating these ideas into language and transcribing these ideas into writing. This opinion asserts that writing is the process of generating idea. There is an effort there, it is about thinking the language that is used to narrate idea until result a written form.
As written in LLC (2009:1),
Writing is not only something you need to do for your school work. Writing is a skill that has practically universal uses: It will help you complete all sorts of tasks with greater ease. For example, writing will help you do better on school assignments, send funnier and faster IMs and text messages to your friends, write nicer thank-you notes to your grandparents, and get a better job (and keep it) when you grow up and have to start working.
The statement above emphasize to the usage of writing. By mastering writing skill, the students are able their test or assignment as well. It is also important to their daily life need and activities, such as texting their friends, making a note, writing a letter, and etcetera. So that, the students must be able to write. It is a compulsory for academic term.
Based on the syllabus of KTSP 2006 that was implemented in SMP Negeri 1 Gido especially grade VIII, the students are expected to be able to write recount text.
The competence standard is expressing the meaning written functional text and short essay in recount and narrative form to integrate with the environs. While the basic competence is expressing the meaning and rhetorical steps in short simple essay by using written language accurately, fluently, and accepted to interact with the environs in narrative and recount texts form. The expectation of the syllabus is national standard that should be achieved by the students. The MCC of writing skill is 70, if the students get value 70 in test, so the students pass on the subject but if not, the students are fail.
The expectation of the syllabus was not in line with the fact that happened in SMP Negeri 1 Gido in 2015/2016 especially grade VIII-A. Based on the
students’ ability in writing skill was not good enough. Most of the students did not
know the definition of recount text and also the parts of it such as the organization of recount text and language feature of recount text. The students even could not tell their personal experiences in recount form. When the researcher asked them how to write their experience yesterday, they wrote in simple present tense form without changing the verb into past form. Besides, the students tend to learn speaking activity, they said that speaking is more interesting and interactive. So that, the students were more able to speak but less in writing recount text.
The problems above were caused by some factors, firstly the students were lack of vocabulary. Secondly, the students got difficulty to put their ideas into the paper and to organize them. Thirdly, the students were not able to develop the topic sentences in short paragraph. And the last, the students were not able to choose the appropriate linking verb, action verb, simple past tense, chronological connection, the students did not know the generic structure and language features correctly, the students were not active to find out the information of words they just waited the
teacher’s instruction, and the students were unable to express ideas or their opinions
individually in written form correctly.
Based on the problem, the researcher increased the students’ ability in writing skill by using a method. The method is Free Write Method. According to Elbow (1981:14),
Free Write Method aims at helping the students to write their idea that they have in head and develop it in written form. It is easier for the students to increase their writing skill through this way, because the students freely encourage themselves to write based on the idea they have in mind. Morley (2007:105) says that the quickest and frictional method for beginning to know the zone of writing is to practice freewriting everyday.
Based on the theories above, the researcher applied Free Write Method
as the way to increase the students’ writing skill at the eighth grade of SMP Negeri
1 Gido in 2016/2017 especially grade VIII-A. The researcher conducted a research entitled “Increasing the Student’s Ability in Writing Skill through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017.”
B. The Identification of the Problems
Based on the background of the problem, the researcher listed some problems in the research, as follows.
1. The students were lack of vocabulary.
2. The students got difficulty to put their ideas into the paper and to organize them. 3. The students did not know the form of verb II in simple past form, and the usage
of conjunction.
4. The students did not know the generic structure and language features correctly. 5. The students were not active to find out the information of words they just wait
6. The students were unable to express ideas or their opinions individually in written form correctly.
C. The Limitation of the Problem
Based on the identification of problems, the researcher limited the problem of the research that is “Increasing the Students’ Ability in Writing Skill through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2016/2017 especially in writing recount text.”
D. The Formulation of the Research
Based on the limitation of the problems above the researcher formulates
the research. The formulation is “How does Free Write Method increase the
Students’ Ability in Writing Skill at the Eighth Grade of SMP Negeri 1 Gido in 2015/2016 especially writing recount text?”
E. The Purpose of the Research
The purpose of the research is to increase the students’ ability in writing skill through Free Write Method at the Eighth Grade of SMP Negeri 1 Gido in 2015/2016 especially writing recount text.
F. The Significances of the Research
The are some significances of the research, as follows.
2. The English teacher, as a guideline to increase the students’ ability in writing skill especially in writing recount text.
3. The students, as a simulation and training to increase their writing skill especially in writing recount text.
4. The next researchers, as a comparative source to compose relevant researches to the research.
5. The readers, as a source and motivation to enrich their knowledge about Free Write Method.
G. The Assumptions of the Research
In conducting the research, the researcher had assumed.
