PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

THE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIES IN RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF SMPN 1 WUNGU A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Nur Sekar Arum Eka Purikhawati Student Number: 091214151

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013


THE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIES IN RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF SMPN 1 WUNGU A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Nur Sekar Arum Eka Purikhawati Student Number: 091214151

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, July 29, 2013 The Writer

Nur Sekar Arum Eka Purikhawati 091214151

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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma Nama

: Nur Sekar Arum Eka Purikhawati

Nomor Mahasiswa

: 091214151

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE IMPLEMENTATION OF WEEKLY DIARY TO IMPROVE STUDENTS’ WRITING ABILITIES IN RECOUNT TEXT AT EIGHTH GRADE STUDENTS OF SMPN 1 WUNGU

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Sanata Dharma baik untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikan di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencamtumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 29 Juli 2013 Yang menyatakan

Nur Sekar Arum Eka Purikhawati

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ABSTRACT Purikhawati, Nur Sekar Arum. 2013. The implementation of weekly diary assignment to improve students’ writing abilities at eighth grade students of SMPN 1 Wungu. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Students of junior high school and senior high school learn English as the foreign language by listening, speaking, reading, and writing. Writing is the most influential skill for the students because writing is the assessment to measure how far the students understand to learn English. Therefore, the students should have good writing abilities. Unfortunately, based on the preliminary study conducted by the researcher in SMPN 1 Wungu, the students of class VIII D had some difficulties in writing a recount text. Their writing abilites were very poor because they were not accustomed to writing in English properly. This research has an objective to overcome the students’ problems in writing a recount text. The researcher offered the weekly diary assignment followed by the teacher’s feedback to solve their problems. The result of this research was used to answer the research question which is formed as to what extend the weekly diary improves students’ writing abilities in writing a recount text. In this research, the reseacher used classroom action research which was based on the model of Riel’s action research to help the students to improve their writing abilities through the weekly diary assignment. This research consisted of three cycles. The participants were 19 students of VIII D of SMPN 1 Wungu. The data was collected by using some instruments like observation, questionnaires, interviews, field notes, and the students’ writing in their diaries. The researcher conducted learning activities using the genre-based approach. During eight meetings of the class, the implementation of weekly diary assignment followed by the teacher’s feedback showed that it was successful to overcome students’ problem in writing a recount text. At the end of the research, the students could improve their writing abilities. They were accustomed to writing in English properly so that they were able to express their idea into English sentences properly. The weekly diary assignment which asked the students to write a recount text twice a week worked based on behaviorism theories. Moreover, in the third cycle, 16 students could pass the minimum passing grade of this school (70). The researcher suggested the other English teachers use the weekly diary assignment to help the students to improve their writing abilities in writing a recount text.

Keywords:

Recount text, weekly diary, teacher’s feedback, behaviorism theory, classroom action research

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ABSTRAK Purikhawati, Nur Sekar Arum. 2013. The implementation of weekly diary assignment to improve students’ writing abilities at eighth grade students of SMPN 1 Wungu. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Siswa SMP dan SMA mempelajari bahasa Inggris sebagai bahasa asing dengan menyimak, berbicara, membaca, dan menulis. Menulis adalah kemampuan yang paling berpengaruh pada siswa karena menulis merupakan sarana tolak ukur seberapa jauh pemahaman siswa dalam belajar bahasa Inggris. Oleh karena itu, siswa seharusnya memiliki kemampuan menulis dalam bahasa Inggris yang baik. Sayangnya, berdasarkan studi awal yang dilakukan oleh peneliti di SMPN 1 Wungu, siswa kelas VIII D mempunyai beberapa kesulitan dalam menulis teks recount. Kemampuan menulis mereka sangat rendah dikarenakan mereka tidak terbiasa menulis dalam bahasa Inggris dengan benar. Penelitian ini bertujuan untuk mengatasi masalah siswa dalam menulis teks recount. Peneliti menawarkan latihan menulis buku harian mingguan diikuti dengan feedback dari guru. Hasil dari penelitian ini digunakan untuk menjawab rumusan masalah dengan formasi pertanyaan sebagai berikut: bagaimana buku harian mingguan meningkatkan kemampuan siswa dalam menulis teks recount. Pada penelitian ini, peneliti menggunakan riset tindakan kelas dari Riel untuk mengatasi masalah siswa tersebut. Penelitian ini terdiri dari tiga siklus. Peserta dari penelitian ini adalah semua siswa (19 anak) kelas VIIID SMPN 1 Wungu. Data-data yang diperoleh dikumpulkan melalui beberapa instrumen seperti pengamatan kelas, kuesioner, wawancara, catatan lapangan, dan tulisan para siswa pada buku harian mereka. Peneliti melakukan kegiatan belajar mengajar menggunakan genre-based approach. Selama delapan kali tatap muka, penerapan buku harian mingguan yang diikuti dengan feedback dari guru menunjukkan kesuksesannya dalam mengatasi masalah siswa pada saat menulis teks recount. Di akhir penelitian, siswa mampu meningkatkan kemampuan menulis mereka. Mereka menjadi terbiasa menulis dalam bahasa Inggris dengan benar sehingga mereka dapat dengan mudah menuangkan ide mereka dalam bahasa Inggris yang baik dan benar. Latihan menulis buku harian mingguan yang meminta siswa untuk menulis teks recount dua kali seminggu ini, menggunakan teori behaviorism. Kemudian, pada siklus ketiga, 16 siswa mampu menuntaskan nilai di atas kriteria ketuntasan minimalnya, yaitu, 70. Peneliti menyarankan agar guru-guru bahasa Inggris menggunakan latihan menulis buku harian mingguan untuk membantu siswa meningkatakan kemampuan menulis menulis teks recount. Kata kunci:

Recount text, weekly diary, teacher’s feedback, behaviorism theory, classroom action research

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ACKNOWLEDGEMENTS First of all, I would like to send my gratitude to ALLAH S.W.T, who has blessed me with everything in my life especially when I had finished this thesis. I believe that I could not have passed this process without the blessing from ALLAH S.W.T. I would also like to thank my surpervisor, Ag. Hardi Prasetyo, S.Pd., M.A. for all of his kindness to give me some help, motivation, guidance, and suggestions during the writing of this thesis. I would also like to present my thankfulness to the students of class VIII D of SMPN 1 Wungu 2012/2013 Academic Year who had been very welcoming and nice to me. I would also like to thank Drs. Heru Suprobo, the Principal of SMPN 1 Wungu for allowing me to conduct the research in SMPN 1 Wungu. My gratitude also goes to Dra. Dwi Isnawati, who allowed me to use her class to conduct the research. I also address my thankfulness to Bapak Irfan (Director of Sibford English), who proofread my thesis. Then, I really thank

Caecilia Tutyandari, S.Pd., M.Pd., Drs. Barli

Bram, M.Ed., Ph.D., Henny Herawati, S.Pd., M.Hum., and Laurentia Sumarni, S.Pd., M. Trans., the lecturers of the English Language Education Study Program of Sanata Dharma University for the suggestions. My greatest gratitude goes to my beloved family, especially my parents, Bapak Purwanto, Ibu Ririk, and my Grandmother for their great love, patience, support, lesson about life, and many other things that will never be enough to be written in this paper. I am so proud of being their daughter. I also thank my lovely little sister, Anisa, for always acting as my older sister, being more mature than me and giving me support when I was distressed. I present my thankfulness to Adin, who always supports me. I am very happy to have them in my life.

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The thankfulness also goes to my lovely friends in PBI, especially Pipup, Helen, Itak, Niken, Priska, Berta, Deny, Bruder Markus, and Leo, who have taught me about valued life and friendship, Mbak Si. who helped me to prepare the presentation, PBI’ 09, whose name I can not write one by one. I will be nothing without all of them. I am very lucky to meet them in my life. I will always remember all of the lecturers in PBI who have shared everything and make me ‘fall in love’ with English and teaching. Their great attention has strengthened me a lot. I also thank all of my teachers from TK, SD, SMP, and SMA for guiding me to become a ‘real human’. I am very proud of being one of their students. I also thank Bapak Jatmiko for helping me to conduct the research. I would like to thank PBI secretariat staff, Mbak Dhanniek and Mbak Tari, who have helped me to manage all of the things related to administration. I also address my thankfulnes to the staff of Sanata Dharma Library for their friendly and warm services.

Nur Sekar Arum Eka Purikhawati

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TABLE OF CONTENTS Page TITLE PAGE.............................................................................................

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APPROVAL PAGES.................................................................................

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STATEMENT OF WORK’S ORIGINALITY.........................................

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PERNYATAAN PERSETUJUAN PUBLIKASI..........................................

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ABSTRACT...............................................................................................

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ABSTRAK...................................................................................................

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ACKNOWLEDGEMENTS.......................................................................

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TABLE OF CONTENTS...........................................................................

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LIST OF TABLES.....................................................................................

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LIST OF PICTURES.................................................................................

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LIST OF APPENDICES............................................................................

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CHAPTER I.

INTRODUCTION A. Research Background............................................

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B. Research Problem...................................................

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C. Problem Limitation................................................

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D. Research Objectives...............................................

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E. Research Benefits...................................................

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F. Definition of Terms................................................

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CHAPTER II.

REVIEW OF RELATED LITERATURE A. Theoretical Description..........................................

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1. Teaching Writing.................................................... 13 a. The Nature of Writing..................................... 13 b. Genre Based Approach...................................

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2. Recount Text..........................................................

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3. Weekly Diary Assignment.....................................

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4. Teacher’s Feedback................................................ 22 a. The Meaning of Feedback................................ 22

CHAPTER III.

b. The Types of Feedback....................................

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5. Behaviorism Theories............................................

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6. Classroom Action Research...................................

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a. The Definition of Classroom Action Research

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b. Models of Action Research..............................

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B. Theoretical Framework..........................................

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METHODOLOGY A. Research Method.................................................... 31 B. Research Setting..................................................... 33 C. Research Participants.............................................

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D. Instruments and Data Gathering Technique............................................................... 34 E. Data Analysis Techniques...................................... 41 F. Research Procedure................................................

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CHAPTER IV.

RESULTS AND DISCUSSION A. The Results of the Implementation of Weekly Diary Assignment Followed by Teacher’s Feedback................................................................ 46 B. The Process of the Implementation of Weekly Diary Assignment................................................... 59

CHAPTER V.

CONCLUSIONS AND RECOMMENDATIONS A. Conclusions...........................................................

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B. Recommendations.................................................

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REFERENCES ............................................................................................ 89

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LIST OF TABLES

Table

Page

Table

3.1

The Sample of Questionnaire in Preliminary Study.........

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Table

3.2

The Sample of Questionnaire in the End of the Research

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Table

3.3

The Sample of Observation Checklist for Observing Students.............................................................................

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Table

3.4

The Sample of Observation Checklist for Observing the Researcher.........................................................................

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44 Table

3.5

The Procedure of Weekly Diary Assignment...................

Table

4.1

The Students’ Score from the First Cyle – the Third Cycle.................................................................................

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LIST OF PICTURES

Picture

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Picture 2.1

The Genre Based Approach Scheme..............................

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Picture 2.2

Margaret Riel’s Action Research....................................

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LIST OF APPENDICES

Appendix

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Appendix 1

Covering Letter for the Head of SMP N 1 Wungu.....

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Appendix 2

Research Official Statement from SMP N 1 Wungu...........................................................................

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Appendix 3

Lesson Plans of Cycle I..................................................

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Appendix 4

Observation Sheets and Field Notes of Cycle I............

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Appendix 5

Lesson Plans of Cycle II.................................................

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Apendix

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Observation Sheets and Field Notes of Cycle II...........

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Appendix 7

Lesson Plans of Cycle III...............................................

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Appendix 8

Observation Sheets and Field Notes of Cycle III.........

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Appendix 9

Preliminary and Post Research Questionnaires.............

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Appendix 10

The Raw Data of Questionnaires...................................

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Appendix 11

Interview Guides and Transcripts in Preliminary and Post Research................................................................

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Appendix 12

Sample of Students’ Writing in Preliminary Study.......

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Appendix 13

Sample of Students’ Diaries..........................................

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CHAPTER I INTRODUCTION

In this chapter, the researcher will discuss the research background, the problem formulation, the limitation of the study, the objectives of the study, the benefits of the study, and the definition of terms.

A. Research Background Nowadays, Indonesian students start to learn English in the third grade of elementary school. When they learn English in junior high school and senior high school, they will learn it through some skills, namely listening, speaking, reading, and writing. Each skill is represented in the curriculum as written in the standard competence. All of the skills can help the students to face the competition and become one of the supporting factors to be successful in the global era where English is the lingua franca. In this global era, students should have good writing abilities because the ability to write effectively is something which is required most (Hyland, 2003, p. 3).

