THE USE OF PERSONAL LETTER MATERIAL TO
IMPROVE STUDENTS’ WRITING SKILL
IN
RECOUNT TEXT FOR THE TENTH GRADE
STUDENTS OF MA DARUSSALAM WONOSEGORO
IN THE ACADEMIC YEAR 2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the Requirements for the Degree of
Sarjana Pendidikan (S.Pd)
By:
DWI PURWASIH
NIM. 113 14 045
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
SALATIGA
ii
DECLARATION AND PERMISSION FOR PUBLICATION
I have been marked below:
Name : Dwi Purwasih
NIM : 113-14-045
Faculty : Teacher Training and Education Faculty
Department : English Education Department
iv
Salatiga , September 12ⁿᵈ 2018
Sari Famularsih, M.Pd
The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
The Attentive Counselor’s note
Case: Dwi Purwasih’s Graduating Paper
To the Dean of Teacher Training and
Education Faculty Assalamu’alaikum Wr. Wb.
After reading and correcting Dwi Purwasih’s graduating paper entited THE USE OF PERSONAL LETTER MATERIAL TO IMPROVE STUDENTS’ WRITING SKILL OF RECOUNT TEXT FOR THE TENTH GRADE STUDENTS OF MA DARUSSALAM WONOSEGORO IN THE ACADEMIC YEAR 2018/2019. I have decide and would like to purpose that this paper can be accepted by the Teacher Training and Educational Faculty. I hope this graduating paper will be examined as soon as possible.
v MOTTO
SMILE IS A SIMPLE WAY OF ENJOYING LIFE
vi
DEDICATION
This graduating paper is dedicated to:
1. Allah SWT and Prophet Muhammad SAW who always bless me listen to all my wishes.
2. My beloved father Slamet Rohman, my beloved brothers Eko Prasetya, Tri Sutrisno, my beloved sister Eni Handayani, and my beloved boyfriend Rizki Nurrohman. Thank you for helping me passing my bad moments and sharing your time to handle everything I need. No matter how bad I feel. I always know you will catch me and help me to get up and reach success. Thank for becoming hero in my life.
3. My teachers in MA Darussalam Wonosegoro thanks for the time to research, also help me in doing the research.
vii
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr. Wr.
Alhamdulillahirabbil’alamin, all praises are to Allah SWT the Most
Gracious and the Most Merciful who always blesses and helps the researcher so the researcher could be finished the graduating paper. Bless and mercy are upon great Prophet Muhammad SAW for his guidance that leads the researcher to the truth.
However, this paper would not be achieved without supports, guidance. Advice, help, and encouragement from several people and institution. Hence, the researcher would like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd, the Rector of Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M. Pd. the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph. D, the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatga.
viii
5. All lecturers in the English Language Teaching Department who have given much knowledge, thanks to you all.
6. All of staffs who have helped the writer in processing graduating paper administration.
ix ABSTRACT
Purwasih, Dwi. 2018. The Use of Personal Letter Material to Improve
Students’ Writing Skill of Recount for the Tenth Grade Students of MA Darussalam Wonosegoro in the Academic Year 2018/2019. A Graduating Paper, English Education Department, Teacher Training and Education Faculty, State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Sari Famularsih, M.A.
The objectives of the study are: (1) To describe the use of personal letter material to improve students’ skill in writing recount text. (2) To know how is the result of the use of personal letter material to improve students’ skill in writing of recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019.
The methodology of this research was Classroom Action Research (CAR). The research consisted of two cycles, each cycle consisted of four steps: planning, acting, observing, and reflecting. The subject of this research is X K Class, which consists of 26 students. The data was collected by observation, test and documentation.
The result of this research shows that there was an improvement of writing skill in recount text by the use of personal letter material. It is shown the result of the cycle I, the mean of the post-test is higher than the mean of the pre-test. The mean of post-test is 58,61 and the mean of the pre-test is 42,16. In the cycle II, the mean of post-test is higher than the mean of pre-test. The mean of post-test is 75,69 and the mean of pre-test are 64,19. It means that the use of personal letter material can improve the students’ writing skill in recount text.
x
TABLE OF CONTENTS
TITLE ……….… i
DECLARATION ……….... ii
ATTENTIVE COUNSELOR NOTES ………...… iii
STATEMENT OF CERTIFICATION ………...… iv
MOTTO ………...…... v
DEDICATION ………... vi
ACKNOWLEDGEMENT ……… vii
ABSTRACT ……… ix
TABLE OF CONTENTS ………...…. x
LIST OF THE FIGURE ………..………….… xiii LIST OF TABLES ………. xiv
LIST OF APPENDICES ……….... xv
CHAPTER I: INTRODUCTION A. Background of the Research ……… 1
B. Research Question ………3
C. Objective of the Research ……… 4
D. Significant of the Research ………..… 4
E. Limitation of the Research ………..…. 5
F. Hypothesis of the Research ………..… 6
xi
CHAPTER II: THEORITICAL FRAMEWOK A. Literature Review
1. Writing Skill
a) The Definition of Writing Skill ………...……… 19
b) The Process of Writing ……… 20
c) The Assessing of Writing ………...………. 21
2. Recount Text a) The Definition of Recount Text ………. 22
b) The Generic Structure of Recount Text ………..…… 23
c) The Grammatical Feature of Recount Text …..……...…… 23
d) The Example of Recount Text ……….………….. 26
3. Personal Letter a) The Definition of Personal Letter ……….... 26
b) The Function of Personal Letter ……….. 27
c) The Parts of Personal Letter ……….... 27
d) The Example of Personal Letter ……….….30
B. Previous Research ………..….. 30
CHAPTER III: IMPLEMENTATION OF RESEARCH A. The Setting of The Research a) The General Situation of MA Darussalam Wonosegoro ……… 32
b) The Schedule of the Research ……… 32
c) The Facilities of MA Darussalam Wonosegoro ………. 34
xii B. The Procedure of the Research
a) Cycle I ………. 37
b) Cycle II ……… 39
C. The Minimal Passing Grade ……..………...…………. 42 CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS
A. The Result of The Research 1. Research Findings
a) Cycle I ……… 43
b) Cycle II ………... 57
B. Discussion ……….. 69
CHAPTER V: CLOSURE
A. Conclusion ………...……….……. 71
B. Suggestion ……….…. 72
xiii
LIST OF FIGURES
xiv
LIST OF TABLES
Table 1.1 List of the students name of X K MA Darussalam Wonosegoro .... 9
Table 1.2 Research Schedule ………...….. 10
Table 1.3 The Students’ Observation Checklist ………....…… 14
Table 1.4 The teacher observation checklist ……….. 15
Table 3.1 Research schedule ………...…..……. 32
Table 3.2 The facilities and tools of MA Darussalam Wonosegoro ……….. 34
Table 3.3 List of teacher of MA Darussalam Wonosegoro …..………. 35