1. Writing Skill is the process of conveying idea in written form, chronologically, well organized, and understandable. It is a productive skill, which is the students write information and the readers get the information from it.
2. Free Write Method is an alternative strategy in teaching writing skill to the students.
H. The Limitation of the Research
In conducting the research, there were several limitations as follows. 1. Subject of the research was the eighth grade of SMP 1 Gido in 2016/2017
especially Class VIII-a.
3. In conducting the research, the researcher applied Free Write Method as a method for teaching writing in the classroom.
4. The material of the research was recount text, especially about personal recount text which the topic was focused on experience.
5. The researcher conducted Classroom Action Research (CAR) as the research method in conducting the research.
I. The Key Terms Definitions of the Research
In conducting the research, the researcher has some assumptions, as follows.
1. Writing skill is a method of representing language in visual or tactile form. Writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals. It is the skill that the researcher wants to increase through the research.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework 1. Writing
a. The Definition of Writing
Writing is one of the four basic skills in English that should be taught to students. It is as important as the other skills of English. By mastering writing, the students are able to communicate and express his ideas, opinion, and feeling in written language.
Writing is a method of representing language in visual form. Writing systems use sets of symbol to represent the sound of speech, and also have symbols for such things as penetration and numerous. Moreover, Exocrew (2004) says,
Writing is the act or art of forming letters and characters on sheets, stone, or other material; for the purpose of recording the ideas which characters and words expressed or communicating them to others by visible signs.
The idea explains that through writing, someone is able to communicate to each other by using written language, by forming letters or character on sheets or visible medium or sign. Through this medium, some information to be told is delivered, and in this case, writing is a medium of communication.
Furthermore, Lyons (1990) in O’malley (1996:136) says, "Writing is a personal act which takes ideas or prompts and transforms them into "self-initiated form topics". It is also supported by Sokolik (2000: 88) defining “Writing is a series
of contrasts, it is both of physical and mental acts, its purpose is both to express and impress, and it is both a process and a product.” It emphasizes that writing is a personal activity in developing new insights. And in order to make the message to be told is delivered clearly, the students need to incorporate the purpose or prompt into their unique method to writing.
Krashen (1987:116) says,
Writing, however, a powerful intellectual tool cognitive development – it
can make you smarter …. writing enables us to explore and change the
worlds of ideas and experience the brain creates.
It can be said that writing is a language skill which used to express ideas, thought, information, and one way of learning, in which it needs a mental process of transforming the ideas or thoughts.
Based on the theories above, it is concluded that writing is one of the importance English skills that aims to deliver the speech of ideas, opinions, et cetera to other people, and has own purposes based on what is going to communicate.
b. The Process of Writing
Because in writing the students get difficulties, the students should have the organization of writing process. Kendal and Friends (2006:4) list four steps of writing as follows.
1) Prewriting
For English Language Learners, as well as other students, this involves providing experiences and comprehensible input that help students build background. Encouraging kids to draw on their prior knowledge and schema by making connections between what they already know and what they are learning helps them develop as proficient writers.
This offers students the opportunity to get their ideas down. It may be in writer’s notebooks, on separate sheets of sheets, or on the computer. We offer writers a choice of ways to draft to motivate them to write and to draw on their different strengths as learners.
3) Revising
This poses a number of challenges for English Language Learners. We use small-group lessons as an opportunity to teach writers about revision and how to use the Revision Checklist we created. To help our writers, we require that the first step of revision be rereading.
4) Publishing
Publishing offers writers opportunities to take their writing out into the world. There is a wide variety of ways to motivate writers to publish. Taking advantage of class and schoolwide anthologies and literary magazines to collect student writing makes it available to readers in class and school libraries.
In summary, it can be said that the process of writing is to analyze ideas, to decide the topic, make a concept and rethink the content whether it maches with purpose or not, check the spelling or grammatical, and share or present the result of writing. Briefly, the process of writing above is very important in the research because it helped the researcher in constructing her research and in the teaching-learning process.
c. The Purpose of Writing
Writing has a purpose. It may write something for pleasure or fun for example writing announcement, letter, advertisement etc. Ruby (2001:18) suggests that written language is used for the following purpose for achieving the specific goals, they are.
1) For action: Include fact or examples that teach your readers to write objectively; avoid including your opinion.
2) Writing to persuade: include reasons and arguments to convince reader to adopt your position.