According to Hyland (2003), people communicate and share their ideas

through the global digital network which depends on good writing skills (p. 3). It means that people who have good abilities in writing will be more successful in the global area than the others because they do not have any problems on writing in English. Then, their business will go smoothly.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 2

Writing texts is the examples of writing activities for students in junior high school and senior high school. As stated in the curriculum of junior high school and senior high school, the students have to learn some kinds of texts like recount, narrative, descriptive, etc. Moreover, Raimes (1983) states it was very important to include writing as a part of second-language syllabus because writing can help the students to learn English by reinforcing the grammatical structures, idioms, and vocabulary (p. 4). Recount is an example of text which is taught in junior high school and senior high school. It belongs to factual genres. Butt et al., (2000) and Martin (1989) state the purpose of a recount text is to reconstruct past experiences by retelling events in original sequences (as cited in Hyland, 2003, p. 20). At the end of the texts, the students have to give their personal comments and share their ideas about the events. A good ability in writing a recount text is required as the representation of the standard compentence in both junior and senior high school curriculum for English subject. In junior high school curriculum, standard competence number 12 states that the students have to be able to express the meaning of written functional text and simple short essays in the form of recount and narrative to communicate in the students‟ daily life and the academic context. One of the activities is writing their personal experiences in the form of a recount text in 101150 words. The researcher conducted an observation at class VIII D of SMPN 1 Wungu (Madiun, East Java). The class consisted of nine male students and ten


female students. The school is located in the suburb area.When she observed the class, she found that the students had some difficulties in writing a recount text. At the first time, the researcher asked the English teacher of VIII D about the students‟ problems in class. The teacher said that the students had some difficulties in the writing activities because their writing abilities were very low. They were sometimes confused to write their ideas into English correctly. After conducting an observation, what the teacher had said was proved that the students had low abilities in writing a recount text. The teacher of the class asked the students to write their personal experiences in the form of a recount text. The results were not satisfying enough. The researcher was very surprised to see that they could not differenciate the tenses used in a recount text. Moreover, they did not know how to arrange words to be a good sentence in English. Their stories could not be understood. All of the students‟ scores were under the minimum passing grade of this school, 70. Based on the observation, the students got writing exercise once during learning the materials of a recount text. Writing activity was getting harder for them because they did not get any feedback and they did not know what their mistakes were. As a result, they failed almost in all elements of writing text, such as the language feature, the content, or the ideas in writing a recount text. Then, their writing abilities never improved. The writing abilities are determined by some elements which have to be mastered by the students, for example, in writing a recount text, students have to master some elements both from the generic structure, such as the organization,


the content and the language feature like the grammar, the vocabulary, the mechnics of a recount text as stated by Umiyatun (2011) Writing is a skill for the students to express their ideas in written form that involves the mastery of all elements in the target language: as grammar, content, organization, vocabulary, punctuation, spelling and mechanics (p. 18). Umiyatun writes that grammar, content, organization, vocabulary, punctuation, spelling, and mechanics belong to the elements in writing in the target language. Besides, Raimes (1983) states there are some elements which have to be dealt with

in writing like content, syntax, grammar, mechanics,

organization, and word choices (p. 6). Moreover, some of those elements above will be presented to analyze students‟ writing later on. The researcher used Brown and Bailey (1984, pp. 39-41) scoring profile in the form of rubric to analyze students‟ writing abilities (as cited in Brown, 2007, pp. 144-145). The elements which have to be analyzed are the organization, the content, grammar, mechanics, and vocabulary. It was aimed at helping the researcher to analyze the improvement of students‟ writing abilities in the recount text. The elements of writing stated in this rubric have the similar elements of writing stated by Raimes (1983, p. 6). The researcher distributed some questionnaires to check whether they had problems on writing a recount text. Then, the result showed that all of the students had problems on all elements of writing text such as the grammar, the organization, the content, the mechanics, and the vocabulary. Some students stated that they had some difficulties to write their ideas in English properly. They were still confused about grammar including the word


order, vocabulary, mechanics, and organization in writing a recount text. The teacher sometimes had to explain the sentence structure from the basic sentence pattern of simple present tense to make them understand how to make a good sentence in English. Besides, they were not accustomed to writing in English. They were too afraid of making some mistakes in writing a recount text. They should have written more in English, especially in writing a recount text. In the first recount text writing assignment given by the teacher, all of the students in VIII D could not pass the minimum passing grade of this school. The researcher had to help the students to improve their writing abilities. Then, the researcher was motivated to conduct classroom action research to overcome their problems. Classroom action research was suitable because the basic concept of action research is to improve something in teaching learning activities. The genre based approach is the approach to teach writing, especially writing text. The last stage of this approach is independent construction of the text. In this stage, students have to produce their own writing. The researcher offered a writing strategy to improve the students‟ writing abilities in writing a recount text. It was the weekly diary assignment. This assignment provided the students an exercise to write a recount text in the form of a diary. This activity belonged to independent construction of the text. This strategy helped the students to improve their writing abilities in writing a recount text by making them accustom to writing in English. This concept worked on the implementation of behaviorism theory which emphasized that learning by habit could help the students to be better.


Being accustomed to writing in English is not enough if the results are not satisfying enough, for example their sentences are not grammatical. This strategy improved the students‟ writing abilities followed by the teacher‟s feedback. According to Lewis (2002), “feedback is an ongoing form of assessment which is more focussed than marks or grades” (p. 1). It means that feedback can provide some information about students‟ mistakes in writing their past experiences in the form of a recount text. Giving feedback can give some enormous effects to the students‟ writing abilities. The weekly diary assignment which worked based on behaviorism theory is a solution offered by the researcher to improve the students‟ writing abilities of VIII D in writing a recount text.

B. Problem formulation The researcher wanted to solve the problems faced by students of class VIII D of SMPN 1 Wungu in writing a recount text. This study would answer the major question. It is to what extent the weekly diary followed by teacher‟s feedback improves students‟ writing abilities in writing a recount text.

C. Problem limitation This study was conducted to solve the problems faced by the students of VIII D of SMPN 1 Wungu in Madiun which consists of ten female students and nine male students. The researcher limited this research on the participants and writing a recount text through the weekly diary to improve students‟ writing abilities including in their grammar, vocabulary, mechanics, content and


organization. Therefore, the researcher worked in the writing activities, especially writing a recount text.

D. Research objectives At the end of this study, the researcher hoped that the implementation of weekly diary followed by teachers‟ feedback was able to improve the students‟ writing abilities including the grammar, the vocabulary, the mechanics, the content, and the organization in a recount text. The weekly diary followed by teachers‟ feedback is a solution for the students‟ problems in writing a recount text. The researcher wanted to improve the students‟ writing abilities in order to make the students were able to write their past experiences properly in writing a recount text.

F. Research benefits This study gives some benefits towards some people. They are: 1. The Students of Class VIII D in SMPN 1 Wungu After following the implementation of weekly diary followed by teachers‟ feedback, the students were able to write a recount text in the better grammar, vocabulary, content, mechanics, and organization. Then, their writing abilities would improve. 2. The Researcher By conducting this study, the researcher was able to answer the problem formulation and found some new discoveries to teach writing, especially the


recount text. The researcher herself could identify some important things related to English learning activities, in the field of writing activities. The researcher could give some inspiration for the other researchers or teachers to teach writing a recount text. 3. English Language Education Study Program The researcher hopes that this study will give an additional reference for English Education Study Program of Sanata Dharma University. The students of this study program are qualified to be the future English teachers. They can take the benefit of this study which shows that there is a technique to improve students‟ writing abilities through the weekly diary assignment followed by the teacher‟s feedback. 4. The English Teachers in SMPN 1 Wungu The teachers can use the weekly diary assignment followed by the teachers‟ feedback to teach writing, especially in a recount text. This assignment will help the teachers to know each student‟s writing abilities through their diaries. The teachers will be closer to their students through this assignment. 5. The Other Researchers This study can be a reference for the other researchers who want to work in teaching writing. Everyone can use this study to help them to find any sources related to this working field.


F. Definition of terms This research has the title as “the implementation of weekly diary to improve students‟ writing abilities of VIII D in SMPN 1 Wungu in a recount text” using classroom action research. 1. Classroom Action Research Schmuck (1997) describes action research as “an attempt to study a real school situation with a view to improve the quality of actions and results within it” (as cited in Schmidt, 2002, p. 1). Parson & Brown (2002) add that “the clear strength of action research is that it is reflective and collaborative and that it can ultimately lead to improvements in educational practice”. It means that this type of research was appropriate to help the researcher to find the answer of the problem formulation. There are some types of classroom action research. In this research, the researcher used Margaret Riel‟s (2007) action research to solve the problem of students of class VIII D of SMPN 1 Wungu. The cycles consisted of planning, taking action, collecting evidence, and reflecting. 2. Writing According to Lingulinks (1999), writing is “specific abilities which help researchers to put their thoughts into words in a meaningful form and to mentally interact with the message” (as cited in Khomariah, 2012, p. 20). Hampton (1989, p.1) also divides writing skills in three kinds. They are : -

Comprehensibility skills for writing include understanding that writing is communicating messages or information.


-

-

Content skills for writing include recognizing the linear sequence of sounds, mastering writing motions and letter shapes, recognizing the chunking of words, recognizing the need for space between words writing quickly Creativity skills for writing include the ability to write freely anything the learner wants to write. In this research, the researcher worked in writing text, especially the

recount text. The students produced their writing in the form of a recount text through the weekly diary assignment. 3. Weekly Diary According to Tatum (2003), diary is A diary, or journal, is a permanent personal record that is kept of events, thoughts, and ideas associated with an individual. While some cultures think of diaries as being mainly a female pastime, the fact is that journaling or keeping a diary is an activity that people of both genders engage in regularly (p. 1). From the explanation above, the diary is the same as journal which can help people to keep their memories in a written form. That is an uncommon way to attract the students‟ attention to write. Both male or female students can conduct this assignment. Besides, the form of diary assignment is appropriate to tell the students‟ past experiences in the form of a recount text. People usually use a diary as the media to write their past experiences. The students‟ diaries would be submitted twice a week followed by the teachers‟ feedback. According to Irons (2010), feedback is “information a student receives after they have completed a piece of work and can be provided in a range of formats”(p. 1). This research would help the students of VIII D to improve their writing abilities in the recount text.


The researcher hoped that this strategy could motivate them to have some good willingness to write better. The improvement would appear from their diaries week by week.

4. Recount Text Anderson (1997:48) explains that a recount is a writing about past events or text which retells past events, usually written orderly (as cited in Indah, 2010, p. 21). Recount text is a kind of text which is used to tell students‟ personal experiences in the past. Echols (1957:471) states that the recount text can tell oneself adventure or the day‟s activities (as cited in Indah, 2010, p. 21). The purposes of this text are to inform the readers and entertain the readers. According to Derewinka (1990: 15-17) there are three types of recount. They are personal recount, factual recount, and imaginative recount (as cited in Indah, 2010, p. 22). The curriculum of junior high school for English has stated that recount is one example of a short essay which should be taught through four skills, namely listening speaking, reading, and writing. There are some elements in a recount text which should be mastered by the students. If they had covered all of those elements, it means that they have had good writing skills. Then, it can be said that their writing abilities are good enough, as stated by Umiyatun (2011), Writing is a skill for the students to express their ideas in written form that involves the mastery of all elements in the target language: as grammar, content, organization, vocabulary, punctuation, spelling, and mechanics (p. 18).


According to Brown and Bailey (1984) scoring profile, the elements are grammar including the word order, vocabulary, mechanics, content, and organization (as cited in Brown, 2007, pp.144-145). The students‟ writing abilities (grammar, vocabulary, mechanics, content, and organization) are very low. They needed to improve their writing abilities in order to make a good recount text so that they could overcome their problems in writing a recount text.


CHAPTER II REVIEW OF RELATED LITERATURE

This chapter will discuss the theories which are used by the researcher to conduct this research. Moreover, this chapter helps the researcher to answer the research question. This second chapter consists of two parts. The first part is the theoretical description and the second one is the theoretical framework.

A. Theoretical Description There are several theories used by the researcher. The discussions of the theories will support the researcher to answer the research question. The researcher discusses teaching writing, recount text, weekly diary assignment, teacher‟s feedback, behaviorism theory, and classroom action research. 1. Teaching Writing a. The Nature of Writing Naturally, people communicate with others by speaking toward each other. Then, they have language as the instrument to communicate with others. Besides, human also communicates by writing. Therefore, students should be able to speak and write properly in learning English as the foreign language.

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According to Hyland (2002), in teaching writing, the teacher should act as facilitator and give some freedom to the students to build some meanings by themselves. Learnt, not taught, and the teachers‟ role is to be non-directive and facilitating, providing writers with the space to make their own meanings through an encouraging, positive and cooperative environment with minimal interference (p. 1). Scholes and Comley (1985) write “writing is not simply frozen speech” (P. 3). They stated that writing is more “thoughtful” activity than speaking. They gave an example about sending a message. When people receive a message written by a same person, they have to read it and each person who reads the message will speak it by their own voices. The result is that the message will be no longer the same as the writer writes it first because every person has their own thinking to analyze it. It makes writing as a “thoughtful” activity. Therefore, the students as learners in EFL have to learn writing properly. They hopefully can write in English properly. Raimes (1983) states that after being able to write in English properly, the students write to communicate with a reader, to express ideas without face to face, to explore a subject, to record experience, to become familiar with text in English (p. 4). In this study, the researcher wanted to improve the students‟ writing abilities in writing a recount text. It was related to those reasons as stated by Raimes (1983) that the students write to record experience and to become familiar with text in English. Then, this research helped the students to improve their writing abilities which were bad.