Table 3.4 Number of Students class Group MA Darussalam Wonosegoro... 37
Table 4.1 The Students’ Observation Checklist Cycle I………..….. 51
Table 4.2 The Teacher Observation Checklist Cycle I……….………. 52
Table 4.3 Students Scoring Cycle I ………..………… 53
Table 4.4 The Students’ Observation Checklist Cycle I. ………….……….64
Table 4.5 The Teacher Observation Checklist Cycle II ……….. 65
Table 4.6 Students Scoring Cycle II …………...……… 66
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LIST OF APPENDICES Appendix 1 Curriculum Vitae
Appendix 2 Note of Counselor
Appendix 3 Research Permission Letter
Appendix 4 SK from MA Darussalam Wonosegoro
Appendix 5 SKK
Appendix 6 Consultation Sheet
Appendix 7 Syllabus
Appendix 8 Lesson Plan Cycle I
Appendix 9 Lesson Plan Cycle II
Appendix 10 Observation Sheet of Cycle I
Appendix 11 Observation Sheet of Cycle II
Appendix 12 Scoring Result of Students’ Test
Appendix 13 Students’ Answer Sheet
Appendix 14 Handout Siswa
Appendix 15 Permission for using Initial Name
Appendix 16 Permision for using Photo
1 CHAPTER I INTRODUCTION
In this chapter, the researcher presents the background of the research, research question, objectives of the research, significances of the research, limitation of the research, hypothesis and success indicator, research methodology and graduating paper outlines.
A. Background of the Research
Language is used by the people to make a communication. Without a language the people cannot communicate with other because language is an asset to communicate cannot be separate in our live. According to Brown (2007:6), “Language is a set of arbitrary symbols, those symbols are primarily vocal, but may also be visual. Language is used for communication”. There
are many languages used as means of a communication by people all over the world. One of them is English. In modern Era as right now, students are expected to be able to communicate in English. One of ways of communication is writing, the students asked to master this skill as a tool to assess their knowledge.
2
Writing is one of the most difficult skills to be mastered. It is because writing involves some components (spelling, language in use, vocabulary and punctuation). Writing needs hard thinking to produce ideas, words, sentences and paragraph. Some students still have difficulties to write in English especially write about their experience.
Kinds of text such as descriptive, narrative, procedure, and recount are taught and stated in curriculum as part of English lesson students should master. According to Hayland (2004: 29) recount text is kinds of text that retell the past event which the purpose is informing or entertaining the reader. Recount text as one of kinds of text taught in school is usually practiced by writing self experience in past time. The students are seldom provided to use other materials in the learning of recount text to support their skill in writing. The use personal letter material can help learning process in the classroom.
Personal letter is a communication tool to express ideas in written form. According to Jose in Helmi (2012: 11) “personal letter is a way to send
message in written form. It contains of feeling expression, private things, and important things as a way to communicate and allows a person to leave a message and to keep in touch”. Personal letter become the communication tool
to convey information or ides in written form by one person to another. Furthermore, communication can be delivered by using at least two ways, they are speech and written.
3
researcher identified some problems related to it. Most of the students of MA Darussalam Wonosegoro live in boarding school. In the boarding school, they learn about religious science. The students are prefers Arabic lesson than English. Mostly, the students are less interesting to learn English.
This less interest causes the teachers difficult to deliver the lesson. The teachers have to do extra to make students learn English well. In the learning process the teacher must be creative to deliver the lesson especially in English subject. This is one of the reason why writing skill is difficult to learn because the students lack of motivation in English subject.
Therefore, the teacher must have various learning to solve the problems faced by the students. Based on those arguments, the researcher inspired to observe THE USE OF PERSONAL LETTER MATERIAL TO IMPROVE STUDENTS’ WRITING SKILL OF RECOUNT TEXT FOR THE TENTH GRADE STUDENTS OF MA DARUSSALAM WONOSEGORO IN THE ACADEMIC YEAR 2018/2019.
B. Research Question
1. How the use of personal letter material to improve students’ skill in
writing recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019?
2. How is the result of the use of personal letter material to improve students’ skill in writing of recount text for the tenth grade students of MA
4 C. Objectives of the Research
Based on the research problem of the study mentioned about, the objectives of this study are:
1. To describe the use of personal letter material to improve students’
skill in writing recount text for the tenth grade students of MA Darussalam Wonosegoro in the academic year of 2018/2019.
2. To know how is the result of the use of personal letter material to improve students’ skill in writing of recount text for the tenth grade
students of MA Darussalam Wonosegoro in the academic year of 2018/2019.
D. Significant of the Research
The significant of research will be useful as follow: 1. Theoretically
a. The result of research can be used as the reference for those who want to conduct a research in English teaching to build students’
achievement of writing skill.
b. Research will be useful for teacher, especially in teaching English.
5
The benefit of this research can contribute and inspire the teachers to use media, method, strategy and material which are appropriate in teaching learning process.
3. Practically
a. For the Researchers
Through this study, the researcher will get new knowledge and experience to improve students’ writing skill using personal letter material.
b. For the Teacher
The finding of the research can be used as a consideration in selecting the appropriate material to support students’ in English class.
c. For the Students
Students can improve their writing skill by using Personal Letter material.
d. For the Other Researchers
The result of the study can be used a comparative study. E. Limitation of the Research
6 F. Hypothesis of the Research
Based on the information obtained in the interview with the English teacher of MA Darussalam Wonosegoro, the students have problems in term of difficulties in writing to generate the ideas and organize the ideas into the paragraph. The researcher tries to overcome those problems by the use of personal letter material.