Writing has purposes, based on the theory above it can be concluded that the students were free to choose one of them to fulfill the readers’ purpose to read.
d. Assessment of Writing
To know the students’ ability in writing, the researcher performs the test in form
of essay test; that is composing personal writing which is related to the teaching material. As the scoring guideline, the researcher uses evaluation guideline of analytic scoring as supported by Weir (1990) in Weigle (2002:117) which consider five important things should be seen on writing as written as follows.
a) Relevance and Adequacy of content
0. The answer bears almost no relation to the task set. Totally inadequate answer.
1. Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and / or pointless repetition.
2. For the most part answers the tasks set, though there may be some gaps or redundant information.
3. Relevant and adequate answer to take set. b) Compositional organization
0. No apparent organization of content.
1. Very little organization of content. Underlying structure not sufficiently controlled.
2. Some organizational skills in evidence, but not adequate controlled.
3. Overall shape and internal pattern clear. Organizational skills adequately controlled.
c) Cohesion
0. Cohesion almost totally absent. Writing so fragmentary that comprehension of the intended communication is virtually impossible.
1. Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.
d) Adequacy of Vocabulary for purpose
0. Vocabulary inadequate even for the most basic parts of the intended communication.
1. Frequent inadequacies in vocabulary for the task. Perhaps frequent lexical inappropriate and / or repetition.
2. Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriate and / or circumlocution.
3. Almost no inadequacies in vocabulary for the task. Only rare inappropriate and /or circumlocution.
e) Grammar
0. Almost all grammatical patterns inaccurate. 1. Frequent grammatical inaccuracies.
2. Some grammatical inaccuracies. 3. Almost no grammatical inaccuracies. f) Mechanical Accuracy I (Punctuation)
0. Ignorance of conventions of punctuation. 1. Low standard of accuracy in punctuation. 2. Some inaccuracies in punctuation.
3. Almost no inaccuracies in punctuation. g) Mechanical Accuracy II (Spelling)
0. Almost all spelling inaccurate. 1. Low standard of accuracy in spelling. 2. Some inaccuracies in spelling.
3. Almost no inaccuracies in spelling.
Maximum Score = 7 x 3 = 21 Constant number = 100
𝑆𝑡𝑢𝑑𝑒𝑛𝑡′𝑠 𝑀𝑎𝑟𝑘 = 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒
𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 𝑥 100
Arifin, (2012:140) Note: The guideline for scoring according to this evaluation rubric can be seen
Scales:
100 = Excellent 85-99 =Very good 75-84 = Good
65-74 = Good enough 55-64 = Enough 45-54 = Bad 0-44 = Very bad
e. The Syllabus of SMP Negeri 1 Gido
In the syllabus of SMP Negeri 1 Gido, the students were expected to be able to write recount text. In conducting the research, the researcher used recount text as the material teaching. Puguh (2011) gives the explanation of recount text as follows.
1) Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative
2) Generic Structure of Recount
a) Orientation: Introducing the participants, place and time b) Events: Describing series of event that happened in the past
3) Language Feature of Recount
a) Introducing personal participant; I, my group, etc b) Using chronological connection; then, first, etc c) Using linking verb; was, were, saw, heard, etc d) Using action verb; look, go, change, etc e) Using simple past tense
4) Examples and structures of the text
Our trip to the Blue Mountain
Orientation
On Friday we went to the Blue Mountains. We
stayed at David and Della’s house. It has a big
garden with lots of colourful flowers and a tennis court.
Events
On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats.
On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower.
2. Free Write Method
a. The Definition of Free Write Method
Free Write Method is an alternative way to teach writing skill to the students. According to Crawford (2005.131), “A Free Write is similar to a
quick-write, but more time is provided.” In process of writing by using this method, the
students write fast but understandable, the students are free to choose the topic based on the theme that the teacher decided before. The process of writing may take a long time, beside that to implementing this method, the researcher should consider the time to teach writing skill. Elbow (2008:30) says that Free Write Method helps students train not just to be braver and more comfortable with writing, but also to know that they never actually run out of words or things to say.
Free Write Method also does not obligate the students to write in a very true grammars. According to Lowe (2010:131), “Free Write Method is an effective prewriting strategy that allows you to explore an idea without worrying about grammar errors or coherence.” However, the researcher definitely taught the true to the students to the students, by correcting some errors in students’ writing recount text result. Free Write Method as prewriting process is the beginning of the process. The researcher gave the time to the students to revise and edit their recount text.
b. The Advantages and Disadvantage of Free Write Method
Free Write Method has some advantages and disadvantages. Elbow (1981:15) lists some advantages of Free Write Method, they are.
1) Free Write Method helps the students to learn to write when they do not feel like writing.
2) Free Write Method is a useful outlet.
3) Free Write Method helps the students to think of topics to write about. 4) Free Write Method improves the students’ writing.