Bigs and Moore (1993) state Ability refers to a characteristic derived from narrower range of tests, such as verbal, spatial, or musical tests. Abilities are hypothetical characteristic that are invoked to explain why some individuals do better on specified kinds of performance (p. 151). Moreover, Bigs and Moore (1993) cite that writing abilities involves a large number of what are called rhetorical skills: handwriting, spelling, punctuation, word choice, syntax, textual connections, purpose, organisation, clarity and reader characteristics. Besides, Raimes (1983) also states the writers have to deal with certain things when they produce a piece of writing. They are including the content (relevance, clarity, originality, logic, etc.), the syntax( sentence structure, stylistic choices, etc.), the grammar (rules of verbs, agreement, articles, pronouns, etc.), the mechanics (handwriting, spelling, punctuation, etc.), the organization (paragraphs, topic and support, cohesion and unity), and the word choices (vocabulary, idiom, tune), the writer‟s process, the audience, and the purpose. Those things above can be the measurement of students‟ writing abilities. Moreover, the researcher analyzed the improvement of the students‟ writing abilities and gave the score based on Brown & Bailey‟s scoring rubric. It is one type of analytic scoring uses rubric. In this scoring rubric, the elements that should be analyzed in students‟ writing are the organization, the content, the grammar (including sentence structure), the mechanics, and the vocabulary. They are almost same with the the elements of writing written by Raimes (1983).


b. The Genre-Based Approach In this study, the researcher used the genre-based approach to teach writing in the class. Hyland (2003) organized L2 writing teaching around a different focus (p. 22):       

Language structures Text functions Themes or topics Creative expression Composing processes Content Genre and contexts of writing From those approaches above, this research used the genre and the contexts

of writing because the researcher had to solve the students‟ problem in writing a recount text. In the genre based approach, the students write to achieve some purposes. The writers will follow certain social conventions for organizing messages to make the readers recognize the purpose of the writing. This is called by genre. In the classroom, the teachers will focus on text (Hyland, 2003, p.18). In writing a text, the students also have to know the language features of the text. Hyland (2003) states “grammar is important, but presented as a way of giving learners the language they need to construct central genres and to reflect on how language is used to accomplish this” (p. 22). Therefore, the researcher used Brown and Bailey‟s scoring rubric to accomplish the teaching writing activity through the genre based approach. In the genre based approach, the teaching learning cycles are divided into modeling of the text, joint construction of the text, and independent construction of the text. Feez (1998: 28) describes teaching learning cycle of the genre based


approach into building the context, modeling and deconstructing the text, joint construction of the text, independent construction of the text, linking related texts (as cited in Hyland, 2003, p. 21). This is the picture of the genre-based approach diagram : Picture 2.1

Source: Feez, 1998: 28

The researcher conducted the teaching activities using some cycles of genre based approach. They are building the context, modeling of the text, joint construction of the text, and independent construction of the text. The researcher used building the context because it could help the researcher to introduce the text as the materials to the students by asking their background knowledge of the text. The researcher did not use linking to other texts because the researcher only needed to analyze students‟ improvement until independent construction of the text. In modeling and deconstructing the text, the teacher presents some examples, identifies the stages of the text, and introduces activities to practice the


language feature (Hyland, 1993, p. 138). At this stage, the teacher can give some tasks related to the text. In joint construction of the text, the teacher and the students can compose a text together. The students are also able to work together with their friends. In this stage, the teacher should guide them to plan the draft together. Hyland (2003) states “the students are guided through all steps of the planning and drafting process, developing a text together through composition heuristic task and teacher questions which shape the text” (p. 138). In independent construction of the text, the students have to work by themselves. The teacher‟s scaffolding has to be removed. The teacher can monitor and evaluate their progress. The teacher also can provide some feedback for them. In the last stage, linking to other texts, the students have to compare the text to other text. In this research, the researcher did not need to do it because the students‟ improvements were only analyzed until the stage of independent construction of the text. Independent construction of the text asked the students to write their own ideas of the text. In the grammar translation method, this activity is called by composition. This is an example of some techniques based on the grammar translation method. Freeman and Anderson (2011) write that in composition technique, the teacher can ask the students to write in the target language by giving certain topic. They state “the topic is based upon some aspect of the reading passage of the lesson” (p. 22).


2. Recount Text According to Hyland (2003), based on the purpose, he organizes a recount text into a genre (p. 20). It is factual genres. Butt et al., (2000) and Martin (1989) state that there are five texts which are included into factual genre. They are recount, procedure, description, report, and explanation (as cited in Hyland, 2003, p.20). Butt et al., (2000) and Martin (1989) also state that the purpose of a recount text is to reconstruct past experiences by retelling events in an original sequences. The generic structure of a recount text consists of orientation, events in chronological order, and reorientation (personal comment). According to SACS Library (2012), the language feature of a recount text is the characteristic of the first person whose character usually “I”. The next is the tenses which uses past tense and past continuous tense to tell the stories. The writer also uses time and sequences words like then, next, finally, etc. It shows the order of events. The materials of a recount text are stated in the junior high school curriculum as written in the standard competence number twelve. In this study, the researcher found that the students of VIII D of SMPN 1 Wungu had some problems in writing a recount text.

3. Weekly Diary Assignment The name of weekly diary was made by the researcher based on a writing technique stated by Raimes (1983). It is daily notes as a technique for practical


writing. This technique asks the students to keep a certain notebook as the media to write the record of the events of the day or their ideas about those events (p. 90). This technique would make the students write often and more. Then, their fluency increased and they will not only think for being correct (p. 90). Meanwhile,

the

researcher

adapted

this

technique

with

some

modifications, for example, the researcher asked the students to write twice a week rather than everyday. The researcher also gave some feedback and scores in the students‟ diaries because feedback and score were very important for their improvement in writing a recount text. The researcher took the students‟ scores to analyze the students‟ improvement from each cycle. Besides, according to Progoff (1975), a diary is included into journal writing. Journal writing is an instructional or learning tool in adult education (as cited in Hiemstra, 2002, p. 2). Adult educator Malcolm Knowles (1975) introduced readers to notions of personal reflection through activities such as self-assessment and proactive reading of materials. Another useful source is Christensen (1981), in which she describes how a diary can be used as a learning tool for adults. Brookfield (1987, 1995) provides various ideas pertaining to critically reflective writing through such tools as autobiography, critical incident citing, and seeing ourselves as others see us. In this research, the researcher offered the diary as the media to improve the students‟ writing abilities in writing a recount text. The diary was chosen because there are a few teachers who use a diary as the media in writing activities. Besides, the students needed writing assignment which would make them accustom to writing in English properly. The weekly diary assignment could help them to work based on the behaviorism theory.


The researcher used the diary in the form of weekly diary assignment which would be followed by teacher‟s feedback as Progoff (1975) writes Another feature of a diary is being able to look back on specific days or time periods in an attempt to sort out personal feelings. Combining such features with instructor feedback, the development of something like a statement of personal philosophy, and subsequent student writing and reflectioncan begin desired or even unanticipated personal changes. I recommend to learners Christensen‟s (1981) work in which she describes how a personal diary can be used as a supplement to classroom activities (as cited in Hiemstra, 2002, p. 2)..

This kind of assignment had been implemented by Miyuki (2001). Miyuki (2001) used a diary as an assignment for EFL classroom. It is also including the teacher‟s feedback. At the end of class, the diaries are collected, then during the week I add comments before returning the diaries at the beginning of the next lesson. As the year has progressed, students have begun submitting their diaries without prompting from me at the end of the lesson. Students have even been known to write entries in their diary in response to events in the lesson, submitting them before the class has finished (p. 2). In this assignment, the researcher asked the students to write their personal experiences in the form of a recount text twice a week. After each submission, the researcher gave the feedback and gave it back to the students. The researcher gave a topic per week submission, for example, the researcher gave a topic about the most embarrassing experiences in the second week. Then, the students had to write their embarrassing experiences twice a week. The researcher asked the students to write their personal experiences in the diaries for 100-150 words. Then, the researcher would give the feedback written in the diaries and orally in front of the class in each meeting. The researcher also gave the scores to this assignment based on Brown and Bailey‟s scoring rubric.


This assignment required the students to write in English twice a week. The researcher hoped that it could improve students‟ writing abilities so that their problems in writing a recount text could be solved.

4. Teacher’s Feedback a. The Meaning of Feedback According to Lewis (2002), feedback is

“sometimes associated with

marking and the word marking brings to mind pictures of teachers carrying bundles of students‟ writing away to mark” (p. 2). In this study, the teacher‟s feedback was included into the part of the weekly diary assignment. b. The Types of Feedback There are three kinds of feedback: 1) Teacher Feedback According to Lewis (2002), there are three techniques of giving feedback that can be used by teacher. They are traditional marking, conferencing, and collective feedback (p. 9). From the three techniques of giving feedback above, the researcher use traditional marking as the technique to give the feedback. Traditional marking asks the teacher to put some marks, symbols (such as underlining, etc.), and words in students‟ writing. It spends much time but it is effective to improve students‟ writing abilities in writing a recount text. After giving some marks on the mistakes, the teacher can add some comments in their diaries. The feedback provides the specific information for the students‟ mistakes so that they can revise them in the next assignment, as stated

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 23 by Hyland (2003), “feedback therefore emphasizes a process of writing and rewriting where the text is not seen as self-contained but points forward to other texts the students will write” (p. 177). 2) Peer Feedback Peer feedback is conducted among the students. They will get some feedback or comments from their friends. They will like it because it seems fun for the students. However, the researcher could not implement this kind of feedback because the students‟ writing skills are mostly low. It would waste the time because later on, the teacher still had to give the feedback for each student. 3) Self-Correction This kind of feedback gives the students opportunities to find their own writing errors and revise them by themselves. It makes the students to be independent but it is not effective for this research because the students would be very noisy and talked with the others, instead of finding their own mistakes. The most appropriate feedback for the students‟ problem in this research is teacher‟s feedback. The students could diminish their writing errors when writing their past experiences by taking the teacher‟s feedback because each student had his/her own problem in writing their past experiences. In the implementation of weekly diary assignment followed by teacher‟s feedback, the researcher used traditional marking for the students. According to Lewis (2002), “by traditional marking we mean the teacher sitting with a pen or pencil; making marks on the students‟ writing” (p. 12). In this kind of teacher feedback, teacher can tap some written comments about the students‟ writing.


Lewis said that it will get more attention from the students. Hyland (2003) states that many students see their teacher‟s feedback as crucial to their improvement as writers (p. 178). Hyland (2003) states “teacher written feedback should respond to all aspects of students texts: structure, organization, style, content, and presentation” (p. 185). In this study, the researcher decided some aspects of students texts based on Brown and Bailey‟s rubric for scoring profile. They stated that organization, content, grammar, mechanics, and vocabulary as the aspects to analyze students‟ writing. Besides the oral feedback and written feedback which were provided by the researcher for the students, the researcher also gave some exercises based on the students‟ diaries as the additional feedback for them. The students sometimes did not pay attention to the teacher when the researcher gave her feedback to other students. They only paid attention to the teacher if the teacher gave feedback for their own writing. Meanwhile, the exercises which were made by analyzing the students‟ writing every week could make the students discuss their problems together in the class. It is supported by Hyland (2003, p. 184) which writes “Master (1995) found that corrective grammar feedback was valued by students and effective when combined with classroom discussion.


5. Behaviorism Learning Theory In this study, the researcher tried to overcome the students‟ problems in writing a recount text. The researcher offered an assignment which could solve their problems. The researcher used the weekly diary assignment followed by the teacher‟s feedback. Watson (1924), Thorndike (1932), Bloomfield (1933), and Skinner (1975) show that the concept of weekly diary assignment was based on behaviorism learning theory that stated learning as the formation of habit (as cited in Mitchell & Myles, 2004, p. 29). According to Mitchell and Myles (2004), they saw that learning of any kind of behavior as being based on the notions of stimulus and response. Then, they said that stimuli and response can support the change of students‟ behavior. Through repeated reinforcement, a certain stimulus will elicit the same response time and again, which will then become a habit. The learning of any skill is seen as the formation of habits, that is, creation of stimulusresponse pairings, which become stronger with reinforcement. (Mitchell and Myles, 2004, p. 30) The concept of weekly diary assignment to improve the students‟ writing abilities was based on those theories above. The weekly diary assignment emphasized how the teacher build a habit so that the students were accustomed to writing in English properly. In this case, the weekly diary assignment as the reinforcement for the students. Moreover, the researcher also gave some feedback so that the students could give some responses. Before getting the weekly diary assignment, they seldom got any writing assignment in the class. In writing a recount text, they had difficulties to express their ideas into English properly.


They needed some repeated reinforcement to build a new habit of writing English properly. Mitchell and Myles (2004) state that repeated reinforcement will become a habit. When the students wrote their personal experiences twice a week, they would had been accustomed to writing in English properly. Moreover, the existence of teacher‟s feedback would help the students and showed what went well and what did not go well in the students‟ writing (pp. 30-31). After getting several repeated reinforcement of weekly diary assignment, the students had been accustomed to writing in English properly and their writing abilities improved. Their problems in writing a recount text were sucessfully overcome.

6. Classroom Action Research In this part, the researcher will discuss the definition of classroom action research and the model of CAR used by the researcher. The researcher conducted this research using action research. Action research is included into qualitative research. According to Tomal (2003:4-5), action research has the characteristic of both qualitative and quantitative research (as cited in Suparno, 2008, p. 9). Therefore, the discussions of classroom action research mostly are descriptive. Action research emphasizes the problem-solving process and makes improvement towards the students in class. Action research was used by the researcher to solve the problems faced by students of VIII D of SMPN 1 Wungu so that at the end of this research, the


students could improve on their writing abilities. This is the main aim of action research. According to Suparno (2008), the main aim of action research is to make a change or improve on an education pratice which is observed directly. Therefore, when the researcher found the students‟ problem in class, she used action research to solve the problems (p. 17). a. The definition of classroom action research According to Mills (2011), Action research is defined as any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn (as cited in Suparno, 2008, p.55). It means that when a teacher finds a problem in the teaching activities, the teacher can give the solutions for his or her students through conducting classroom action research. The most important thing is the action. The teacher should conduct the action to solve the students‟ problem. There are four basic process to conduct action research. According to Mills (2011), they are identifying an area of focus, collecting data, analyzing and interpreting the data, and developing a plan of action. The basic process is developed into some classroom action research models created by some experts. Johnson (2005), Mills (2007), & Tomal (2003) state that there are six simple process of action research (as cited in Suparno, 2008, p.56). They are: 1. Asking questions, identification of the problem 2. Deciding the data which will be collected 3. Collecting and analyzing the data


4. Planning the nect action 5. Conducting the action 6. Evaluationnand follow up b. Models of Action Research There are some models of action research. The researcher conducted her research using Riel‟s (2007) action research. This model is commonly called by progressive problem solving through action research model. This is the picture of the model: Picture 2.2 The picture of Riel’s action research

In Riel‟s (2007, p. 3) model, one cycle consists of four stages. They are : 1. Studying the problem and planning the action 2. Taking the action


3. Collecting and analyzing evidence 4. Reflecting The researcher conducted this researcher in several cycles. It depended on the students‟ improvement. In each stage of the cycle, the researcher conducted the activities using the genre based approach. Therefore, in the planning stage, she planned the activities for building the context, modeling of the text, joint construction of the text. and independent construction of the text. The researcher also conducted those steps in action, collecting and analyzing the data, and reflection.