The success indicator of the research is taken from the students’ basic competence shown in lesson plan (RPP). The students’ success and failure in
doing the activities in cycle I and II will be assessed by referring to the criterion of the passing grade (KKM). The passing grade of English lesson in MA Darussalam Wonosegoro is 75.
G. Methodology of the Research 1. Research Design
The type of this research is Classroom Action Research (CAR). Classroom Action Research carried out by the teacher in order to solve problem or to find answer toward context-specific issues. It means that before implementing the Classroom Action Research (CAR), the researcher or the teacher needs to identify any problem found in the classroom before implementation the CAR. According to Burn (2010: 2),
7
The researcher chooses CAR because the researcher found the problem in learning process that low writing skill. CAR also has some of feature: According to Burn (1999: 31), there are four common feature which can be considered to characterize action research:
a. Action research is contextual, small-scale and localized- is identifies and investigates problems within a specific situation.
b. It is evaluative and reflective as it aims to bring about change and improvement in practice.
c. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.
d. Changes in practice are based on the collection of information or data which provides the impetus for change.
The research design in this research consists of four steps. According to Kemmis and McTaggart in Burns (2010: 8), action research occurs through a dynamic and complementary process, which consists of four phases: planning, action, observation and reflection”
1) Planning
In this phase the researcher identify a problem and make a planning to do action in classroom.
2) Action
8 3) Observation
In this step, the researcher does the observation. Observation is being done in order to get data from the result of the action.
4) Reflection
This phase is doing reflection. Reflection means analyze the result (the data) which has been collected to determine the next action (cycle). In this step, both researcher and teacher collaborate to look for good solution to solve the problem which occurs in the class.
Figure 1.1 the action research spiral (based on Kemmis and Mc Taggart 1988: 14 in Burns 2010: 9)
2. The Subject of the Research
9
Table 1.1 list of the students’ name of X K MA Darussalam Wonosegoro
10 3. Step of the Research
11 Table 1.2 Research Schedule
No Date and time Activities Place and time Study (Before Classroom Action Research) before doing action Cycle I
Teacher room before doing action Cycle II
Teacher room
12
4. The Technique of Data Collection and Research Instrument a. The Technique of Data Collection
The researcher presented the act of collecting data were as follows: 1)Test
Arikunto in Aini (2015) stated that test is used to measure the students’ basic ability and achievement. To get the data, the
researcher processed the tests that consist of pre-test and post-test. The function of pre-test is to know how far the students’ writing skill of the students before applying personal letter material and the function of post-test is to know the increasing the students’ writing skill after using personal letter material. The researcher uses pre-test and post-pre-test.
2)Documentation
In this research, researcher needs documentation to know about teacher, students, structure organization, profile of the school, and the location of the school. The researcher uses photo as documentation
3)Observation
In this research, the researcher observes the learning process. The learning process is taught by the teacher, while the researcher just observe the learning process. Observation sheet uses to know how far the students’ motivation before and after
13
and records the students’ involvement during the lesson. The
observation consists of two cycles. There is the cycle I and cycle II. According to Burn (1999: 80),
Observation is a mainstay of action research. It enables researchers to document and reflect systematically upon classroom interactions and events, as they actually occur rather than as we think occur. The term observation is being used here in the sense of taking regular and conscious notice of classroom actions and occurrences which are particularly relevant to the issues or topics being investigated.
b. Research Instrument
Research instrument use to collect data. In this study, there are two kinds of research instrument. They are:
1) Written text
Written text uses to know how far the students’ competence in
writing ability before and after applying Personal letter material. Here, the researcher uses pre-test and post-test.
1) Pre-test
The pre-test is given to the students before the teacher uses personal letter material in the teaching- learning process of writing recount text. In the pre-test, the teacher asks the students to write personal recount text about their last holiday. 2) Post-test
14
recount text after they got the treatment (applying the media). In the post- test, the teacher asks the students to write a recount text in a letter to their friends about their holiday.
2) Observation Sheet
15 Table 1.3 the students’ observation checklist
16 Table 1.4 the teacher observation checklist
5. Data Analysis
After collecting data, the next step of this study was analyzed the data. There were two ways to analyze the data, they were:
a. Descriptive Technique (Qualitative)
A descriptive technique is used to know students’ behavior
during the teaching learning process. In this case, the researcher analyzed the observation checklist which taking in classroom during learning process.
NO. The Teacher Activity Yes No Description 1. Preparing the material well
2. Greeting students before the lesson begin
3. The teacher checking students attendant
4. Giving motivation
5. Reminding previous material asking the question
9. Help the students’
difficulties in learning 10. Giving feedback after the
17 b. Statistical Technique (Quantitative)
A statistical technique is used to summarize data using numbers. This technique is used to know the students’ score of writing
in each cycle. To analyze the data of the research, the researcher used mean formula. According to Sudijono (2010: 79) the formula is:
a. Mean
Mean is formula to know the average of the student’s score.
The formula is: M = ∑ X N
M = Mean of student’s score.
∑ x = The sum score of student’s writing test.
N = The total number of students b. SD (Standard Deviation)
SD=
√
Ʃ𝐷 2𝑁
− (
Ʃ𝐷 𝑁
)²
SD = Standard Deviation
D = Different between pre-test and post-test N = Number of observation in T-test c. T-test
To be able to know whether there is significant improvement or not between pre-test and post-test, researcher using t-test after calculate the SD.
18
T
o=
(Ʃ𝐷𝑁) 𝑆𝐷 √𝑁−1
To = T-test for differences of pre-test and post-test.
SD = Deviation Standard for one sample t-test D = different between pre-test and post-test N = Number of observation in T-test
H. The Organization of the Graduating Paper
The Graduating Paper consists of five chapters. Each chapter will be discussed as follows:
Chapter I is introduction, which consist of background of the research, the research question, the objective of the research, significant of the research, limitation of the research, hypothesis of the research, methodology of the research and outline of the paper.
Chapter II concerns with the literature review which consist of previous research, and literature review.
Chapter III concerns with the research method which consist of the implementation of the research, description of cycle I and II.