While the disadvantage of this Free Write Method is takes a long time, because the students need much time to write as the process of writing.
c. `The Procedure of Free Write Method
The procedure of Free Write Method is the process of teaching writing by using Free Write Method. According to Crawford (2005:131),
The teacher might asks the students to write as much as they can about the topic for about five to ten minutes. Then the teacher might give them one or more minute to finish the last though they are writing. As in the quick writing, they should not worry about mechanics, spelling, only their ideas. It can be used in any discipline. Opportunities for sharing their ideas should be provided.
Elbow (2008:31) also lists the procedure of Free Write Method in the classroom as follows.
1) Right at the moment when class is scheduled to start, if there’s a bell that rings, this can be a ritual start for freewriting – even though some students are struggling in. Usually there is wasted time here, it helps to bring to mind homework reading or lab work or previous lectures. And even if they ignore course material, and write only about an argument
they just had or something that’s bugging them or a baseball game, the freewriting serves to give them more attention for class business. 2) At mid-class when things go dead, or after a question. Most students
3) At the end of the class-to get them to think about what they learned. Sometimes I ask them to write it, what was the main idea for you? What
was going on for you during today’s class? This helps to integrate and internalize the course material and when we see it, we learn what’s
getting through and not getting through.
Based on the procedures above the researcher has rearranged the procedure
of Free Write Method in increasing the students’ ability in writing skill at the eighth
grade of SMP Negeri 1 Gido as follows on the next page.
1) The researcher introduced recount text as the topic of material teaching to the students.
2) The researcher asked the students’ prior knowledge related the topic of material teaching.
3) The copied papers material were distributed by the researcher to the students. 4) The researcher elaborated the material teaching to the students clearly by stating
defenition, generic structures and giving example.
5) The researcher asked the students to write about the topic their experiences or their personal story.
6) The students were asked to write freely the story individually without worrying
about mechanics, spelling, only the students’ ideas.
7) The researcher asked the students to make the draft of their story by making the part orientation, event, and reorientation.
8) The researcher sometimes asked the students to write their story about what they did today and last holiday.
10) The researcher gave time to the students to rewrite their story in a good order. 11) The researcher asked the students to share their writing with their friends.
12) The researcher informed some mistakes in writing language features that is not in line with the character of recount text.
13) The researcher noticed for all the students’ weakness then review the material teaching to them based on those weaknesses.
d. The Relationship between Free Write Method and Writing Skill
Free Write Method has a relationship with writing skill. According to Kemp (1994),
Free Write Mehod means that personal and emotional aspects of the "self" are welcome and are often seen in all types of writing, including academics. The "academic" writing that one is taught in high school often discourages the use of the personal or emotional to get a point across. What every reader must realize is that there is a bit of "personal and emotional" influence in every written work. If students "avoid personal or emotional topics, a source of motivation and interest is lost" and they develop a resistance to writing anything. Expressive writing, specifically freewriting, if taught correctly can foster critical thinking skills in freshman composition students.
B The Latest Related Research
Retnaningtyas (2011) did research entitled The Effect of Using Free
Writing Technique on the Tenth Year Students’ Writing Fluency at SMAN 1
Pakusari, Jember, in the 2010–2011 academic year. The lastest researcher used experimental research to know whether or not there is a significant effect of using Free Writing Technique on writing fluency of the eleventh grade students. The
research was conducted to know the students’ writing fluency progress after
applying Free Writing Technique.
The research was done in three meetings for the experimental group and two meetings for the control group. Data were collected through the writing test. The results of writing post test shows that the t statistic was 2.99. Meanwhile ttable
same Free Write is applied in teaching writing recount text. The result of the latest research has been as a motivation for the researcher to increase the students’ ability of SMP Negeri 1 Gido in writing recount text.
C. Conceptual Framework
Writing is one of the important skills in learning language that should be mastered by the students. However, in fact, the students were not able to write well. It was proved by the students’ ability through giving them the text to write. Most of them can not write it correctly and grammatically.
As a good English teacher, he or she does not forsake this happens. A teacher should try to find another method which is interested, motivated, and it can increase the students’ ability in writing. One of the methods is through Free Write Method.
Free Write Method as an effective prewriting strategy that allows you to explore an idea without worring about grammar errors or coherence. Free Write Method raises the students to convey their ideas, feeling or opinion through written form especially in writing recount text because the students are more active to find and improve their problems.
In the research, the researcher applied Free Write Method to increase the
students’ ability in writing recount text at the eighth grade of SMP Negeri 1 Gido.
Figure 1 : Conceptual Framework
Researcher Free Write Method
The researcher asked the students about their pervious experiences for example their vacation, scary experience, interesting story.