B. Theoritical Framework In EFL classroom, the students learn English through listening, speaking, reading, and writing. All of the skills above are very important for them to master English as the language to communicate in the global era. Students should have good abilities in writing because in the global era people share and communicate their ideas through global digital network who depend on the good writing ability. They do not communicate face to face but they communicate by writing. When the researcher conducted the preliminary study, the students were learning the recount text. They had several problems in writing a recount text. The results were unsatisfied enough. All of them could not pass the minimum passing grade, 70. Their writing abilities were very poor. They could not make a recount text in English properly, even make a sentence properly. Then, the researcher conducted interviews, observation, and distributed questionnaires to


find the root of the problem. After conducting some activities in the preliminary study, the researcher found that the students‟ writing abilities were very poor because they seldom wrote in English. They also did not know what their mistakes were. Then, the researcher decided to conduct an action research to overcome the students‟ problem in writing a recount text. The researcher offered the weekly diary assignment followed by the teacher‟s feedback which worked based on behaviorism theories. The weekly diary assignment required the students to write their personal experiences in the form of a recount text twice a week. Then, the researcher would give feedback in the written form and orally in each submission. The repeated reinforcement through the weekly diary made them accustom to writing in English properly. Then, at the end of the research, the students‟ writing abilities in writing a recount text improved slightly. The researcher conducted classroom action research based on Riel‟s cction research which consists of planning, action, collecting and analyzing evidence, and reflection. The researcher would like to see the students‟ improvement progressively week by week. The most important thing in this research is the students‟ diaries. Therefore, she used this action research which consisted of collecting and analyzing evidence in the third stage. It helped the researcher to answer the research question. In the teaching activities, the teacher used the genre based approach which consists of building knowledge, modeling of the text, joint construction of the text, and independent construction of the text.


CHAPTER III RESEARCH METHODOLOGY

In the third chapter, the researcher discusses the methodology of the research. It consists of the research method, the research setting, the research participants, the instrument and data gathering techniques, the data analysis technique, and the research procedure.

A. Research Method This study has an objective to know to what extent the use of weekly diary followed by the teacher‟s feedback improves the students‟ writing abilities in the recount text. The most appropriate method for this research is classroom action research (CAR). According to Hermida (2001), “classroom action research is a method of finding out what works best in your own classroom so that you can improve student learning” (p. 38). It means that classroom action research will help teacher to overcome students‟ problems and improve them through appropriate learning strategies. Latief (2009) also writes that the researcher can help the students through some strategies through classroom action research if he or she has known the problems of the students (p. 17). This methodology was conducted to solve the problems found by the researcher. Classroom action research would help students of VIII D of SMPN 1 Wungu to improve their writing abilities in writing a recount text. When the

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 32 researcher conducted the research, she adopted Riel‟s action research model. The Riel‟s CAR consists of four stages, such as planning, taking action, collecting evidence, and reflecting. This model was chosen by the researcher because she needed to collect some evidences while the action took place. This stage would help the researcher to reflect how the weekly diary assignment followed by the teacher‟s written feedback worked towards the students. Riel‟s action research is also known by progressive problem solving action research. This study was also conducted by analyzing the students‟ improvement to solve their problem in writing a recount text progressively (Riel, 2011). The researcher needed a lot of time to analyze the improvement. She conducted this research for one month. This action research consisted of three cycles. Each cycle consisted of four stages. The first stage was planning stage. First of all, the researcher conducted a preliminary study to analyze what the real problems faced by students were. Then, she used the weekly diary assignment to improve students‟ writing abilities. The weekly diary writing followed by the teacher‟s feedback had its own ways to make the students conduct habitual writing activity in order to improve their writing abilities. Then, the researcher planned the action for the whole activities later. After that, the researcher conducted the second step, named action. In this stage, the researcher began to implement all of the activities planned in the planning stage. The English teacher of the class accompanied the researcher during the implementation and acted as an observer. The researcher gave her some


observation checklists and the teacher only needed to check it based on the reality of the class. The third stage was collecting and analyzing the data (evidences). In this stage, the researcher began to collect the students‟ diaries which should be submmitted twice a week, on Friday and Tuesday. The researcher also gave some feedback for the students‟ writing in each meeting. The feedback was delivered orally, written, and in the form of some exercises in the meetings on Tuesday. The researcher should collect and analyze all of the data including in the students‟ results from the class exercises to see their improvement. The last stage was reflection. In this stage, the researcher had to reflect all of the things which happened during the implementation. After conducting the last stage, the researcher could see what the things should be improved and what the things should be kept for the next cycle. Then, the researcher could decide whether the implementation of weekly diary had overcome the students‟ problems or not.

B. Research Setting The researcher conducted this classroom action research for the students of class VIIID of SMPN 1 Wungu. This school is located on Madiun, East Java. The researcher conducted this research from March 26, 2013 until April 17, 2013.


C. Research Participants The participants of this research were students of VIIID in SMPN 1 Wungu. The class consisted of 10 female students and 9 male students. The academic year was 2012/2013. At that time, they were at the second semester of eighth grade and they were learning the materials of a recount text. Then, in the preliminary study, the researcher found that they had some problems in writing a recount text

D. Instruments and Data Gathering Technique There were some instruments used by the researcher during this research. They were field notes, questionnaires, interviews, observation checklist, and the students‟ diaries. 1. Field Notes The researcher made the field notes when the strategy was implemented in the classroom. She observed the students‟ improvement overcoming their problems in writing a recount text during the implementation of weekly diary assignment followed by the teachers‟ feedback. According to Dovey (2012) field notes itself is Notes made by the researcher in the course of qualitative fieldwork, often observations of participants, locations or events. These may constitute the whole data collected for a project (as in an observational project) or add to it (as when field notes supplement conventional interview data) (As cited in Wallace, 1998, P. 120). When the researcher conducted the preliminary study, she also used field notes as the instrument to observe the teacher in classroom.


Besides, the researcher always used it during taking action in the class like taking notes some information as date time, class, number present, absentees, work done, homework, etc., as cited by Wallace (1998). Wallace (1998) also states that field notes could help the researcher to prevent her hard-won experience, ebbing away and being lost in the tide of pressures caused by „getting on with the next thing‟ (p. 58). 2. Questionnaires The researcher distributed questionnaires twice during this research. The first questionnaire was distributed for all of the students in the preliminary study to convince what the real problems which were faced by the students were. The second questionnaire was distributed for all of the students at the end of the research to know whether the implementation of weekly diary assignment improved students‟ writing abilities in writing a recount text or not. These are the sample of the questionnaires: Table 3.1 The Sample of Questionnaire in Preliminary Study No.

Pernyataan

1.

Saya menyukai kegiatan menulis dalam Bahasa Inggris Jelaskan alasanmu!

2. 3.

4.

5.

Kemampuan menulis Bahasa Inggris saya sangat baik Saya selalu mendapatkan nilai yang baik pada kegiatan menulis dalam Bahasa Inggris Saya pernah menuliskan pengalaman masa lalu saya dalam Bahasa Inggris Saya mempunyai kendala pada saat menulis dalam Bahasa Inggris terutama menulis tentang pengalaman masa lalu

SANGAT TIDAK SETUJU

TIDAK SETUJU

SETUJU

SANGAT SETUJU


Table 3.2 The Sample of Questionnaire at the end of the Third Cycle No.

1. 2. 3. 4. 5.

Pernyataan

SANGAT TIDAK SETUJU

TIDAK SETUJU

SETUJU

SANGAT SETUJU

Saya semakin menyukai pelajaran Bahasa Inggris. Menulis dalam Bahasa Inggris adalah kegiatan yang semakin menyenangkan untuk saya. Menulis pengalaman pribadi berbentuk recount dalam diary adalah hal yang menarik. Saya mengerjakan sendiri tugas weekly diary dengan tertib. (2x seminggu) Weekly diary banyak membantu saya meningkatkan kemampuan menulis saya, terutama menulis pengalaman pribadi dalam bahasa Inggris berbentuk recount.

Wallace (1998) states “we use questionnaires and interviews when we want to tap into the knowledge, opinions, ideas, and experiences of our learners, fellow teachers, parents, or whatever” (p. 124). In other words, the researcher wanted to know students‟ opinion based on their experiences during the implementation of weekly diary assignment. Wallace (1998, p. 124) also adds that questionnaires are more effective than the other instrument because it can save the time and structured systematically. Burns (2009) divides questionnaires into three types (as cited by Nugroho, 2011, p. 35). They are closed items, scaled items, and open-ended items. The researcher used scale items as the form of each questionnaire. She used Likert Scale which consists of four scales, such as strongly agree, agree, disagree, and strongly disagree. Besides, the researcher completed the questionnaires with some questions which are included into open-ended items.


3. Interviews In this research, the researcher conducted interviews twice, in the preliminary study and at the end of the research. After distributing the questionnaires, the researcher thought that she needed to convince the students‟ problems deeply by interviewing a few of the students. Through interview, the researcher could explore the students‟ opinion clearly. The form of the interviews were open-ended questions. Even though, the researcher also adjusted some additional questions which developed during the interviews. Therefore, Wallace (1998, p. 146) states that interviews are more flexible to know someone‟s opinion. In the preliminary study, the researcher interviewed the teacher and three students based on the teacher‟s suggestion. The first student was the student who had high-ability in writing, the second was the student who had moderate-ability in writing, and the third was the student who had low-ability in writing. The researcher interviewed the teacher to know deeply about the students‟ condition, especially in writing the text, what their difficulties in writing a text (in English) were, and the roots of the students‟ problems in writing a recount text. Besides, the researcher‟s interview questions for the students were about their difficulties in writing a recount text deeply. At the end of this research, the researcher interviewed three students who got the highest score, moderate score and the lowest score of the last two diaries. Those students could explain the more things which had not been explained in the questionnaires. The researcher asked how the weekly diary assignment could help


them to improve their writing abilities in writing a recount text, whether they liked this assignment or not and the reasons why they liked it or did not like it. 4. Observation Checklist As stated by Wallace (1998, p. 146), observation checklist is one of some forms of observation in the learning process. During the implementation of weekly diary assignment, the researcher conducted 8 meetings in the class. The English teacher attended the class as the observer. The researcher gave two observation checklists in every meeting. An observation checklist was aimed at observing the researcher and another was aimed at observing the students. This is the sample of the observation checklist: Table 3.3 The Sample of observation checklist for observing students

No 1 2

Statements The teacher checks the students‟ readiness The teacher explains the materials clearly

3

The teacher give clear instruction to the students for each activity The teacher masters the materials The teacher explains about weekly diary assignment and the purpose clearly

4 5

Yes

No


Table 3.4 The Sample of Observation Checklist for Observing the Researcher No 1 2 3 4 5

Statements The students are ready to follow lesson The students pay attention to the teacher‟s explanation The students conduct all the task given by the teacher seriously The students ask questions and answer teacher‟s questions actively The students are active to come in front of the class to write their answers

Yes

No

The results of observation checklists could help the researcher to know what went well and what did not go well. The teacher did not write her opinion in the observation sheets. She would rather tell the researcher for the things that needed to improve briefly at the end of the class. 5. Students’ Diaries The main instrument of this research was the students‟ diaries collected from three cycles of the weekly diary assignment. The researcher asked them to provide a notebook as the diary. The researcher provided the same book covers for all of the students of VIIID. It was aimed at making them be tidy. The students had to submit their diaries twice a week individually. They wrote their past experiences in the form of a recount text based on the topic given on that book as their diaries. They had decided a certain topic which had been agreed together. There were three cycles which were conducted by the researcher. The students had submitted six writing in the form of a recount text for three cycles. The students‟ diaries were the main evidence explaining whether their writing abilities in writing a recount text had improved or not.


Besides, the students got some written and oral feedback from the researcher in the class. The teacher‟s feedback was also given in the form of some exercises which were conducted in a meeting. The exercise was the analysis of the students‟ writing in their diaries. The data was gathered based on the stages conducted by the researcher. They were the preliminary study, planning, action, collecting and analyzing data, and reflection. At the first time, the researcher had to collect enough data to convince the students‟ problem in writing a recount text. The researcher made some field notes while observing the class. Then, the researcher collected some additional data by interviewing the students and the teacher, and distributing the questionnaire to the students. After that, the researcher decided to use the weekly diary assignment. Then, the researcher asked the students to submit their past experiences in the form of recount text in their diaries twice a week. The researcher had to check the students‟ writing one by one and gave the written feedback and the scores. The researcher had to analyze their improvement week by week. Besides, the researcher gathered the data from students‟ exercises which were included into the teacher‟s feedback. The researcher also collected the teacher‟s observation checklist to help the reseacher to know what went well and what did not go well in class during the implementation of weekly diary assignment. After getting all of the data, the researcher made some reflection of the result to decide whether she had to continue to the next cycle or not. After the

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 41 third cycle, the students‟ writing abilities in the recount text had improved. The last data was gathered through distributing the second questionnaires and interviewing three students. Finally, the researcher concluded that the implementation of weekly diary assignment improved the students‟ writing abilities in a recount text for the students of VIII D of SMPN 1 Wungu.

E. Data Analysis Technique After gathering the data, the researcher analyzed them. The researcher used the data triangulation to get the validity. According to John Elliott (2007), triangulation is collect pedagogical data from three points of view: of the teacher, his or her students, and an external observer. In some contexts the pedagogical situation may be far more complex, involving perhaps a team of teachers with different subject specialisms, members and representatives of the local community, as well as students and perhaps an external observer occasionally (p. 2).

The researcher triangulated the data by discussing all of the activities given to the students with the teacher as external observer and looking at the curriculum. All of the activities during the implementation of weekly diary assignment were based on the theories written in the second chapter of this thesis. The next data were the field notes and the observation checklist. The analysis of those data was in descriptive form. The researcher analyzed all of the notes from field notes to describe the things related to this research like the condition of the class, the condition of the students, and everything happened during the implementation in the class. The observation checklists were also


analyzed in descriptive form. It helped the researcher to give some supporting data in the fourth chapter. The researcher also distributed questionnaires as the data to identify what the real problems faced by the students were. The researcher used Likert Scale as the form of the questionnaires. The researcher analyzed the result of the questionnaire in the percentage form. Meanwhile, the researcher described the result in descriptive form. Besides, the researcher interviewed the students. The result of interviewing students was analyzed in descriptive form. It also helped the students to support the success of weekly diary assignment. In the preliminary study, the results of interviewing students also helped the researcher analyze the students‟ problem in writing a recount text. The main data of this research were the students‟ diaries submitted twice a week. The researcher analyzed the students‟ writing one by one and discussed them in the fourth chapter in the descriptive form. The researcher concluded the success of weekly diary assignment from the description of the students‟ writing week by week. The students‟ writing from the first cycle until the last cycle had improved slightly, for example, at the first time they could not make sentences properly, at the last cycle they could make sentences properly. The researcher also put the score into the students‟ diaries. The researcher used Brown and Bailey scoring profile to analyze the students‟ writing. In the last cycle, cycle three, the students could improve their scores and pass the minimum passing grade. The researcher took the average score of each week diary‟s writing.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 43 The researcher saw the improvement of the students‟ writing abilities from the scores of the diary per week. Score of first diary + Score of second diary = 2

The researcher also gave some feedback in the form of some exercises in the meeting on Tuesday. The analysis depended on the exercises, as the example, in one exercise, the students had to answer ten questions about past tense. Then, it would be analyzed in descriptive form whether they could answer the questions or not.