Chapter IV consists of the description each cycle (data result of the research and reflection), and contents.
19 CHAPTER II LITERATURE REVIEW
This chapter consist of literature review and the previous review. Literature review consists of : Writing Skill, Recount Text, and Personal Letter.
A. Literature Review 1. Writing
a. The Definition of Writing
Writing is one of the four skills in language learning besides speaking, reading, and listening. Writing is one of the important skills to master by the students. They use it to communicate to each other, as means of ideas and emotional expression. According to Tricia in Putri (2015: 7), “writing is about expressing idea that writer is unable to express what a speaker able to express, such as gesture, body movement, facial expression, pitch and tone of voice, stress and hesitation”. Thus, the writer has to able to write an effective writing in
order to make a reader understand by developing and organizing ideas, a careful vocabulary choice, grammatical pattern and sentence structure. In conclusion, writing skill is a skill that combine some language competence, such as grammar and vocabulary.
According to Haeton (1988: 135), “the writing skills are
20
judgments elements”. Writing as one of four language skills is
considered as a difficult skill because the researcher should make some aspects in writing such as content, organization, purpose, vocabulary, punctuation, and spelling in a balance way. Based on the explanation above, it can be concluded that writing is a tool of communication to express feelings and thoughts. This is an action skill of organizing ideas, making coherent words and composing text which needs hard effort to manage the ideas from the researcher’s mind and put it into written form effectively so it can be readable. b. The Process of Writing
According to Oshima and Hogue (2007: 16-20) the steps of writing are Pre- writing, Organizing, Writing, and Polishing: Revising and Editing.
1. Pre- writing
In this step, the researcher chooses a topic and collect ideas to explain the topic.
2. Organizing
The next step in writing process is organizing the ideas into the simple outline.
3. Writing
21
on paper. There will be so many errors and it will be fixed on the next step.
4. Polishing
In this step, the researcher revise and edit what have been written. Normally, this step consists of editing and revising.
c. The Assessing of Writing
According to Haeton (1988: 146), rating scale to assessment writing skill as below:
Table 2.1
Five components of writing evaluation
Component Score Criteria
Content
Sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic but lacks detail 21 – 17
Fair to poor
Limited knowledge of subject, little substance, inadequate development of topic
16 – 13 Very poor
22
Fluent expression, ideas, clearly stated/supported, succinct, well organized, cohesive
17 – 14
Good to average
Somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing
16 – 13 Fair to poor
Non fluent, ideas confused or disconnect, lack logical sequencing and development
12 – 10 Very poor
Does not communicate, no organization, or not enough to evaluate
Vocabulary/ Style
20 – 18
Excellent to very good
Effective word/idiom choice, word mastery
17 – 14
Good to average
Adequate range, occasional errors of word, idiom choice and usage but meaning not obscured
13 – 10 Fair to poor
Frequent errors of word/idiom form, meaning confused or obscured
9 – 7 Very poor
23 Grammar
25 – 22
Excellent to very good
Effective, complex, construction, tenses, number word, function, articles, pronouns, preposition
21 – 18
Good to average
Effective but simple construction, minor problem complex construction, tenses, number word, function, articles, pronouns, preposition, meaning seldom obscured
17 – 11 Fair to poor
Major problem in simple/complex construction, tenses, number word, function, articles, pronouns, preposition and/or fragment, deletions, meaning confused or obscured
10 – 5 Very poor
Virtually no mastery of sentence construction rule, dominated by errors, does not communicate, or not enough to communicate
Mechanics
5
Excellent to very good
Demonstrate mastery of conventions, few error of spelling, punctuation, capitalization, paragraphing
4
Good to average
24 3
Fair to poor
Frequent errors of spelling, punctuation, capitalization, paragraphing, meaning confused or obscured
2
Very poor
No mastery of conventions, dominated by errors of spelling, punctuation, capitalization, paragraphing, hand writing illegible, or not enough to evaluate
2. Recount Text
a) The Definition of Recount Text
Recount text is a text that tell about past event. According to Anderson and Anderson (1998: 48) in Dwi (2009: 16) define “a recount
text as a piece of text that retells past events, usually in the order in which they happened”. From this definition, it can be seen that a
recount text consists of past events that are ordered chronologically. It further means that we cannot write the events randomly as there are orders to follow that will make the text understandable.
25
entertaining”. This definition supports other definitions that have been mentioned above showing that the recount text deals with events in the past to be retold. In relation to the definitions, a recount text is written to serve some purposes. Anderson and Anderson in Dwi (2016: 9), mention the purpose as to give a description of what occurred and when it occurred to the audience. Another purpose is to tell the readers what happened in the past through a sequence of events (Sudarwati & Eudia in Nur 2016: 9).
b) The generic structure of Recount Text
According to Hyland in Helmi (2010: 28) there are three generic structure of Recount text, they are:
1) Orientation: provide the setting and produce participants. It provides information about Who, Where, and When.
2) Record of Event: tell what happen, present event in temporal sequence. It is usually recounted in chronological order. Personal comments and evaluative remarks, which are interspersed throughout the record of event.
3) Re-orientation: optional-closure of event. It is “rounds off” the sequence of events.
c) The Grammatical Feature of Recount Text
26
structure and language feature are different from one text to another. The recount text, moreover, has following specific language feature. According to Anderson and Anderson in Millah (2016: 12) there are some of language features:
1) Use of nouns and pronouns to identify people, animals, things involved.
2) Use of actions verbs to refer to events.
Recount text also uses many action verbs to describe the experiences or activities particularly in the events section. The action verbs like went, watched, played, are often found in the text. The words are, furthermore, written in the simple past tense and use either regular or irregular form.
3) Use of past tense to locate events in relation to speaker’s or writer’s time.
27
4) Use of conjunctions and time connectives to sequence of events.
Conjunctions are used to combine two sentences together while time connectives are used to show the sequence of events. They are used to inform readers what activity that happens first, next, and so on until the last one in a chronological order. These language features, additionally, are crucial in the text to show the chronological order in the events section that are like a guideline for the readers of what happens and when it happens. The examples or conjunctions are and, but, for and the examples of time connectives are first, second, next, finally.