Planning The researcher asked the students to write their
experiences or their personal story.
The students were asked to write the story individually without worry about mechanics, spelling, only the students’ ideas.
The researcher asked the students to make the draft of their story by making the part orientation, event, and reorientation.
The researcher sometimes asked the students such what they did today, on their last holiday ongoing of the students are writing their story.
The time was given to the students to discuss the process of writing with the researcher.
The researcher gave time to the students to revise their story in a good order.
The researcher informed some mistake in writing language features that is not in line with the character of recount text.
CHAPTER III RESEARCH METHOD
A. The Object of Action
In the research the researcher will search about the students’ ability in writing skill through Free Write Method. The research method used by the researcher is Classroom Action Research (CAR) which helps the researcher to be more effective at what they care more about their teaching and the development of their students. According to Atweh (1998: 23),
Action research is a process followed in research in settings like those of education and community development, when people—individually and collectively—try to understand how they are formed and re-formed as individuals, and in relation to one another, in a variety of settings—for example, when teachers work together, or with students, to improve processes of teaching and learning in the classroom.
This kind of research is a reflective research done by the teacher in which the
result can be used as a tool to develop the teachers’ teaching ability and also to improve
the quality of learning practice. Furthermore, Sagor (2002: 3) says,
Action research is disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist
the “actor” in improving and or refining his or her action.
In addition, Grabe and Stoller (2002: 156) say, “The term action research is
often used to describe the type of structured teacher reflection, or teacher- initiated research, in which teachers look critically at their own classroom for the purposes of improving their own teaching and enhancing the quality of learning that take place
there.” CAR is structured a teacher reflection or teacher initiated research which
purposes to improve and develop teaching and learning process more successful in the classroom. Therefore, action research is very useful in teaching and learning process.
Action research helps the teachers to develop professionally through systematic collection and analysis of relevant data and then the use of result as the basic for decision about further professional action.
Action research also provides many benefits for practicing the teachers. It is through action research, the teachers become aware of what is really happening in their own classroom. Action research also helps the teacher gains an understanding of attitudes about language and learning. Basically, action research gives the teachers to access information about wide range of classroom practice (such as: classroom management, classroom interaction, the use of resources, and the effectiveness of instructional technique).
B. The Setting and Subject of Research
The setting of the research was SMP Negeri 1 Gido located at Jl. Pemuda No. 5 in Hiliweto Village, Gido District. In this school, the total of teachers were 49 persons, 5 persons of them were English teachers. The classes were 24 consisting of 904 students. In the research, the researcher conducted the research at the eighth grade with the total were 287 students. Thus, the researcher chose the subject at the eighth grade; class A, which was consisted of 35 persons. The researcher selected the subject because they still had a lot of weaknesses in writing recount text. Therefore, the researcher searched the subject and apply Free Write Method to increase their ability in writing skill.
Based on the explanation of the subject of the research above, therefore, the researcher arranges it in Table 1 such as below.
Table 1
The CONDITION of the EIGHTH GRADE of SMP NEGERI 1 Gido in 2016/2017
No Class Total
1 VIII-A 35
2 VIII-B 36
3 VIII-C 36
4 VIII-D 36
5 VIII-E 36
6 VIII-F 36
7 VIII-G 36
8 VIII-H 36
Total 287
C. The Schedule of Implementing the Research
In the research, the researcher limited the time to search. The research done on August 2016. The allotted time of the research was based on the allocation time of teaching and learning process in the school, each meeting was 2 x 40 minutes. The procedure of implementing the action by doing into some cycles, and each cycle consisted of two meetings. Since Cycle I did not successful, so continued to the next cycle.
D. The Procedure of Implementing the Action
The research conducted Classroom Action Research and the effect, increase,
and weakness can be known at the end of the research through the result of the students’
ability in each cycle.
In doing the research, the researcher arranged the procedure of action implementation into some cycles. Each cycle has two meetings which consist of planning, action, observation and reflection. According to Kemmis and Mc Taggart in Kunandar (2008:70), the procedure are as follows.
1. Planning is a process of Classroom Action Research that is arranged based on the preliminary study. From the study, the researcher will get the general description about the problem faced in the field. Based on the problem, the researcher tries to look for a way to solve that problem. So that, the researcher will design action to overcome the problem.
3. Observation is an activity of collecting data and information that can be used as the input in doing reflection toward what have been done in action. Observation is oriented to the future time and giving base to the reflection. The object of observation is all of the processes of action, the effect, obstacle, and also the other problems appear during the action. Observation sheets is the instruments that have been arranged and it engages the observer that is English teacher.