F. Research Procedures Before conducting the research, the researcher observed the class for one meeting to find the problem faced by the students of VIII D in SMPN 1 Wungu. She distributed some questionnaires, interviewed the students and the teacher to get the validity of the students‟ problem. After finding and convincing the problems faced by the students, the researcher began to plan the action. During the implementation, the students had to submit the diary twice a week with the topic of each week diary. There would be one topic for a week. After each submission day, the teacher gave the diaries back to the students followed by the teachers‟ feedback. Even though, the researcher also gave the feedback orally in front of the class and in the form of some exercises.


This is the scheme of weekly diary submission during this research: Table 3.5 The Scheme of Weekly Diary Submission

Week

Days

I

II

III

IV

Monday

Tuesday

Wednesday

Introduction of recount text

Feedback for 1st diaries 2nd Submission Feedback for 1st diaries 2nd Submission Feedback for 1st diaries

Thursday

Friday

Saturday

(giving a new topic)

1st Submission

Returning diaries

Returning diaries + feedback (giving a new topic) Returning diaries + feedback (giving a new topic) Returning diaries + feedback

1st Submission

Returning diaries

1st Submission

Returning diaries

2nd Submission

The researcher conducted this research through the genre-based approach. As a result, the researcher had to conduct some stages of the genre-based approach. They were building the context, modeling of the text, joint construction, and independent construction. After conducting the action, the researcher collected and analyzed the data taken from the action stage. Then, she made reflection of all things which happened during the cycle. She would use the things which went well and would not use the things which did not go well. Finally, she would decide whether she had to continue to the next cycle or not.


In the first cycle, the researcher analyzed the result which was not good enough. Then, she decided to conduct the second cycle. In the second cycle, the students‟ writing abilities also had not improved well. Then, she decided to conduct the third cycle. In this cycle, the students‟ writing abilities including in their grammar, content, organization, mechanics, and vocabulary improved well. The researcher decided to not conduct the fourth cycle.


CHAPTER IV RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher will explain the results and the process of this research. The results reveal the findings of this research. The process will tell all of the steps during the research. This research was aimed at solving the students‟ problems in writing a recount text. Weekly diary assignment followed by the teacher‟s feedback was implemented to improve students‟ writing abilities. The researcher got the data from class observations, analyzing the results of questionnaires, and interviewing some students and the teacher. The main data was the students‟ writings in their weekly diaries. The process explains the cycles during the research. Before doing the cycles, the researcher conducted a preliminary study to know and identify the students‟ problem deeply. There were three cycles conducted by the researcher. In each cycle, the researcher conducted planning, action, collecting and analyzing data, and reflecting the cycle.

A. The Results of the Implementation of Weekly Diary Assignment followed by Teacher’s Feedback The researcher implemented the weekly diary assignment followed by the teacher‟s feedback to overcome problems faced by the students of VIII D in


SMPN 1 Wungu. The results of this research would answer the research question. It is to what extent the implementation of weekly diary assignment followed by teacher‟s feedback improves students‟ writing abilities in writing a recount text. The research used one month periode to do three cycles of weekly diary assignment. During the research, students‟ writing abilities improved slightly. Before the implementation, based on the results of the questionnaires in the prelimnary study, all students agreed that they had difficullties in writing a recount text. The researcher also observed the class once. The teacher taught them in Indonesian to make them understand. The researcher identified the problems deeply by interviewing some students. All of interviewees said that they had problems in writing a recount text. Their writing abilities were low because they could not master all of the elements in writing, especially the recount text. As the researcher has explained in chapter II, acccording to Brown & Bailey (1984, pp. 39-41), there are five major elements which should be analyzed in writing. They are organization, content, grammar, mechanics (spelling, punctuation,etc.), and vocabulary (style and quality) (as cited in Brown, 2007, pp. 144-145). When the researcher conducted an informal interview with the teacher, she asked the scores of the students‟ recount text draft. The teacher did not give the draft to the researcher but she allowed the researcher to see them. The results were very poor. Their sentences were not grammatical. Moreover, they could not order the words properly based on the basic sentence pattern. They could not consider the topic carefully, and the idea was jumpy. The other elements were also not


good. The researcher sometimes could not understand what the students wanted to tell. There were many words having wrong spelling. They also did not use vocabulary based on the context. As a result, all of them could not pass the minimum passing grade, 70. Based on the results of the questionnaire distributed before the research, 78.9% students stated that their writing abilities were not good and 21.1% students stated that their writing abilities were good. Even though, there were 12 students (63.2%) who had some problems in writing a recount text and 7 students (36.8%) who really had problems in writing a recount text. Moreover, there were 17 students who stated that their difficulties were in the grammar. There were 13 students who had difficulties in the vocabulary, 14 students who had difficulties in the mechanics, 14 students who had difficulties in the content, and 9 students who had difficulties in the organization. From those results, the researcher concluded the students had difficulties almost in all elements of writing and the most appeared difficulty was in the grammar. It was supported by the results from interviewing the students. According to the results of students‟ interviews, they seldom wrote any texts, such as the recount text. Writing in English was very difficult because they seldom practiced writing sentences in the form of text. They only wrote some sentences to answer questions in the students worksheet. They were also confused how to write properly because they did not get any feedback from the teacher. Therefore, they did not know whether their writing were correct or not.


During this research, the researcher implemented the weekly diary assignment followed by the teacher‟s feedback to solve the problems of VIII D students of SMPN 1 Wungu in writing a recount text. The implementation of weekly diary followed by the teacher‟s feedback was able to improve the students‟ writing abilities in a recount text. The results of their diaries were increased day by day. Before getting the weekly diary assignment, they could not make any sentences in English properly. Then, after getting the weekly diary assignment, they could tell their personal experiences in English properly. The researcher thought that it was the most important thing of this research. From the first time, the researcher‟s main goal was that at least they could write sentences in English properly. Even though, after the implementation of weekly diary assignment, other elements in writing like the organization, the content, the mechanics, and the vocabulary also improved. It was supported by the results of the questionnaires which stated that the weekly diary assignment followed by the teacher‟s feedback could help them to improve their writing abilities in writing a recount text. There were 10 students stating that the weekly diary assignment really helped them to improve their writing abilities in writing a recount text. There were 7 students stating that the weekly diary assignment helped them to improve their writing abilities in a recount text. Even though, there was a students who stated that the weekly diary assignment did not help him or her to improve their writing abilities in a recount text. The weekly diary assignment improved the students‟ writing abilities in the recount text by making them accustom to writing in


English. Before getting the weekly diary assignment, they were not accustomed to writing text in English. HRD wrote in questionnaire: “Ya, sangat membantu, Setelah terbiasa menulis recount text, saya sudah mulai hafal pergantian V1 ke V2. Dan saya jadi bisa nulis kalimat dalam Inggris dengan benar.” (Yes, it really helps me, after being accustomed to writing a recount text, It can remind me to change V1 into V2. And I am able to write in English with the correct grammar.)

VRD also wrote in questionnaire: “Mungkin karena terbiasa diberi tugas weekly diary jadi saya juga bisa terbiasa menulis dengan bahasa Inggris termasuk terbiasa nulis dengan grammar yang benar, tanda bacanya, ejaannya, dll. Jadi kemampuan menulisku meningkat.” (Maybe because of conducting weekly diary assignment, I am accustomed to writing in English including writing with correct grammar, punctuation, spelling, etc. So, my writing ability is improved) The results above were fixed and appropriate with behaviorism theory as explained well in the second chapter. Mitchell and Myles (2004) state “through repeated reinforcement, a certain stimulus will elicit the same response time and again, which will then become a habit” (p. 30). In this study, the weekly diary assignment played a role as the reinforcement for the students. The students were required to write their personal experiences based on the topic given in the form of a recount text twice a week. It made them be accustomed to writing in English. Writing in English properly would become a habit for them. The more often an activity repeated, the more it will bring effects towards someone‟s behavior. The researcher used this principle to implement the weekly


diary assignment. This assignment built the writing habit to the students. As a result, their writing abilities improved. The habit of writing diary helped the students to write better in the next writing assignment. The students were able to write sentences based on the basic sentence pattern properly. They had been accustomed to writing their personal experiences twice a week. Mitchell and Myles (2004) state “the learning of any skill is seen as the formation of habits, that is, the creation of stimulus-response pairings, which become stronger with reinforcement” (pp. 30-31). The weekly diary assignment was followed by the teacher‟s feedback which represented the stimulus for the students. In the next assignment, the students‟ responses of the stimulus would be seen from their writing. This assignment required them to express their Indonesian idea into English sentences. It brought some effects for the students as written in the preliminary questionnaire. 14 students stated that they had difficulties in translating their ideas from Indonesian into English sentences. It happened because they had lack of vocabulary and they seldom wrote many sentences in the form of text, especially in writing a recount text. VRD: “Susah, sering-sering sudah banyak ide dalam otak, tapi bingung nulisnya ke bahasa Inggris gimana, kata-katanya sulit.”(it‟s difficult. I often had some ideas in Indonesian but I was confused how to wrote it in English, the words were difficult)


Writing English as much as possible would also require them to think about the vocabulary more. Although they were allowed to find out some difficult words in dictionary, this assignment reinforced them to find out some new words and some difficult words. Besides, the implementation of weekly diary assignment twice a week was also followed by the teacher‟s feedback. The researcher thought that she had to give some feedback to make the students understand what their mistakes were. There were 8 students (42.1 %) and 10 students (52.6%) stating that the feedback given by the teacher in their diaries help them to improve their writing abilities. Moreover, all of them stated that the teacher‟s feedback motivated them to be better. In the questionnaire, DNI wrote: “Feedback membuat saya tahu kesalahan saya dan apa aja yang perlu diperbaiki” (Feedback makes me know what my mistakes are and the things which should be fixed)

In the result of the interview, AD said that: “Feedback... emmm... sangat membantu, karena saya jadi merasa diperhatikan dan tahu mana yang salah terus bisa saya perbaiki pas penulisan diary berikutnya. Jadi nanti ga salah lagi. Jadi tahu lah gimana benernya nulis recount text” (Feedback.... emmm... really helps me because I feel that the teacher cares at me and I know where the mistakes are so I can revise it in the next diaries. Therefore, I will not do the same mistakes again. I‟m getting understand how to write recount text properly.)

AD felt the teacher caring about him by giving him feedback for each diary. It shows that feedback could motivate students to do better in the next assignment.


The teacher always gave some positive and negative feedback. She provided the feedback, such as giving some information as the positive feedback and telling what their mistakes were as the negative feedback. The teacher did not forget to praise the students whenever they made some improvement. As stated by Kwong (2001), Positive feedback generally provides more information than negative feedback, and strengthens a student's motivation and self-confidence. For example, students can be told when they have succeeded in decreasing the number of errors made on a worksheet (p. 2).

The teacher had to give the negative feedback because the feedback would directly told them what went wrong in their writing. The researcher did it by observing the students‟ condition in the class. They sometimes had some difficulties to understand the teacher‟s intention if the teacher did not explain directly what happens to them, as the example, for mechanics, a student wrote “embarased”. She made a wrong spelling of the word “embarrassed”. Then, the teacher gave feedback and corrected it. Later on, she would be more careful to write every word in writing a recount text. As ADL said in interview: Dari feedback itu ya akhirnya tahu mana yang salah. Gara-gara dikasi feedback, saya jadi hati-hati kalau nulis kata-kata, sering lihat kamus, habis takut salah ejaannya. Lama-lama jadi terbiasa deh...(from the feedback, I finally know where my mistakes are. When I am writing, I will be more careful with the spelling. Then, I am accustomed to writing with the right spelling.) The students‟ difficulties in using punctuation were also solved by the weekly diary assignment followed by the teacher‟s feedback. After getting this assignment, they became familliar how to write some paragraphs of a recount text


with appropriate punctuation, as the example, before getting this assignment, they did not put comma (,) after the word “then”. After getting this assignment they did not forget to put comma (,) in the right place. As said by ATK in interview, “Bagus sih, miss. Seneng aja. Sekarang saya jadi bisa nulis lebih baik. Ya karena sudah sering nulis dalam bahasa Inggris itu miss, 2x seminggu. Feedabck dari Miss sangat berguna banget...Feedback nya itu jadi bikin teringat terus. Jadi kalau mau nulis terus salah gitu tiba-tiba ingat feedback yang miss kasi, kayak tanda baca. Kalau nulis kalimat jadi ingat harus ngasi tanda baca yang benar dimana saja”(That‟s good, Miss. I feel happy. Now, I can write better. That‟s all because I often write in English twice a week. The feedback was very useful...The feedback could help me to recall everything. Whenever I made mistakes, then, I remember your feedback, for example punctuation. Everytime I wrote in English, I remember how to put the punctuation correctly) During the implementation, the teacher wrote her feedback for all of the students‟ diaries. Meanwhile, the teacher reviewed those feedback in each of the class meeting. As DNA said in the interview, accepting the feedback personally from the teacher made her feel that the teacher cared about her. It was supported by Kwong (2001), who states “monitoring students' thinking processes, giving them feedback and motivating them to learn are not only very important tasks of a facilitator, but they are also intimately related” (p. 1). Moreover, he adds “if used correctly, feedback can function as a very powerful tool to motivate students to learn”. In other words, the feedback was an important which formed a set of weekly diary assignment. Beside giving the weekly diary assignment followed by teacher‟s feedback, written and orally, the researcher gave the enrichment test on Tuesday. The