28
6) Use of adjective to describe nouns.
Adjectives such as beautiful, interesting, fun, are used to give details about who, what, when, where, why, and how, in the text. The details are important to give a vivid description of the story to the readers. The details will also enable the readers to feel the story personally and intimately whether it is about the researcher‘s fun holiday or the researcher‘s awful experience.
d) The example of recount text Orientation
I spent my holiday in Jogjakarta last year. I went to Prambanan Temple with my family early in the morning.
Events
We went to Prambanan Temple by bus and arrived at 01.00 in the afternoon. I saw many foreign tourists there. I spoke English with them. Their name are Andrew and Peter. They were very friendly. They came from New York. Prambanan Temple was crowded in holiday. We went back at 07.00 in the evening.
Reorientation
It was a very interesting holiday.
29 3. Personal Letter
a. Definition of the personal letter
According to Adlan & Tanzili in Helmi (2012: 9-10) “letter is a piece of paper or more that used as communication tool to deliver the statement or information in written form, from one person to another”. From that statements can be seen personal letter is written
text in paper which sent from people to another people and used as communication. According to Harni dkk, (2016: 3) they said that “a personal letter is also called as a private letter and contains of private information about experience in the written form to be sent in a certain people”.
According to farid (2012:10) he said that there are many types of personal letters, and they are written for a wide variety of reason. And personal letters also known as friendly letters. It consist of felling expression, private things, and important things as a way to communicate and allow a person to leave a message and to keep in touch.
b. Function of the personal letter
30
guidelines to take decision, safety information, vice of organization, as a way to easy the archival matters work and announcement.
Besides as a mean written communication, letter is useful as representative of organization or individual. Letter is the written note that cannot be changed fully by oral communication. So, personal letter is used in personal relationship.
c. Parts of the personal letter
As written communication way, letter consist of main parts of the letter. According to George in Harni (2016: 3), the main parts of personal letter consist of heading, salutation, body of letter, closing and signature.
1. Heading
Heading is put the right or the left side of the paper. It is includes the address and the date, for example:
a) The address:
15 south cedar street
Boston Massachusetts 02214 b) The date line
The date line is put the right or at the left side of the paper under the heading. Usually the date is written in a letter. There are alternative ways of writing the date, for example:
31 2. Salutation
The salutation is greeting. A comma follows the follow in personal letter. The salutation begins at the left hand margin. The following are typical salutations in friendly letters, for example:
Dear Mother, Hello, 3. Body of letter
The body usually consists of at least three paragraph, they are:
a) Opening paragraph
Opening paragraph is a paragraph where the researcher starts to write down some words before him going the main paragraph or content of letter.
b) Content paragraph
The second is the paragraph, where the researcher starts to write down the topic. It may consists of two or more paragraph.
4. Closing
32
closing is capitalized. The closing is followed by comma. For examples:
Sincerely, Your friend, 5. Signature
The sender’s name should be signed. We may sign with our
full name of nick name. There is no punctuation after the signature.
d. The example of personal letter according to Farid (2012:13)
February 1, 2012 →Date Dear Mom, → Greeting
This is just to let you know that my classes were going very well this semester. I was taking four course-English,
business math, history, and economics. My favorite was Body business math. The teacher was very interesting, and I like
my classmates. Love, →Closing
Sue →Signature
B. PREVIOUS RESEARCH
There are some previous are relevant to this research. The first relevant research is a journal that conduct by Harni, dkk (2016) “Developing Writing Skill of Grade VIII Students Through Personal Letter”. The
33
that were 2 students (8.3%) who got greater score, while 22 students (91.6%) got lower score. In post-test, there were 21 students (87.5%) who got greater score, while 3 students (12.5%) got lower score.
The second of previous research is a the thesis entitled The Use of Diary Writing in the Teaching of Writing Recount Text (An Experimental
Study at the Eighth Grade Students of SMP Nurul Islami Mijen Semarang
in the Academic Year of 2009/2010) written by I‟in Ainatuz Zahiroh, (English Language Education of Walisongo State Institute for Islamic Studies, Semarang, 2010). The researcher said that, the main objective of this study is to find out the effectiveness of the teaching of writing recount text with the use of diary writing. After the research finished, she said that there is a significant difference in writing recount text score between students taught by using diary and those who taught by using non-diary writing. It is showed the mean of experimental class is higher than control class.
The differences between this research with the previous study can be seen from the subject which the researcher took and the use of personal letter material. The first previous study researcher focus on using personal letter material to improve students writing skill. In this research the researcher using personal letter material to improve student writing skill in recount text. In the second previous research the researcher using diary as media in teaching writing recount text. The different with this research is by using of
34 CHAPTER III
IMPLEMENTATION OF RESEARCH
In this research, the researcher carries out the implementation of the research. The researcher used the CAR method in collecting the data.
A. The Setting of the Research
1. The general situation of MA Darussalam Wonosegoro
Islamic high school Darussalam Wonosegoro is Islamic based on Islamic Boarding School. It is located at Bandung 01/03, Wonosegoro Subdistric, Boyolali Regency, 57382. The phone number 081215725444. The implemented Islamic Boarding school system can help students to develop students’ self-potential both in the field of religious knowledge
and life skills. Islamic High School Darussalam Wonosegoro has two programs: Social Program (IPS) and Religious Program (PK) supported by professional educator and certified educator.
2. The schedule of the Research
35 Table 3.1 Research Schedule
No Date and time Activities Place and time Study (Before Classroom Action Research) before doing action Cycle I
Teacher room before doing action Cycle II
36 B. The Procedures of the Research
There are four steps in one cycle for doing actions research (planning, acting, observing, and reflecting). The researcher conducted the research into two cycles: cycle I and cycle II. The activities in each cycle is as follow:
1. Cycle I
The researcher used personal letter material, which can be improved the students’ in writing recount text. The topic is last
holiday, the procedure are: 1. Planning
The activity in the planning was presented as below:
a) Selecting the materials with the annual program based on the syllabus.
b) Preparing material, making lesson plan and design the steps in doing the action.
c) Preparing teaching aids with the theme “Last holiday” (example: a sheet of paper, students handout, example of personal letter).
d) Preparing students’ and teachers’ observation checklist (to know the situation of the teaching-learning process).
e) Preparing pre-test and post-test of the cycle I. f) Preparing the list students’ name and scoring.