4. Reflection is an activity of analyzing, interpreting, and explaining all of the information got from observation of what have been done in the action. In reflection, the researcher takes a conclusion whether the problem has been overcome or not. The degree of successful and unsuccessful are categorized. Also, whether it should be continued to the next cycle or not. So, in reflection, it will be decided whether the research is stopped or continued to the next cycle.
The research had been conducted in cycles as follows. 1. Cycle I
Cycle I consists of two meetings. The research will be done in August 2016. a. Meeting I
The meeting follows some procedures, such as below. 1). Planning
In planning, the researcher did some activities, such as: the researcher arranged the lesson plan, prepared the material, and prepared observation sheets, field notes, and
students’ evaluation sheets.
2). Action
In action, the researcher did some activities, as follows.
a) The researcher entered the classroom and greets the students b) The researcher introduced herself to the students
c) The researcher checked the students’ presence list
d) The researcher introduced and explains about writing, and recount text is one of writing activities
e) The researcher explained about recount text, the definition, the kinds of, the language features, and generic structure of recount text to the students
f) The researcher gave the example of recount text especially talked about personal recount
g) The researcher explained to the students about the model of Free Write Method h) The researcher asked the students about their pervious experiences for example
their vacation, scary experience, interesting story.
i) The researcher asked the students to write their experiences or their personal story. j) The students were asked to write the story individually without worry about
k) The researcher asked the students to make the draft of their story by making the part orientation, event, and reorientation.
l) The researcher sometimes asked the students such what they did today, on their last holiday ongoing of the students are writing their story.
m) The time was given to the students to discuss the process of writing with the researcher.
n) The researcher gives time to the students to revise their story in a good order. o) The researcher asks the students to share their writing with their friends.
p) The researcher informed some mistake in writing language features that is not in line with the character of recount text.
q) The students were asked to revise their story based on the correct language features of recount text.
3). Observation
In observation, the researcher did some activities, such as: the researcher controlled the students’ activities during the teaching and learning process, paid attention the students’ weaknesses, the researcher observed the students’ ability in mastering the lesson, and researcher sought the students’ ability in writing. The observer observed the researcher’s activities and students’ activities during the teaching and learning process,
4). Reflection
b. Meeting II
In Meeting II, the teaching material that had been taught to the students was same as the teaching material of Meeting I, in which the teaching material was recount text. Also, the tools which were used were same as Meeting I.
The allotted time was 2 x 40 minutes.
The meeting follows some steps, such as below. 1). Planning
In planning, the researcher did some activities, such as: the researcher arranged the lesson plan, prepared the material, prepared observation sheets, field notes and also prepared evaluation sheets.
2). Action
In action, the researcher did some activities, as follows.
a) The researcher entered the classroom and greeting the students b) The researcher checked the students’ presence list
c) The researcher reminded and asks the students about last material d) The researcher explained again about writing
e) The researcher re-explained about recount text, the definition, the kinds of, the language features, and the generic structure of recount text
f) The researcher reminded the example of recount text especially personal recount that had been learnt by the students in Meeting I.
g) The researcher asked the students if they still had the difficulties or weaknesses in comprehending the lesson.
i) The researcher asked the students to write their experiences.
j) The researcher asked the students’ about their pervious experiences for example their vacation, scary experience, and interesting story.
k) The researcher asked the students to write their experiences or their personal story. l) The students were asked to write the story individually without worry about
mechanics, spelling, only the students’ ideas.
m) The researcher asked the students to make the draft of their story by making the part orientation, event, and reorientation.
n) The researcher sometimes asked the students such what they did today, on their last holiday ongoing of the students are writing their story.
o) The time was given to the students to discuss the process of writing with the researcher.
p) The researcher gave time to the students to revise their story in a good order. q) The researcher gave chances for the students to proofread their final writing for
the teacher collaborator.
r) The researcher asked the students to share their writing with their friends.
s) The researcher informed some mistake in writing language features that is not in line with the character of recount text.
t) The students were asked to revise their story based on the correct language features of recount text.
u) The researcher evaluated the students by delivering the evaluation sheets to the students.
w) Before submitting, the students proofread their final writing to the teacher collaborator in the classroom.
x) After proofreading, the researcher collected the students’ evaluation sheets y) The researcher asked the students’ difficulties in comprehending the lesson z) The researcher explained the difficulties to the students
aa)The researcher asked a student to conclude the material teaching. 3). Observation
In observation, the researcher/observer did some activities, such as: the researcher searched the students’ activities during the teaching and learning process, paid attention the students’ weaknesses, observed the students in mastering the lesson, observed the students’ ability in writing. The observer observed the researcher during the teaching and learning process
4). Reflection
In reflection, the researcher did some activities, such as: the researcher noted the result of observation, analyzed the result of observation, and evaluated the result of observation and improved the weaknesses to the next cycle.
