The aim of this research is to show the improvement of the writing skills and learning activities of the students with Holiday Photo as a media. The problem of this research is that the students have difficulty expressing their ideas in English written text. Using Holiday Picture as a media allows the students to share information and ideas with others through written text, especially in writing text.
The type of this research is Classroom Action Research (CAR) which is used to solve students' problem in writing skill. The research instruments used for data collection in this research are test, observation and documentation. On the other hand, the second criterion is students who become more active in the learning process.
Tujuan dari penelitian ini adalah untuk mendemonstrasikan peningkatan keterampilan menulis dalam menceritakan petualangan masa lalu dan kegiatan pembelajaran menggunakan media gambar liburan. Penggunaan media Gambar Liburan merupakan media yang dapat meningkatkan keterampilan menulis dalam menceritakan petualangan masa lampau.
AL ISRA‟ : 7)
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
- Benefits of the Study
- Definition of Writing Recount Text
- Language Features of Recount Text
- The Example of Recount Text
- The Problems of Teaching Writing Recount Text
- The Advantages of Using Holiday Pictures
- The Disadvantages of Using Holiday Pictures
Can the use of holiday picture improve the writing skills of eighth grade students of SMP Purnama Trimurjo Central Lampung. On the other hand, according to Peter Knapp, a Recount Text is a text that recounts events or experiences from the past. Additionally, Recount text is a type of text that tells the reader what happened in an informative or entertaining way.
Based on the above explanations, the researcher concludes that narrative text is a text that recounts past events or experiences. The recount text writing skill is the type of writing that is the text that tells the story that happened in the past. In writing the text, many high school students found some problems, e.g. students cannot distinguish the classification of the verb, students are still confused about the general structure of the recount text itself, students lack vocabulary.
For the problem, students claim that they have ideas but lack the skills to express them in the target language. In addition, the researcher explains some of the problems faced by the teacher and students with their strategies to overcome the problems. a. Students who are categorized as slow learners learn and absorb material slowly, so the process of teaching and learning to repeat text does not go well.
The strategies to solve the problems faced by the students in learning to write recount texts are for the students to seek help from the teacher and their classmates who are aware of their difficulties. The students who have difficulty developing paragraphs need the help of the teacher to provoke their idea. The students' lack of vocabulary is also one of the problems when writing recount texts.
Students also realize that they lack vocabulary, so when they know the meaning of a word, they write it down in their notebook. Based on the above explanation, the researcher found that the students do not have good inspiration to write in English. The textbook may be interesting, but on the other hand, you and the students may want to change something.
The Holiday Picture as Media to Teach Writing Recount Text
- Procedure of Using Holiday Picture in Teaching Writing recount text According to david, the procedure of using Holiday Picture as the
- The Steps of Teaching Recount Text Through Holiday Picture
Pictures are not always a shortcoming because the test can elicit reliable data if the purpose of the evaluation is to assess the candidate's ability to describe events. Pictures tell very little about the candidate's capacity for interaction, as there is no real interlocutor to interact with. Pictures are modified version, the candidate must describe the event according to the correct order of the pictures to a naive listener who must therefore organize the orders of the pictures based on the description provided by the candidate. 28. especially if facts or experiences are new to them.
Organizing content in advance as pictures in a timeline can help children understand which events are important and see them as a visual sequence. Refer to your picture as "memory-joggers", which will help them when they come to write. The teacher can then ask them to apply each memory runner to a sentence. c. Sometimes, it may not be necessary to turn the memory runners into sentences. the timeline may be all that is needed to record understanding. d.
Before they start writing, ask them to draw the main idea through the timeline to show where a main sentence is in the story. Precisely because photos are free of words, the teacher can apply the holiday photo in several steps, that is;30.
Action Hypothesis
RESEARCH METHOD RESEARCH METHOD
Subject of Study
Research Procedure
- Observation
- Documentation
- Test
In this step of research procedure, the researcher directly observed the process of teaching and learning in the classroom, collected a pre-survey data in students' narrative text writing skill to get the problems about teaching and learning process and collected the pre-test score of the students. ' tell text writing skills. In this step, the researcher conducted the action research in VIII grade students of SMP Purnama Trimurjo in several cycles. The researcher discussed with the English teacher or the collaborator to determine the action to solve the existing problems.
In this step, the researcher collected the data collected by the observer about the students' reactions, participation, performance and everything found during the teaching and learning process. In this step, the researcher analyzed the data and reflected the actions. If the result of the actions did not show the improvement of the students in the retelling text writing skill as shown in the indicator of success, the researcher would do the next cycle.
The term data collection technique refers to the way in which the data is collected to ensure the acquisition of relevant and valid information.34 In supplementing the data, the researcher used qualitative and quantitative data. To obtain the qualitative data, the researcher used observation and documentation.35 Meanwhile, to obtain the quantitative data, the researcher used pre-test and post-test.36. Observation is a mainstay of action research, enabling the researcher to systematically document and reflect on classroom interactions and events.37.
In this study, the researcher observed the activities of the students in the teaching and learning process to know how the teaching and learning process went. The post-test was done after the treatment to find out if using the holiday photo as a media can improve the writing skills of the students. The researcher used pre-test and post-test as a data collection method to measure students' writing skills using written text.
The pre-test was given to the students at the first meeting to find out the students' writing skills. The researcher then assessed the students' ability to narrate the text using the writing skill scoring rubric. In addition to the above three methods of data collection, the researcher also uses field notes to collect the data.
Research Instrument
As any researcher knows, field notes are the most common data collection technique used in action research to record what happens during an observation. Field notes can include a description of places, people, the activity, and the atmosphere in the classroom. The researcher used the guidelines of the condition of the teachers and officials, the condition of the students and the organizational structure of the school.
Writing involves mastery of all elements in the target language, such as grammar, content, vocabulary, spelling, and mechanics. Good knowledge of the subject, sufficient reach, limited text development, mostly relevant to the topic, but lacks details. Shows no knowledge of the subject, non-substantive, not relevant or not enough to judge.
Virtually no mastery of the rules of sentence construction, dominated by errors, does not communicate, is not enough to evaluate. Effective, complex constructions, few agreement errors, tense, number, word order/function, articles, pronouns, prepositions. Main problems in simple/complex constructions, frequent errors of negation, agreement, use of simple past tense, number, order/function of words, articles, pronouns, prepositions and/or fragments, executions, deletions, which will it means confused or dark.
Lack of command of convention, dominated by errors in spelling, punctuation, capitalization, paragraphs, handwriting illegible or not enough to evaluate.42. The researcher used field notes to record activities during teaching and learning by using vacation photos as media to teach the students copywriting skills in the classroom. These include the atmosphere in the classroom, the attitude of the student, the activity and the activity of the teacher in the material.
Data Analysis Technique
Indicator of Success
- Description of the Research Location
- Description of the Research
At the end of the meeting, the researcher gave feedback to the students about the learning process. A post-test was administered to determine the improvement in students' writing skills after treatment. This table describes the comparison of students' results in post-exam I and post-exam II.
From the result of the students' score from the post-test II, it can be concluded that there was an improvement in the students' score. Based on the results of the pre-test, post-test I and post-test II, it turned out that there was an improvement in the scores of the students.
Suggestion