37 2. Acting
After the preparation finished, the researcher did teaching-learning process. The teaching-learning process is led by the teacher. In acting stage as the stage of implementation the preparation. The researcher presented as:
a) Giving pre- test for students.
b) Giving the material and explain the recount text, generic structure, and generic feature of the recount text.
c) Giving the example of recount text with theme “last holiday” and analyzing the generic structure of the text.
d) Explaining about the personal letter material.
e) Explaining of the implementation personal letter material in writing recount text.
f) Giving occasion for the students to ask any difficulties in learning process.
g) Giving post-test
In this stage, the researcher and the teacher helped, guided, and monitored the students.
h) Asking to the students to collect their work, concluding the material and giving feedback after the lesson.
3. Observing
38 4. Reflecting
Reflection is a research finding analysis. At this point, the researcher reflected on, evaluate, and describe the effect of the action. This is to record what happen in observation. Reflection seeks to make sense of process, problems and real issues in strategic action. Reflection is an evaluate aspect, it asks the researcher to weight the experience, to judge whether or not the media can be solving the problem and to improve students’ writing
skill.
a) The researcher evaluates the activities that have been done. b) The teacher and the researcher discuss to make a reflection
what will they do to solve the problem.
c) Analyzing the data from the observation checklist and students’ score of the in the cycle I.
2. Cycle II
39 1. Planning
In the planning of the second cycle, the researcher will do several activities that will be designed as below:
a) The researcher identifies the problem and makes the solution to the problems.
b) Preparing material, making lesson plan and designing the steps in doing the action.
c) Preparing teaching aids with the theme “Visiting History Place” (example: a sheet of paper, example of personal letter, and handout for students).
d) Preparing students’ and teachers’ observation checklist (to know the situation of the teaching-learning process).
e) Preparing pre-test and post-test of the cycle II. f) Preparing the list students’ name and scoring.
The preparation was designed to gain the purpose of the teaching-learning process.
2. Acting
In this cycle is quite similar to the cycle I. the learning process led by the teacher. The activities of the cycle II as follow:
a) Giving pre-test for students.
40
c) Giving the material and explain the recount text, generic structure, and generic feature of the recount text.
d) Giving the example of recount text with theme “Visiting history place” and analyzing the generic structure of the text.
e) Explaining of the implementation personal letter material in writing recount text.
f) Giving occasion for the students to ask any difficulties in learning process.
g) Giving post-test
In this stage, the researcher and the teacher helped, guided, and monitored the students.
h) Asking to the students to collect their work, concluding the material and giving feedback after the lesson.
3. Observing
The researcher observes the students and teacher activity by using observation checklist.
4. Reflecting
41
media can be solving the problem and to improve students’ writing
skill.
a) The researcher evaluates the activities that have been done. b) The teacher and the researcher discuss to make a reflection
what will they do to solve the problem.
c) Analyzing the data from the observation checklist and students’ score of the in the cycle II.
C. The Minimal Passing Grade
The students’ success and failure in doing the activities plan above
42
CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
This chapter focused on analyzed the collected data. The researcher collected the data from the tenth grade students of MA Darussalam Wonosegoro. The researcher was given the details of the findings. This chapter is likely the main discussion of the research conducted. It displayed the findings consist of the result of the cycle I and cycle II. The two cycle are treatment of the implementation in using personal letter material to improve writing recount text.
A. The Result of the Research
The research consists of two cycle, each cycle consists of planning, acting, observing, and reflecting. The whole steps of this research would be explained in the description below:
1. Research Finding a. Cycle I
1) Planning
The researcher prepared several instruments, they are as follows:
a) Lesson plan
43 b) Observation checklist
Observation checklist was prepared to know the students’ and the teacher’ activities during the teaching
and learning process. c) Material
The material of recount text consists of the meaning, purpose, generic structure, example, and language feature. (see appendix 14)
d) Teaching Aid
The researcher prepared some instrument. They are board-marker, paper, handout for students (recount text). (see appendix 14)
e) Pretest and posttest
44 2) Acting
The action of cycle I was done on July 24ͭʰ and 27ͭʰ 2018.
The teacher is Mrs. Alif Okta Shofia and researcher rolled as an observer.
On Tuesday, July24ͭʰ 2018 before started the lesson, the teacher
informed the students that for a few days later the class would be observed by the researcher. The teacher started the lesson : Teacher : “Assalamualaikum warahmatullahi wabarakatuh”
Students : “Waalaikumssalam warahmatullahi wabarakatuh “ Teacher: “How are you today”?
Students: “I am Fine thank, and you?”
Teacher: “I am fine too thank you”. Teacher: “Who is absent today? “
Students : “All present mom.”
Teacher: “Ok class today we have special guest from IAIN
Salatiga, she wants to make research in this class, so let introduce your self, miss.”
Researcher : (Researcher introduce her self and explain about the purpose to make research in the class).
Teacher : (Starting the lesson with the reviewed last material about genre).
“Today we will learn about genre. Do you remember
45 Students : (keep silent).
Teacher : (Write in white board: NARRATIVE). “Narrative
adalah contoh dari genre text. Selain narrative apalagi contoh dari genre text?”
(Narrative is the example of the genre text. What
another example of genre?)
Student (FR) : “Descriptive text.”
Teacher: “Ok good. Next another example?” Students: “Recount.”
Teacher : “Ok good. But, before we start our lesson today.
Please do the exercise.” (give pre test for students,
researcher helped the teacher to give pre test for students).
“saya beri waktu 15 menit untuk mengerjakan”.
(I will give you 15 minutes for doing the exercise). Students : “Yes mom.”
After 15 minutes.
Teacher : “Have you done, class?Tolong dikumpulkan.”
(Please submit)t.
Student (MJ): “Not yet mom.”
Teacher :“Waktunya sudah habis. Tolong kumpulkan sekarang.”
(Time is up, please submit now).
46
Teacher : “What do you think about this exercise?”
Students : “Very difficult mom.”