Cycle II
Reflection: Notes the result, improving and evaluating the weaknesses, analyzing and evaluating the result of observation sheets and
students’ activities, improving the bad result of
both instruments
Reflection: Notes the result, improving and evaluating the weaknesses, analyzing and evaluating the result of
observation sheets and students’ activities, improving
the bad result of both instruments Action: Entering the classroom, greeting the students, introducing the material, explaining Free Write Method, asking
the students’ experiences, asking the students to write their experience, asking the students to make draft, asking the
students difficulties in writing, giving the chance to the students to revise their writing, the students sharing their stories to their friends, concluding teaching and learning
process Observation: Observing and noting the
situation, strength and weaknesses, during
the action and observing the researcher’s
activities that had been done by the teacher collaborator
Planning: The researcher found that the weakness of the students in writing
skill is lower than Minimum Competence Criterion (MCC)
Re-planning: Making improvements for the teaching-learning activity, making lesson plan, observation sheet, and field
notes Observation: Observing and noting the
situation, strength and weaknesses, during
the action and observing the researcher’s
activities that had been done by the teacher collaborator
Action: Entering the classroom, greeting the students, introducing the material, explaining Free Write Method,
asking the students’ experiences, asking the students to write their experience, making a prewriting plan, asking the students to make draft, asking the students difficulties in writing, giving the chance to the students to revise their writing, proofreading, sharing their stories to their friends,
concluding teaching and learning process Result
Cycle I
PRELIMINARY STUDY
E. The Instruments of Collecting the Data
In the research, the data that that were collected by the researcher were qualitative data and quantitative data. Qualitative data is a kind of data that refers to all the researcher’s activities and the students’ activities during the teaching -learning process and the quantitative data is about the mark of the students obtained evaluation sheets. In collecting the data, the researcher prepared some instruments, as follows.
1. Observation Sheets
Observation sheet was used to get the qualitative data. Qualitative data
is referred to the researcher’s and students’ activities when conducting the
teaching-learning activity in the classroom. It was done by teacher collaborator based on the activities in the lesson plan.
2. Field note
Field note contains all the activities during the teaching-learning activity conducted that the researcher does not write in observation sheets yet and also the social events that happen in the class during teaching and learning process. 3. Evaluation sheets
F. The Technique of Analyzing the Data
The data analyzed were qualitative and quantitative data. Clearly, to analyze the data in the research had be done in two ways, as follows.
1. Qualitative data is the data of the students’ activities and also the researcher’s activities during the teaching-learning writing skill. The data is derived through the observation result of each action that is done by the students in responding the learning materials during teaching and learning process is run or social events
include the resarcher’s and students’ activities.
The researcher analyzed the qualitative data in three steps, they are as follows.
a. Reduction of data: evaluating and classifying the data based on the information and must be organized based on the statement of the research.
b. Explanation of data: all the data that have been organized by the researcher must be classified to get the meaning in the table, graphic or narration forms.
c. Conclusion: after the explanation of data is made, the researcher will take some conclusions about the data.
The sources of the data above had been more clearly explained below.
The observation sheets had been analyzed and evaluated through this percentage formula adapted from Tuckman (1975) in Nurgiantoro (1986:345-347) namely.
To analyzed the qualitative data, the researcher used the theory of Nurgiyantoro (2001:399) says, the researcher’s activities were classified to the following scale (%).
0% - 39% : the degree of teaching level is fail. 40% - 59% : the degree of teaching level is less. 60% - 74% : the degree of teaching level is enough. 75% - 84% : the degree of teaching level is good. 85% - 100% : the degree of teaching level is very good.
While the students’ activities are classified to the following scale (%)
0% - 39% : the degree of the students’ activities level is fail. 40% - 59% : the degree of the students’ activities level is less. 60% - 74% : the degree of the students’ activities level is enough. 75% - 84% : the degree of the students’ activities level is good. 85% - 100% : the degree of the students’ activities level is very good.
2. Quantitative Data
To find the students’ ability related to the quantitative data, the researcher
In giving the score, the researcher focused on several criteria as follows. Table 2
ANALYTICAL EVALUATION RUBRIC of PERSONAL WRITING (Suggested by Weir (1990) in Weigle (2002:117))
Point Score Information
A Relevance and Adequacy of content
0 The answer bears almost no relation to the task set. Totally inadequate answer.
1 Answer of limited relevance to the task set. Possibly major gaps in treatment of topic and / or pointless repetition.
2 For the most part answers the tasks set, though there may be some gaps or redundant information.
3 Relevant and adequate answer to take set.
B Compositional organization
0 No apparent organization of content.
1 Very little organization of content. Underlying structure not sufficiently controlled.
2 Some organizational skills in evidence, but not adequate controlled. 3 Overall shape and internal pattern clear. Organizational skills
Continued of Table 2… C Cohesion
0 Cohesion almost totally absent. Writing so fragmentary that comprehension of the intended communication is virtually impossible.