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 55 researcher analyzed the students‟ mistakes from their diaries to make the exercises. It was also as the media to convince that the students had really understood the teacher‟s explanation. In other words, it could be included into the teacher‟s feedback to the students‟ writing in the form of a class discussion. Therefore, the teacher always discussed the exercises together. It was as one set of weekly diary assignment. It is supported by Hyland (2003), who writes “Master (1995) found that corrective grammar feedback was valued by students and effective when combined with classroom discussion (p. 184). In this case, the enrichment here was something to monitor the students‟ process in the learning activity. Kwong (2001) states “it is more efficient if the entire class is privy to the monitoring process and feedback so that students can learn from one another” (p. 2). Some exercises as the feedback were some kinds of monitoring process towards the students‟ improvement (what went well and what did not go well). In first exercise on Tuesday, April 2, the researcher gave exercise about past tense by analyzing their first diaries. The researcher found that they were not able to make some sentences in the past form. Then, the researcher decided to give past tense exercise. The researcher also explained past tense materials and discussed the exercise together. As a result, in the next diaries, students‟ mistakes in past tense grammar had been diminished. On Tuesday, April 9, the researcher gave some exercises about spelling, word order, and punctuation. After analyzing the students‟ last diaries, the researcher found that some students still made some incorrect spelling,


inappropriate word order, incomplete punctuation. Therefore, the researcher decided to give those exercises and discuss them together. The researcher also explained the basic sentence pattern again so they were able to make the sentences in the right order. The results could be seen in the next diaries. They could diminish the mistakes in the word spelling, the word order, and punctuation. Finally, the researcher analyzed wheteher the implementation of weekly diary assignment had been successful or not by looking at the score of students‟ writing week by week. There were 14 students whose writing had improved during the implementation of weekly diary assignment. In the last cycle, they could reach the high scores for their recount text writing. The students wrote their personal experiences in the form of a recount text twice a week. The researcher took the score of each diary submission. The researcher analyzed the data by taking the students‟ average score for each cycle. Here is the calculation of the average score for each cycle: Diary‟s score(Tuesday submission)+Diary‟s score(Friday submission) 2

In the first cycle, all of the students got scores under the minimum passing grade of this school, 70. There were 3 students who did not submit their diaries in that week. The researcher asked them why they did not bring their diaries. They said that they forgot writing the diaries. Generally, almost all of their scores improved from the first diary to the second diary. In the second cycle, almost all of them got scores under the minimum passing grade of this school, 70. Their scores improved compare with the scores


in the first cycle. The three extraordinary students still did not submit their weekly diaries. Then, the researcher asked them why they did not submit their diaries. They said that they really could not do it. The researcher also asked the other students and the teacher about these students. Their friends said that these three students were very lazy in all subject. They were absent for many meetings. The teacher also said that they were naughty and they had never paid some attention to the teacher‟s explanation in the class. This is the table of students‟ diaries scores and their scores in the preliminary study : Table 4.1 The students’ scores in the diaries

No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Name ATK ISM YSE DNA DMS JKO AD MRZ RZN SMT WHY DNI LLA HNS MRL HRD ADL VRD KRZ

Preliminary Score

1st

2nd

46 0 56 50 10 44 47 52 58 48 54 54 56 52 54 49 56 52

53 60 62 57 52 68 56 58 55 56 57 58 62 62 60 57

57 62 63 58 52 66 58 59 58 53 58 59 63 64 60 58

Cycle I 55 61 62.5 57.5 52 67 57 58.5 56.5 54.5 57.5 58.5 62.5 63 60 57.5

Cycle II 1st

2nd

61 62 69 65 51 67 68 67 64 58 60 61 71 74 70 63

63 70 74 70 65 75 72 69 68 63 67 65 71 75 73 75

62 66 71.5 67.5 58 71 70 68 66 60.5 63.5 63 71 74.5 71.5 69

Cycle III 1st

2nd

77 81 80 70 72 78 73 78 78 72 75 74 82 83 80 79

81 82 84 76 78 77 78 81 80 79 81 80 83 84 81 82

79 81.5 82 73 75 77.5 75.5 79.5 79 75.5 78 77 82.5 83.5 80.5 80.5

From the table above, the researcher analyzed the third cycle. The students‟ writing abilities had improved. Almost all of the students (89.5%) could


write a recount text well, including their grammar, mechanics, vocabulary, content and organization. Their writing abilities had improved followed by their scores which also improved. There was a student whose last average score could not reach 75. Even though he got 76 in his last diary, his writing on the third cycle had improved. In the last classroom observation, the teacher said that the students‟ writing abilities had improved. They got more motivated to write their personal experiences. The students had some willingness to write through the weekly diary assignment. Moreover, the teacher would extend this assignment in her teaching schedule. It was supported by the results of the questionnaires. 11 students (57.9%) students who agreed and 8 students (42.1%) who strongly agreed that writing personal experiences through the weekly diary assignment was interesting for them. The researcher concluded that the implementation of weekly diary followed by the teacher‟s feedback had improved students‟ writing abilities in a recount text in VIII D of SMPN 1 Wungu. It means that the implementation of weekly diary assignment followed by the teacher‟s feedback had overcome their problems in writing a recount text. The data analysis was done by taking the students‟ writing, questionnaires, and interviews. The last data were from the students‟ scores. There was no one of the students who passed the minimum passing grade in the cycle one. Then, there were 6 students in the second cycle and 16 students in the last cycle who passed the minimum passing grade of this school, 70.


A. The Process of the Implementation of Weekly Diary Assignment 1.

Preliminary Study The researcher came into SMPN 1 Wungu to conduct her research. After

getting permission from the headmaster, Mr. Heri, the coordinator of English teacher in this school gave a class, VIII D, to the researcher. The researcher observed the class once to know the condition of the students. At that time, they were learning the materials of a recount text. The researcher found that the students‟ writing abilities in writing a recount text were very poor. They could not writing in English properly. They even could not make a good sentence in English. Then, the researcher saw the results of students‟ recount text writing from the teacher‟s assignment. It was not satisfied. Most of them could not made a sentence based on the basic sentence pattern properly. After that, the researcher distributed questionnaire to convince what the real problems faced by students were. 15 students (78.9%) did not agree that their writing abilities were good.

12 students (63.7%) who agreed and 7 students

(36.8%) who strongly agreed that they had some difficulties in writing a recount text. Almost all of them had difficulties in five major elements in writing a recount text like the organization, the content, the grammar, the mechanics, and the vocabulary. The researcher also interviewed two students to convince the problems. One of them said that they had difficulties to translate their ideas into some good sentences in English. They had many ideas in their mind but they could not wrote their ideas into some grammatical sentences in English properly.


It was including into the five major elements in writing text as stated by Brown & Bailey (1984) (as cited in Brown, 2007, pp. 144-145). Their problems belonged to those elements which were very poor. 2. Determining the Solution of Students‟ problem After finding the problem faced by the students, the researcher concluded that her duty was how to improve the students‟ writing abilities in writing a recount text. The students seldom wrote any text in English. Moreover, they did not know where their mistakes were when they wrote and they suddenly got bad scores. Based on the behaviorism theories, the students needed an activity who made them write as often as possible. The researcher used the weekly diary assignment to improve the students‟ writing abilities in a recount text. It made them be accustomed to writing in English as habitual and continuous activity. They also got some feedback from the teacher beside the scores. As a result, the researcher hoped that the weekly diary assignment could improve students‟ writing abilities in writing a recount text. 3.

The Implementation of Weekly Diary Assignment In the next process, the researcher implemented the weekly diary

assignment in VIII D to overcome the students‟ problem. The researcher conducted classroom action research which consists of some stages. The researcher also had to teach the class to analyze the students‟ progress. The researcher conducted classroom action research based on Margaret Riel‟s action research, progressive problem-solving action research. This research consisted of four stages. They were planning, action, collecting & analyzing data, and


reflection. The researcher conducted the research in three cycles. In each cycle, the researcher conducted all of the stages above. The researcher conducted the implementation of weekly diary assignment in four weeks (8 meetings). Each cycle consisted of one week except the first cycle, consisted of two weeks. This research began from March 26 until April 17. The class meetings were on Tuesday and Wednesday and had 80 minutes for each meeting. In the third cycle, the students‟ writing abilities had improved taken from some data during this research. Then, she decided to end the assignment.

a. The First Cycle The first cycle consisted of three meetings on March 26, 27, April 2 and a little time on April 3. They were 19 students in VIII D. In the first and second meetings, all of the students attended the class. In the third meeting, there was a student who was absent with alpha or without any permission letter. The researcher used the genre-apporach which consists of building context, modeling the text, joint construction of the text, independent construction of the text, and linking to related texts, as the base for teaching the class. As cited in Hyland (2003, p. 21), this is based on Vygotsky (1978) and the interpretation by Bruner (1986). The researcher did not use linking to related texts because she only needed to know the improvement of students‟ writing abilities in writing a recount text, as stated by Nugraha (2011), However, the last stage of writing in genre-based approach did not really become the focus of this research so there was no linking to related text explanation because knowing that the use of picture series helps the students write a recount text is enough for this research


Therefore, the researcher did not ask the students to link to related texts. The researcher conducted the first cycle by planning, action, collecting & analyzing data, and reflection. Although the stage did not consist of observation, the researcher had to collect and analyzed the data during the meetings. At the end of the cycle, the researcher did reflection for the whole meetings of this cycle. 1) Planning After doing the preliminary study, the teacher asked the researcher to continue the research. Then, after identifying the problems, the researcher began to teach the class. Before teaching the class, the researcher prepared all of the materials for the first and the second meeting. The researcher provided some recount texts for the activities. a) Building the Context In this step, the researcher would ask the students about some texts that had been learned and asked them what they knew about a recount text. b) Modeling the Text In this step, the researcher would tell them her own horror experience, as the topic of diary in this week. Then, she would ask some questions about the story. The researcher also prepared a text and asked them to read the text together. The researcher also had prepared some questions related to the text which would be discussed in the next meeting (March 27, 2013), as stated by Nugraha (2011), “It was expected that the students got more sufficient knowledge of a recount text”. It would be followed by explaining the generic structure of the recount text, the grammar used, etc.


c) Joint Construction of the Text This step would be conducted in the next meeting (March 27, 2013). The researcher prepared a simple game for the students, ordering words into good sentences and ordering paragraphs into a good recount text. It would be an additional knowledge for the students to write their horror experiences later. d) Independent Construction of the Text In this step, the researcher would explain the students about the weekly diary assignment. Then, she would continue giving the feedback in class in Tuesday (April 2, 2013) and Wednesday (April 3, 2013). In the meeting on Tuesday, she would give the students some exercises as enrichment following the teacher‟s feedback. The exercises would be determined by the results of the first diary (Friday submision). 2) Action The action of the first cycle on March 26 and 27 consisted of four times of 40 minutes. The researcher conducted teaching activities in this stage. a) Building the Context The first time the reseacher came to the class as a teacher, the researcher asked the students to tell what they had known about writing a text in English. Then, the researcher also asked the students about a recount text and personal experience. b) Modeling of the Text Then, the researcher continued telling the students her own horror experiences. The researcher also asked the students some questions to make sure

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 64 that they really listened to the reseacher‟s story. After that, the researcher also distributed a recount text in the form of a diary with the topic of someone‟s horror experience. The researcher asked the students to read the text together in the class and translated them into Indonesian. The meeting continued to the next meeting (March 27, 2013). In the next meeting, the researcher asked the students to answer some questions related to text given before. Then, the researcher also explained the recount text, including in the generic structure of a recount text, the grammar, etc. c) Joint Construction of the Text In this step (conducted on Wednesday, March 27), the researcher asked the students to play a small game, such as ordering words into some good sentences and ordering the paragraphs into a good recount text. It trained the students to make a good recount text in their diaries later. Then, the results were discussed together. The teacher also explained the basic sentence pattern and the organization of a recount text to be their additional knowledge in writing a recount text. d) Independent Construction of the Text After playing some games, the researcher began to give them an instruction about the weekly diary assignment. All of them looked curious with this assignment. The researcher asked each of them to prepare a note book. The note book would be the place where they had to write. The researcher asked them to write their own horror experiences in their note books as their diaries. They had to write 100-150 words telling their own horror experiences twice on Friday and


Tuesday submission. Then, the researcher gave back their diaries on Saturday and Wednesday. On Tuesday (April 2, 2013), the researcher gave exercises which were including into the teacher‟s feedback. Those exercises were given by analyzing the students‟ writing in their first diaries. Firstly, they had to analyze past form of the text given in the meeting on Tuesday (March 27, 2013). Then, the reseacher explained the students about past tense. The researcher conducted this activity based on the results of the students first writing. The researcher found that they were still confused how to make sentences in past form. Then, the researcher brought the exercises about past form questions which belonged to the teacher‟s feedback. The students submitted their second diaries with the same topic also on that day (Tuesday, April 2). Then, the researcher returned the diaries on the next day (Wednesday, April 3). 3) Collecting and Analyzing Evidence/Data Almost in all meetings the researcher tried to collect and analyze them. In this research, the teacher of this class, Ms. Dwi helped the researcher to be the observer to observe the class. The reseacher gave her the observation checklists for each meeting. a) Building the Context In this stage, the researcher were not able to collect any data because the students only listened to the teacher‟s questions about a recount text. b) Modeling of the Text