The teacher gave hand out for the students about the material and the researcher helped the teacher. The teacher explained about the exercise with the material that learned today. The teacher gave explain about recount text.
Teacher : “Today we will learn about recount text. What is
recount text?”
Students: (keep silent)
Teacher: “Ok. Sebelum ke recount text. Saya ingatkan kembali
tentang narrative text dulu. Tujuan narrative itu untuk apa?.”
(Ok before go to recount text, I will remember again about narrative text, what is the purpose of narrative
text).
Student(SP): “To entertain the reader mom.” Teacher : “Ok, Good SP. How about recount?”
Student(VM): “Retell mom.”
Teacher : “Ok, Good. Sekarang buka kertas yang telah saya
berikan tadi dan dibaca pengertian recount text sampe dengan contohnya.”
(Now you can open the handout and you read about
47 Students: “Yes mom.”
After some minutes later.
Teacher : “Have you done to read, class?” Students: “Yes mom.”
The teacher explained about the material recount text from the definition until the example. The teacher also gave a little explain about personal letter (parts of personal letter). After finished explaining about material the teacher asked to the students and closed the lesson because time is up.
Teacher: “Ada pertanyaan? Ada yang belum faham mengenai
materi kita hari ini?.”
(Any question so far? Have you understand about the
material today?).
Students : “Not yet mom.”
Teacher: “Ok class because time is up. Lest we close our lesson
by saying hamdalah.”
Students: “Alhamdulilahirobil’alamin.”
Teacher: “Thank for your attention, the last I say
wassalamualaikum warahmatullahi wabarakatuh. See
you next meeting.”
Students: “Waalaikumssalam warahmatullahi wabarakatuh. See
48
On Friday 27ͭʰ July 2018, the teacher entered to the class and
started the lesson as usual.
Teacher : “Assalamualaikum warahmatullahi wabarakatuh”
Students : Waalaikumssalam warahmatullahi wabarakatuh “
Teacher: “How are you today”? Students: “I am Fine thank, and you?”
Teacher: “I am fine too thank you”. Teacher: “Who is absent today? “
Students : “All present mom.”
The teacher reviewed about the last material. Teacher : “Last meeting we learned about?”
Students: (keep silent)
Teacher : (repeat about the question) “pertemuan kemarin kita
belajar tentang apa my students?”
(What we learned last meeting my students?).
Students: “Recount text mom.”
The teacher with the students reviewed about the last material together. After that, the students continued to explain about the material recount text start from the definition until the example. And the teacher asked to the students to open handout that given last meeting.
Teacher: “please open your handout, and read about the
49 Students: “yes mom”.
After some minutes, the teacher explained again about the language feature of recount text and asked the students maybe any difficulties.
Teacher: “Sampai disini ada pertanyaan?”
(Any question so far?). Students: “Not yem mom”
The teacher asked students to make one sentences using simple past tense. After that, the teacher gave exercise to the students to make letter for their friend about their last holiday.
Teacher : “Ok. Sekarang kerjakan latihan, kalian buat surat
kepada teman kalian didalam kertas binder yang telah disediakan kaka dwi dengan lengkap dan benar. Mulai dari tanggal surat, ditujukan kepada siapa, salam pembuka, isi surat sampai nama pengirim. Dan jangan lupa jika bentuknya lampau menggunakan keta kerja bentuk II. Do you understand, class?”
(Ok, now you can do this exercise again, you make a
letter for your friend in binder paper that miss dwi
prepare with complete and true. From date, for who,
gereeting, content letter, until sender. And don’t
50
Teacher: “I will give you 20 minutes to doing this work.”
Students: “Yes mom.”
After all students finish doing the exercise the teacher ask students to submit. Because time is up, the teacher close the lesson.
Teacher: “Ok class because time is up. Lest we close our lesson
by saying hamdalah.”
Students: “Alhamdulilahirobil’alamin.”
Teacher: “Thank for your attention, the last I say
wassalamualaikum warahmatullahi wabarakatuh. See
you next meeting.”
Students: “Waalaikumssalam warahmatullahi wabarakatuh. See
you mom.”
3) Observing
The researcher observed students and teacher activity by using the observation checklist in the learning process. This observation checklist was purposed to know how far the situation and enthusiasm of the student’ and the teacher activity
51
a. The Students Observation Checklist Table 4.1 The Students’ Observation Checklist Cycle I
52
b. The Teacher Observation Checklist Table 4.2 Teacher Observation Checklist Cycle I
NO. The Teacher Activity Yes No Description 1. Preparing the material
well
The teacher preparing the lesson plan and material well 2. Greeting students
before the lesson begin
The teacher greeted the students and students answered the greeting. 5. Reminding previous
material
The teacher immediately explain the current material 6. Giving an explanation asking the question
The teacher gave time to student about everything to asked question the result of the learning
53
The researcher analyzed the data of pre-test and post-test. a. The Score of in Cycle I
Table 4.3 Students Scoring Cycle 1
NO. NAMA Pretest Posttest Post –pre D²
54
b. The Calculation of the Mean and Standard Deviation 1) Mean of Pre-test
M
x=
∑ xNM
x=
109526M
x= 42,16
2) Mean of Post-test
M
Y=
∑ Y NM
Y=
1524 26M
Y=58,54
3) Standard Deviation
SDD = √∑ D 2
N − ( ∑ D
N )
2
= √1353526 − (46326 )2
= √520,58 − 324
= √196,58
55 4) T-test Calculation
To=
(∑ DN )
( SDD
√N − 1)
= (46326 ) ( 13,7
√26 − 1)
= 17,81 (13,75 )
= 17,81 (13,75 )
= 17,81
2,7
=6,6
56 4) Reflecting
Based on the result of the cycle I, there was some reflection that should be given attention to maximizing the students’
writing skills. The researcher found some weaknesses that happen during the teaching and learning process. The weaknesses of students are they did not have an idea to write. They were still confused to organize the sentences. The students had low mastery grammar, punctuation and spelling and had limited vocabulary so they felt difficult to write a good text.
b. Cycle II 1) Planning
a) Lesson Plan
The lesson plan was arranged based on the problem in the result of the cycle I. (see appendix 9)
b) The Observation Checklist
Observation checklist was prepared to know the students’ and the teacher’ activities during the teaching and
57
The material of recount text consists of the meaning, purpose, generic structure, example, and language feature. (see appendix 14)
d) Teaching Aid
The researcher prepared some instrument. They are board-marker, paper, handout for students (recount text), and vocabulary for the students. The researcher also provides the materials and tools to succeed the action. (see appendix 14 )
e) Pre-test and Post-test
The researcher used pre-test and post-test in her action. The pre-test was done before using personal letter material in writing recount text. Then, the researcher used post-test. Post-test was done after using personal letter material to see the result of the study before and after using personal letter material. (see appendix)
2) Acting
The action of cycle II was done on July 31, 2018 and 3 August 2018. On Tuesday 31 July 2018, before started the lesson, the teacher started the class by the greeting students.