1 Unsatisfactory cohesion may cause difficulty in comprehension of most of the intended communication.
2 For the most part satisfactory cohesion although occasional deficiencies may mean that certain parts of the communication are not always effective.
3 Satisfactory use of cohesion resulting in effective communication. D Adequacy of Vocabulary for purpose
0 Vocabulary inadequate even for the most basic parts of the intended communication.
1 Frequent inadequacies in vocabulary for the task. Perhaps frequent lexical inappropriate and / or repetition.
2 Some inadequacies in vocabulary for the task. Perhaps some lexical inappropriate and / or circumlocution.
3 Almost no inadequacies in vocabulary for the task. Only rare inappropriate and /or circumlocution.
E Grammar
Then the students’ mark is calculated through formula as suggested by Arifin,
(2012:140) like as.
𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠′ 𝑚𝑎𝑟𝑘 = 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 𝑥 100𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑆𝑐𝑜𝑟𝑒
Furthermore, the students’ average mark will be decided by using the formula, as
follows
1 Frequent grammatical inaccuracies. 2 Some grammatical inaccuracies. 3 Almost no grammatical inaccuracies. F Mechanical Accuracy I (Punctuation)
0 Ignorance of conventions of punctuation. 1 Low standard of accuracy in punctuation. 2 Some inaccuracies in punctuation.
3 Almost no inaccuracies in punctuation. G Mechanical Accuracy II (Spelling)
0 Almost all spelling inaccurate.
1 Low standard of accuracy in spelling. 2 Some inaccuracies in spelling.
3 Almost no inaccuracies in spelling. Obtained Score = A + B + C + D + E + F + G Maximum Score = 7 x 3 = 21
Explanation:
X = the students’ average mark
∑X = the sum of all of the students’ scores
∑N = the amount of the students
Aqib (2009: 204) Scales:
100 = Excellent 85-99 =Very good 75-84 = Good
65-74 = Good enough 55-64 = Enough 45-54 = Bad 0-44 = Very bad
As the indicator of the students’ achievement, it uses Minimum Competence
Criterion (MCC) that has been decided in SMP Negeri 1 Gido in 2015/2016. MCC = 70. The students who get score ≥ MCCare success, whereas the students who get score < MCCare unsuccessful.
X =
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings
1. The Setting of the research
The research was held on SMP Negeri 1 Gido that is located at Jl. Pemuda No. 5 in Hiliweto Village, Gido Sub-district, Nias regency. It is around 25 kilometers from Gunungsitoli town. The total numbers of teachers were 49 persons whereby 5 persons of them were the English teachers. Meanwhile, the total number of the class were 24 in three different grades. The total numbers of the students were 904 persons. This school is one of a favorite school in Nias regency. It was accredited with A score. It had a library as the bank of teaching material. Besides, there was also free Wi-Fi connection around the school that allows each students access to networking freely to search important information such as the references of teaching material. There were several programs like extracurricular activity of this school that was ran in every week such as PRAMUKA, extra-class in the afternoon, sports, and so on. Every year, this school delegate several students to be as member of OSN competition in regency level. Two years ago, the delegation of the student of this school was successful to enrich the second position of English Olympiad, but this year, they only got as the third position. Furthermore, the subject of the research was the eighth grade which consisted of eighth classes. The total numbers of the students of subject were 287 students. In conducting the research, the research selected A class as the subject of the research itself that was consisted of 35 students.
2. The Explanation of Each Cycle in Increasing the Students’ Ability in Writing Recount Text through Free Write Method.
a. Cycle I
Cycle I was consisted of two meetings. It depended on the teaching procedures, actions, implementations and syllabus (lesson plan). The first meeting was done on Monday, August 15th,2016 and the second meeting was done on Wednesday, August
17th,2016. Both of meetings were held at the VIII-A class of SMP Negeri 1 Gido with the total number of students was 35 and all of them were present. The time of each meeting was 2 x 40 minutes. To make it clear, the researcher gives the explanations about the activities that were done by the researcher in each meeting of Cycle I, as follows.
1) The First Meeting
At the first meeting, the material taught to the students was personal recount text that was focused on telling past experience. The time allocation used was 2 x 40 minutes. The procedures of the first meeting as follows.
a) Planning