In this stage, the researcher also could not collect some data because the students only listened to the teacher‟s horror experience and read a text and answered some questions related to the passage. c) Joint Construction of the Text In this stage, the researcher analyzed the students‟ work in the word order and the paragraph order games. There was only a group who could order the words given into good sentences properly based on the basic sentence pattern in English. Moreover, there were two groups who could order the paragraphs into a good recount text. Through those evidences, the researcher had to explain the basic sentence pattern and the organization of a recount text as their additional knowledge to write their own experiences later. d) Independent Construction of the Text In this stage, there were many data which could be collected and analyzed by the researcher. The most important data was the students‟ personal experiences writing in their diaries because they were as the basic principal for the reseacher to do the next action. On Friday (March 29, 2013), the students submitted their first diaries with the topic of horror experiences. Then, the researcher analyzed their diaries and wrote some comments as the feedback. The researcher gave them back on Saturday (March 30, 2013). The researcher analyzed that they were still confused about past tense. As a result, the researcher gave some exercises related to past tense on Tuesday meeting as a part of the teacher‟s feedback for their diaries. After getting some explanation, the students did some exercises about past tense


and almost all of the students could asnwer correctly. On that day, the students submitted their second diaries. Then, the researcher analyzed their writing and gave them back on the next day. There were 12 students whose scores improved. Even though, all of the students were not able to pass the minimum passing grade, 70. 4) Reflection In Riel‟s action research, this is the last stage of cycle one. In this stage, the researcher had to make reflection on what went well and what did not go well during the implementation of weekly diary assignment in this cycle. a) Building the Context During the activity of building the context, the teacher had been able to interest the students‟ attention. As a result, they listened to the teacher‟s explanation. Some students also answered the teacher‟s questions when the researcher asked them about a recount text and their personal experiences. Unfortunately, the students were not brave to raise their hands and answered the questions personally. Moreover, the class got more noisy. The researcher had to control the class in the next cycle. b) Modeling of the Text In this stage, the students enjoyed listening to the teacher‟s stories. Even though, they actually did not truly understand what the story told about. In the next cycle, it was better to the researcher to simplify her words when she wanted to tell them some stories. The researcher also gave a text about someone‟s horror experience in the form of a recount text. The text consisted of more than 150


words. The researcher should had given a text which consisted of less than 150 words. The vocabulary of the text was rather difficult. It was good to increase the students‟ vocabulary to write their own experiences later. c) Joint Construction of the Text In this stage, the researcher saw that the students were very happy with the game of word order and paragraph order. Even though, the students were very noisy when they were doing those activities. In the next cycle, the researcher should have been able to control the class condition. d) Independent Construction of the text In this stage, the researcher should had explained the instruction of weekly diary assignment more clear. Some students did not know how long their writing should be. There were three students who did not submit their diaries in both submission day of that week. In the next cycle, the researcher should have been able to urge these three students to write and submit their diaries. Even though, the rest of the students really felt happy with this assignment. The students submitted their diaries punctually. Besides, the feedback given by the researcher was not only in the written form in the students‟ diaries. The researcher also gave some spoken feedback in front of the class but it was too general. The students were confused to analyze the teacher‟s feedback. In the next cycle, the researcher planned to give some oral feedback direcly for each student. The researcher chose horror experience as the topik of this week through the results of questionnaire in the preliminary study. There were 12 students who


chose horror as their most favourite topic. In class, many students said that they did not like the topic. Then, the researcher concluded that she had to ask the students first for the next topic of the diary. On Tuesday (April 2, 2013), the researcher asked the students what their most favourite topics were and it worked. The researcher could do it for the next cycle. From the scores of the students‟ diaries, all of the students could not pass the minimum passing grade. As a result, the researcher should have continued the implementation of weekly diary assignment to the next cycle, cycle II.

b. The Second Cycle The second cycle consisted of three meetings on Wednesday (April 3, 2013), Tuesday (April 9, 2013), and Wednesday (April 10, 2013). On Wednesday (April 3, 2013), the second cycle began in the end of teacher‟s oral feedback in front of the class for the last diaries (included into first cycle). There was a student on Wednesday (April 3, 2013) and there were two students on Tuesday (April 9, 2013) who were absent because they were sick. Meanwhile, a student was absent on Wednesday (April 10, 2013) without any permission letter. In the second cycle, the researcher still implemented the weekly diary assignment twice a week followed by giving some feedback to the students, and gave some exercises as the enrichment which was included into the teacher‟s feedback in the meeting on Tuesday.


The teaching activities in class still used the genre-based approach. The researcher still conducted the activities which were divided into building the context, modeling of the text, joint construction of the text, and independent construction of the text. The researcher did not link to the related text because the researcher only needed the result of the implementation of weekly diary assignment until the stage of independent construction of the text only. In this cycle, the researcher kept conducting all stages based on Riel‟s action research. They were planning, action, collecting & analyzing evidence or data, and reflection. 1) Planning The research began this cycle by planning what the researcher would do in this cycle based on the reflection of the last cycle. This cycle should had been better from the first cycle because the researcher should had known what went well and what did not go well. a) Building the Context In this step, the researcher would ask the students whether they had embarrassing experiences or not. Then, the researcher would explain to the students that telling embarrassing experience was an example of a recount text writing. b) Modeling of the Text In this step, the researcher would give a recount text about someone‟s embarrassing experience. Then, the researcher would ask the students to read the text together. After that, the students would answer some questions related to the


passage. The researcher would explain the generic structure of the text, the language feature of the text, etc. c) Joint Construction of the Text In this stage, the researcher planned to ask the students to analyze the sentences in the text, then divided each of the sentences into some phrases based on the pattern. After that, the researcher asked the students to circle five past verbs and asked them to make their own sentences from each verbs. It would be the additional knowledge for them to write their own personal experiences later. d) Independent Construction of the Text In this stage, the researcher would give the weekly diary assignment for this week with the topic of embarrassing experience. They would submit their diaries twice on Friday and Tuesday and the researcher would deliver her feedback on Tuesday and next Wednesday. On Tuesday (April 9, 2013), the researcher would give some feedback to the students which was followed by some exercises as the enrichment based on the resulst of the students‟ writing on Friday‟s submission. 2) Action This stages began from Wednesday (April 3, 2013) after the researcher delivered her feedback towards students‟ writing of the last diaries from the first cycle. The researcher was still as the teacher of this class. a) Building the Context At the first time of the second cycle, the researcher only asked the students whether they had any embarrassing experiences or not. Then, the researcher


explained to the students that they could tell their embarrassing experiences in the form of a recount text. The researcher also asked them whether they still remembered what the recount text was. b) Modeling of the Text In this stage, the researcher distributed a recount text which told someone‟s embarrassing experience. Then, the researcher asked some students to read the text and translate the sentences into Indonesian one by one. After that, the students answered some questions related to the passage. The researcher also explained the generic structure of the text and the language feature of the text. c) Joint Construction of the Text The researcher asked the students to analyze the sentences in the text by dividing the paragraphs into each sentence. Then, the students divided each sentence into some phrases based on the basic sentence pattern. The researcher asked the students to discuss this activity by cross matching of their work. d) Independent Construction of the Text After that, the students circled five verbs in the past form to make their own sentences based on the words and checked them together. These activities were aimed at adjusting and increase the students‟ knowledge about writing sentences in the context of telling past experience. In this stage, the researcher explained the newest topic for the diary of this week. It was embarrassing experiences. The students wrote their embarrassing experiences twice a week on Friday (April 5, 2013) and Tuesday (April 9, 2013). The teacher gave the feedback to the students‟ diaries of Friday‟s submission on


Tuesday (April 9, 2013). The researcher had written her feedback in each diary. Moreover, the researcher also gave feedback orally in front of the class for each student directly one by one. The researcher also gave the feedback in the form of some exercises as the feedback based on the results of students‟diaries on Friday‟s submission. The students answered some questions about the spelling, the word order, the punctuation and the vocabulary. Then, they checked the answers together. The researcher gave some feedback for the students‟ diary of Tuesday‟s submission on Wednesday ( April 6, 2013). The researcher delivered her feedback in the written form and orally one by one in front of the class. 3) Collecting and Analyzing Evidence/Data This stage was almost the same as the first cycle of this research. The teacher of the class still helped the researcher to be the observer during the implementation of the second cycle. a) Building the Context In this stage, the researcher did not collect any data because the students only answered the researcher‟s questions about the embarrassing experiences. b) Modeling of the Text In this stage, the researcher also did not need to take any data because the students only read the passage and answered some question related to the passage. The researcher also did not need to take the data of the next activity, dividing sentences based on the basic sentence pattern. The observer, Ms. Dwi stated that the students were still confused to do this activity. Then, the result was not


satisfying enough. There were some students who still made mistakes in analyzing the sentences based on the basic sentence pattern. Then, the researcher explained how to analyze the sentences based on the basic sentence pattern so that the students could make their own sentences properly. c) Joint Construction of the Text In this stage, the researcher still did not need to collect the data. The researcher only saw that most of the students had been able to write five sentences based on the basic sentence pattern using past form verbs of the text. d) Independent Construction of the Text In this stage, the researcher collected and analyzed the data from the students‟ works in their weekly diaries. Looking at the data analysis of the students‟ diaries in this week, almost all of them had improved their writing abilities. Some students actually had improved their abilities to write the sentences properly based on the basic sentence pattern, use the correct grammar (using past tense), put the punctuation correctly, and use the vocabulary properly. Even though some of them still made some mistakes in spelling, and the word order. Two or three students still could not put the punctuation in the proper place. As a result, in the meeting on Tuesday (April 9, 2013), the researcher gave some exercises by looking at what did not go well in their diaries of Friday‟s submission. It could be the enrichment exercise and increase their knowledge for the students who had been able to improve their abilities. It was as the feedback for the students who had not improved in those abilities and the additional


knowledge for the students who had mastered. The results of the exercises were satisfying enough. Besides, their scores improved. 16 students could improve their diaries‟ average scores in this week submission. The three students who had never submitted their works still did not want to conduct this assignment. At least, they still had some willingness to attend the class and did some exercises in the class although the result was not satisfying enough. 4) Reflection It was like the first cycle. This step consisted of what went well and what did not go well during this cyle. a) Building the Context In this stage, the researcher directly pointed at some students to tell their embarrassing experiences briefly. The researcher did it by conducting a small interactive dialogue with the students. She also translated her speech into Indonesian so that the students could understand what the researcher talked about. It was effective because the students got more interested to the teacher‟s speech. b) Modeling of the Text The researcher stated that this step was successful because based on the observer‟s checklists, the students actively asked if they had any difficulties. They also provided dictionary to find out some difficult words. It helped them to write their diaries later. The students also actively answered the researcher‟s questions related to the text.


In the step of the second cycle, the researcher made the modeling text by her self because the researcher was the person who knew them well. As a result, she adjusted the text based on their abilities, including how long the text was. Based on the observer‟s checklists, the students enjoyed the class and looked happy with the text. c) Joint Construction of the Text In this stage, the researcher did not use any game to play. The researcher only asked the students to analyze the sentences in the text by dividing each sentence into some phrases based on the basic sentence pattern. Even though the students seemed that they did not enjoy the activity, the researcher prefered this activity to the game activity because the class would be very noisy. The researcher planned to give the game activity for the next cycle. This activity was an additional knowledge for the students in writing personal experience in the form of a recount text. d) Independent Construction of the Text In the third and fourth diaries, the students got more interested in writing. Their writing abilities improved. On Tuesday‟s submission (April 9, 2013), students‟ writing abilities were getting better than the last diaries. At that time, they had been able to write sentences with the correct word order based on the basic sentence pattern, put the punctuation properly, and diminish the misspelling words. There were four students who still had problems in the grammar (past tense) and the punctuation. It would be the enrichment for the next cycle. In this

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 77 cycle, based on the researcher‟s experience from the last cycle, the researcher delivered her oral feedback to each students one by one. It was very effective because the students were getting understand. They did not do the same mistakes in the next writing. In this cycle, the researcher also asked the students about their favourite topic for the diary. In other words, the students and the researcher had agreed the topic for the diary. As a result, the students felt happy to write their own experiences in the form of a recount text. After analyzing the data, the results of the students‟ diaries had not been satisfying enough. Although their writing abilities had improved, their average scores had not reached the minimum passing grade. There were only 6 students who could reach the minimum passing grade. Then, the researcher decided to continue this research to the next cycle, cycle III.

c. The Third Cycle The third cycle consisted of three meetings. They were on Wednesday (April 10, 2013), Tuesday (April 16, 2013), and Wednesday (April 17, 2013). In the second meeting, all of the students came into the class and attended the meeting. In the first and last meeting, a student was absent with alpha reason (without any permisson letter). This cycle emphasized how to improve their writing abilities in order to make them pass the minimum passing grade of this school, 70. The weekly diary assignment was still in the same concept. The students wrote their personal experiences based on the topic decided together twice a week. The researcher


gave them some different exercises as the enrichment for the students who had mastered and as the feedback in the form of exercise to improve their abilities and did not do the same mistakes in the next writing. The researcher still used the genre-based approach to teach the class. In other words, the researcher had to teach through building the context, modeling of the text, joint construction of the text, and independent construction of the text. the researcher did not use linking to related texts because she only needed to analyze the students‟ improvement until independent construction of the text. The researcher conducted this third cycle using Riel‟s action research consisting of planning, action, collecting&analyzing the data or evidence, and reflection. At the end of the cycle, the researcher would decide whether the weekly diary assignment improved the students‟ writing abilities in writing a recount text or not. 1) Planning At the first time, the researcher planned and prepared for all of the things to conduct the third cycle. The researcher hoped that this cycle was the last cycle and the students‟ problems could be overcome. a) Building the Context In this stage, the researcher planned to ask the students whether they had the happiest experience in their life or not. b) Modeling of the Text In this stage, the researcher planned to give them a passage which told someone‟s happiest experience. The researcher prepared the text which was made

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 79 from the student‟s worksheet on pages 30 and 31. Then, the researcher would ask them to answer some questions related to the text like the organization, the content, etc. The researcher also prepared a game as the modeling of the text c) Joint Construction of the Text In this stage, the researcher planned to ask the students in group of three to retell the text given in the game session. d) Independent Construction of the Text In this stage, the researcher would explain the new topic of the diary for this week‟s submission. It was the student‟s happiest experiences. In the meeting on Tuesday, the researcher would give some exercises which was such a part of the teacher‟s feedback for the students‟ writing. In the last meeting of this research, the researcher planned to ask the students to revise their last diaries based on their discussion with their friends 2) Action This stage consisted of three meeting on Wednesday (April 10, 2013), Tuesday (April 16, 20131) and Wednesday (April 17, 2013). a) Building the Context First of all, the researcher asked the students whether they had experienced some exciting moments or not. Then, the researcher told them that they could tell their happiest experiences in the form of a recount text. b) Modeling of the Text The researcher asked the students to read the passage in the student‟s worksheet on pages 30 and 31. They discussed the content, the generic structure,


and the grammar feature of the text together. Then, the students did the exercises, answering some questions related to the text. The next activity was playing a game in a group of three. They had to order some pieces of paragraphs into a good recount text. c) Joint Construction of the Text The researcher continued teaching the class by asking each group to retell the passage with their own words. It was as the additional exercise for the next diary. Then, they submitted their work. d) Independent Construction of the Text In this stage, the researcher gave an instruction about the next weekly diary assignment with the topic of the happiest experience in 100-150 words. They submitted their diaries on Friday (April 12, 2013) and Tuesday (April 16, 2013). In the meeting on Tuesday, the researcher gave some exercises as the enrichment which belonged to the teacher‟s feedback to the students. The exercises were made based on the results of students‟ diaries on Friday‟s submission. The exercises were about making sentences based on basic sentence pattern properly, translating Indonesian some sentences into some good sentences in English, and putting the correct punctuation of the text. The researcher also still gave some written feedback in the students‟ diaries and the oral feedback in front of the class for each student on Tuesday and Wednesday. Usually, the teacher did not ask the students to revise their diaries because they still had to write for the next diaries. Meanwhile, in the last meeting


of this research, the researcher asked them to discuss with the other friends to revise their last diaries.