Teacher: “Assalamualaikum warahmatullahi wabarakatuh.”
58
Teacher: “Good morning my students”.
Students: “Morning, mom.”
Teacher: “How are you today?”
Students: “I am fine mom, and you?”
Teacher: “I am very well too thank you.”
Teacher : “Who is absent today? “
Students: “Nihil bu.”
(We are all present mom).
Teacher: “Ok Good, before we start our lesson lets we recite
Basmalah and Alfatihah together.
All of students also teacher and researcher recited Basmalah and Alfatihah too. After that the teacher told story about her experience when she still studied in senior high school, and the students keep silent. Then, the teacher concluded their story with gave motivation for students to enthusiasm in studying. the students still keep silent. Then the teacher continued to the lesson.
Teacher: “Ok class, kembali ke pelajaran kita kali ini.”
(Back to the our lesson today).
“Before we are go to the lesson today. I will review
our material last meeting.”
Students: (keep silent)
59
(Last meeting we learned about?).
Students(MAK): “Menulis surat kepada teman menceritakan
saat liburan bu.”
(Write a letter for your friends tells about holiday
mom).
Students(VM): “Materi recount text bu.”
(Material recount text mom).
Students(BDR): “Menulis surat dan dikaitkan dengan materi
recount text bu.”
(Wrote a letter and connected with material recount
text, mom).
Teacher: “Ya betul sekali, masih ingatkah what is recount text?”
(yes, of course. Do you remember what is recount text?).
Students: (keep silent.)
Teacher : “Recount text is the text tell about?”
Students : “Retell in the past mom.”
60
theme visiting history place. The researcher helped the teacher to give the paper of pre-test.
Teacher : “OK class, saya kasih waktu 15 menit untuk
mengerjakan test ini.”
(Ok class, I give you 15 minutes to do the test). Students: “Yes mom.”
After 15 minutes, the teacher asked to the students to submit their test. The teacher continued to explain about material recount text. The teacher gave handout for the students. Because time is up the teacher closed the lesson.
Teacher : Ok class. Dikarenakan waktu sudah habis. Kita cukupkan sampai disini dulu pelajaran kita. Jangan lupa materi yang sudah saya berikan tadi dipelajari dirumah. Mari kita tutup pelajaran kita kali ini dengan bacaan Hamdalah.
(Ok class. Because time is up, our material enough in
here. Don’t forget study about the material that I
giving to you. Lets we close our lesson by saying
hamdalah).
Students: “Alhamdulilahirobil’alamin.”
Teacher : “The last I say, Wassalamualaikum Warahmatullahi
Wabarakatuh”
61
Teacher : “See you next meeting my students”
Students : “See you mom.”
On Friday, August 3, 2018, the teacher entered the class and started the lesson as usual. She greeted the students, asked about the condition of the students and checked the attendance of the students. Before starting the lesson the teacher reviewed about the previous material.
Teacher: Did you remember about the material last meeting my students?
Students(LS): Recount text mom.
Teacher : Ok good.
Then the teacher asked the students to open their handout that she gave last meeting. The teacher asked to the students to make a group. After the students make a group the teacher gave an example of text. The researcher helped the teacher to give a paper to students. The teacher asked to the students to analysis the text about the parts of letter and the generic structure of the recount text.
Teacher: “Kalian identifikasi yang mana bagian-bagian dari
62
(You must identify which one is part of letter and part of the generic structure of recount text. Any question?). Students: “Not yet, mom.”
Teacher: “Ok, lets do it now.”
Some minutes later, after the students finished their work. The teacher explained more about the language feature of the recount text. After the teacher finished explaining about the material, the teacher asked to the students any difficulties. Teacher: “Sampai disini ada kesulitan?”
(Any difficulties so far?) Students : “Not yet mom.”
Teacher: “Do you understand about the material?” Students: “InsyaAllah understand mom.”
The teacher asked to the students to make letter for their friends with the theme visiting history place, the letter must contain about the parts of the letter and completed with the generic structure of recount text.
Teacher: “Ok, jika sudah faham. Ada tugas buat kalian. Tolong
63
vocabulary dalam handout tersebut jika kalian merasa kesulitan mencari kata. Apakah sudah faham?”
(Ok, If you are understand. This is assignment for you.
Please make a letter for your friend with the theme
visiting history place. In the letter must appropriate
with the example that I give to you. And you can use the
vocabulary in your handout if you feel confuse to find
words).
Sudents: “Understand mom.”
Teacher: “Jika ada kesulitan kalian bisa bertanya kepada saya
atau kaka Dwi.”
(If you have any difficulties you can ask to me or miss
Dwi).
Students: “Yes mom.”
Teacher : “Ok saya beri waktu 20 menit untuk mengerjakan.”
(Ok I give you 20 minutes to do this work).
The teacher and the researcher helped the student who has difficulties in their work. After 20 minutes, the teacher asked to the students to submit their work.
Teacher: “Ok, my students, time is up. Please submit you work now.”
Student(FR): “Belum selesai bu.”
64
Teacher: “Ayo segera kumpulkan. Karna waktu sudah habis.”
(Please submit now, because time is up).
After all of students submitted their work. The teacher gave time to the researcher to say thank you and gave the reward to the students. After that, the teacher closed the lesson by saying Hamdalah together.
3) Observing
65
a) The students observation checklist.
Table 4.4 The Students Observation Checklist
NO. NAMA The Students’ Activity