3) Collecting & Analyzing the Data In this stage, the researcher collected and analyzed the data as the evidence of this research. a) Building the Context In this stage, the researcher did not collect the data because she only asked the students‟ opinions about their happiest experiences. b) Modeling of the Text In this stage, the researcher also did not collect the data because the students only read the text and answered some questions. The researcher would notice which groups made some mistakes in the game session. Fortunately, all of the group‟s answers were right. c)

Joint Construction of the Text In this stage, the researcher collected the students‟ group work in retelling

the text which told someone‟s happiest experience. The researcher analyzed the work and found that their writing abilities improved. They sometimes still forgot giving some punctuations. d) Independent Construction of the Text The researcher took the main data of weekly diary assignment in this stage. The students submitted their work twice on Friday and Tuesday. Their writing abilities slightly improved in this week. They were able to write their personal


experiences with the topic of the happiest experience in the form of a recount text properly. They had been able to write with the correct word order and based on the basic sentence pattern. Almost all of them could write their experiences with the understandable content and the good sequences. Their grammar also improved. They also put the punctuation properly. None of them who had misspelling words. Their vocabulary was in the correct use. The researcher still gave them some exercises as the enrichment to convince and add their knowledge in writing a recount text. The result was satisfying enough. The average score of each student had improved in this cycle. 16 students could pass the minimum passing grade of this school. There were three students who did not pass the minimum passing grade of this school because they never submitted their diaries. The researcher had tried hard to urge them and there were no result. The researcher could not help them anymore. Moreover, the researcher also collected the students‟ revision of their last diaries. The researcher did not give the score for the revision. It was aimed at making sure that they could revise their writing properly. 4) Reflection In this stage, the researcher reflected what went well and what did not go well during the third cycle. At the end of this stage, the researcher took the conclusion whether the students‟ problems in writing a recount text had been solved or not. a) Building the Context


After teaching the students for several meetings, the researcher understood that she had to use Indonesian language to teach them. It was not good because the researcher spoke in Indonesian more rather than in English. Meanwhile, it was better to make the students understand the materials well. In this stage, the researcher was successful to ask the students to have an interactive dialogue about their happiest experiences in their life. The students could follow the researcher and they did not feel bored. b) Modeling of the Text In this stage, the researcher gave the students the model of a recount text with the topic of the happiest experience from the students worksheet (LKS). It went well because the passage given was appropriate with the students level. The story and the sentences were easy to understand. The students were also able to answer the researcher‟s questions about the text. In the paragraph arrangement game, the students enjoyed the activity. It was as an additional knowledge for them to write their own happiest personal experiences later. In this activity, the students showed that their abilities in organizing paragraphs into a good recount text were getting improved. They could analyze where the orientation, events arrangement, and reorientation were. It was an example of effective text modeling which could be implemented in a class. c) Joint Construction of the Text The activity of this stage was the extension of the paragraph arrangement game in the last stage. After arranging some paragraphs into a good recount text which told someone‟s happiest experience, each group of students had to retell the


story with their own words. The students enjoyed these activities. All of them looked so happy that they did not feel bored in the class. It was effective because they were getting know how to tell their own experiences properly. This activity could increase their knowledge about the recount text. d) Independent Construction of the Text In this stage, the researcher asked them to write their happiest experiences in the diary submitted on Friday and Tuesday. When the students accepted the instruction to write the next diaries, almost all of them looked very happy. They did not feel bored or sad. Moreover, they looked enthusiastic to conduct this assignment. In the first submission of this week, the students showed that they were interested in writing their experiences. They wrote more than the last diaries. From the result of the interview, a student said that it depended on the topic. The students loved the topic of this week, the happiest experience. In other words, the topic also gave some effects towards the students‟ writing. In the meeting on Tuesday, the students looked very enthusiastic to listen to the researcher‟s feedback for them. They did not feel afraid. They listen to all of the feedback carefully. It means that they were able to take the researcher‟s feedback both in written form or orally. The researcher concluded that the feedback as a part of the weekly diary assignment could help the students to overcome their problems in writing a recount text so that their writing abilities improved.

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 85 Besides, on Wednesday, the researcher returned the students‟ diaries followed by the feedback orally in front of the class. Almost all of them could pass the minimum passing grade. Their writing improved in the organization, the content, the grammar, the vocabulary, and the mechanics. Now, they could write their own experiences in the form of a recount text properly. They could make the sentences in English properly, use the suitable vocabulary, use punctuation properly, etc. The researcher decided to not extend the cycle by analyzing their last diaries so she asked the students to revise their last diaries in the class. When the students were asked to discuss and share their last diares with their friends, they felt a little bored. Their writing were actually good but they still made a little mistakes. In this last diaries, the researcher wanted to make sure that they had been able to revise their writing properly because this was the last diaries. Later on, they would not write recount text anymore. Finally, the researcher concluded that the weekly diary assignment successfully improved the students‟ writing abilities in writing a recount text. In the third cycle, their problems were sucessfully overcome. Then, the researcher decided not to extend the cycle. The researcher ended this research at the eighth meeting.


CHAPTER V CONCLUSIONS AND RECOMMENDATION

In this chapter, the researcher presents the conclusions of this research and recommendations. The first part is the conclusions of the research to answer the research question. The second part is the recommendations for English teachers and future researchers.

A. Conclusions This research has a research question as stated in the first chapter. It is to what extent the implementation of weekly diary improves the students‟ writing abilities of VIII D of SMPN 1 Wungu in writing a recount text. Before getting the weekly diary assignment, the students could not write their personal experiences in the form of a recount text properly. Moreover, they could not pass the minimum passing grade of this school, 70. The students had some difficulties in writing a recount text. They could not express their ideas from Indonesian into English properly. Then, they also had some difficulties in the organization, the content, the grammar, the mechanics, and the vocabularies. In other words, their writing abilities were very poor. After conducting three cycles of action research which based on Riel‟s action research, the students‟ writing abilities improved. It was proved by the results of their personal experiences in their diaries. After conducting six times the

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weekly diary submission, the researcher found that the students could write in English properly. Moreover, they were able to write their personal experiences in the form of a recount text with the good organization, the clear content, the correct grammar, the appropriate mechanics, and the appropriate vocabulary. The researcher analyzed the students‟ improvement from all of those elements, for example, in the organization, they could order their ideas correctly. Another example is the improvement in the grammar. In the third cycle, the students could make past sentence with the correct subject verb agreement. They could use past tense correctly. It showed the students‟ improvement in writing a recount text. After conducting the weekly diary assignment, the students did not have any difficulties to express their ideas in English sentences based on the correct basic sentence pattern. Writing was no longer as the most difficult activity for them. It was also proved by the results of the last cycle. In the last cycle, almost all of students (16 students) could pass the minimum passing grade of this school, 70. Their writing abilities improved week by week. Besides, after conducting the weekly diary assignment, the students then enjoyed writing a recount text. They were happy to write their personal experiences in the diary. The implementation of weekly diary assignment had been successful to improve students‟ writing abilities in writing a recount text. At the end of the third cycle, the students‟ problems in writing a recount text had been overcome.


B. Recommendations In this part, the researcher wants to present the recomendations for English teachers and researchers who want to conduct research which work in the similar topic to this research. 1. For English Teachers The researcher recommends the weekly diary assignment as an assignment in writing activities so that the students can enjoy writing. The researcher suggests English teachers adjust the weekly diary assignment to be more interesting, for example, by modifying the weekly diary assignment with picture, comics, etc. The English teachers can give the other topics which are more interesting for the students later. 2. For Future Researchers The other researchers are allowed to use some data from this study and use this study as the reference. The future researcher are also allowed to develop the weekly diary assignment to be better than this study so that it will be more interesting. The researcher hopes that this study will help the other researchers to improve students‟ writing abilities. The future researchers will also meet some difficulties during conducting the research. The researcher suggests the future researcher that they have to be more patient and enjoy all of the process of this research. All of the success in this research can help the students to learn English in a better way. It is deserved for the better education and the students‟ qualities in Indonesia.


REFERENCES

Beagle, V. (2008). Action research. Professional Development Centre. Retrieved on September 30, 2012 from https://www.santarosa.k12.fl.us/pdc/inservice/followup/ar.aspx Biggs, J & Moore, P. (1993). The process of learning. New York: Prentice Hall. Brown, D. (1987). Principles of language learning and teaching. Brisbane: Prentice Hall. Brown, D. (2004). Language assessment, principles and classroom practices. New York: Pearson Education. Brown, D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Longman. Elliott, J. (2007). Reflecting where the action is: The selected works of John Elliott. London: Routledge. Hannan, A. (2007). Interviews in education research. Plymouth: Faculty of Education, University of Plymouth. Hermida, J. (2001). The what, why and how of classroom action research (vol. 2, No. 1). JoSoTL. Indiana: Indiana University South Bend. Hiemstra, R. (September, 2002). Uses and benefits of journal writing. Retrieved on July 20, 2013 from www.-distance.syr.edu Hill, W. (2009). Theories of learning. Bandung: Nusa Media. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press. Hyland, K. (2006). Feedback in second language writing. Cambridge: Cambridge University Press. Ika, N. (2012). Using peer editing to improve students’ writing school. A Thesis. Surakarta: Muhammadyah University of Surakarta. Indah, D. (2010). Improving writing recount text by using photographs: Case study of the eleventh year students of SMAN 1 Pati in the academic year of 2009/2010. A Thesis. Semarang: IKIP PGRI Semarang.

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Irons, A. (2010). Enhancing learning through formative assessment and feedback (vol. 13, issue 2, pp. 184-185). Teaching, Theology & Religion. Routledge: Blackwell Publishing Ltd. Isaacson, S. (1996). Simple ways to assess the writing skills of students with learning disabilities (vol. 98, pp. 183-199). The Volta Review. Portland: Portland State University Khomariah, R. (2012). Improving students’ writing skills in descriptive text through communicative game. A Thesis: English Education Department. Ponorogo: Teacher Training and Education Faculty of Muhammadyah University of Ponorogo. Kwong, Y. (April, 2001). Motivating students by providing feedback. CDTL Brief, University of Singapore. Retrieved on February, 2013 from http://www.cdtl.nus.edu.sg/brief/v4n2/default.htm Latief, A. (2009). Classroom action research in English classes. Jurnal Ilmu Pendidikan. Malang: State University of Malang. Lewis, M. (2002). Giving feedback in language classes. Auckland: University of Auckland.

The

Lorch, S. (1984). Basic writing: A practical approach. Guelph: Little, Brown and Company. Mcbride, R. (2005). Chapter 4: Action Research. Qualitative Research, Research based Education and Enquiry Learning. Retrieved on October 30th, 2012 from http://www.enquirylearning.net/ELU/SubFrame.html Mitchell, R. & Myles, F. ( 2004). Second language learning theories. New York: Oxford University Press. Miyuki, U. (2001). The usefulness of learning diaries in learning training. The Language Teacher. Tokyo: Jalt-publications. Muslich, M. (2009). Melaksanakan PTK itu mudah. Jakarta: PT Bumi Aksara. Nugroho, D. Y. (2011). The use of picture series to help the stduents of XB of SMAN 10 Yogyakarta 2010/2011 Academic year Write a recount text: classroom action research. A Thesis. Yogyakarta: Sanata Dharma University. Raimes, A. (1983). Techniques in teaching writing. New York: Oxford University Press.


Riel, M. (2011). Understanding action research. Pepperdine University. Retrieved on January, 2013 from http://cadres.pepperdine.edu/ccar/define.html SACS. (2012). Recount text type. SACS Library. Retrieved on June 13th, 2013 from sacsnet.sacs.nsw.edu. Schmidt, K. (2002). CAR: A case study assessing students‟ perceptions and learning outcomes of classroom teaching versus on-line teaching (Vol. 40, no. 1). Journal of Industrial Teacher Education. Chicago: University of Illinois. Scholes, R & Comley, N. R. (1985). The practice of writing. New York: St. Martin‟s Press. Suparno, P. (2008). Riset tindakan untuk pendidik. Jakarta: PT Gramedia Widiasarana Indonesia. Tatum, M. (2012). Diary book. Wisegeek. Retrieved on September 27th, 2012 from http://www.wisegeek.com/what-is-a-diary.htm Ucadia. (2012). Models and meaning. Retrieved on September 27, 2012 from http://www.ucadia.com/uca/u02/020500.htm Umiyatun. (2011). The problems of writing recount encountered by students of SMPN 2 Purworejo (Vol. 1, No. 1). English Education Journal. Semarang: Semarang State University. University of Reading. (2012). Engage in feedback. University of Reading. Retrieved on September 27th, 2012 from http://www.reading.ac.uk/internal/engageinfeedback/Whyisfeedbackimp ortant/efb-WhatIsFeedback.aspx Vernon, S. G. (1980). Teaching & media, a systematic approach. Upper Saddle River: Prentice-Hall. Wallace, M. J. (1998). Action research for language teachers. Cambridge: Cambridge University Press. Williams, A. (2003). How to write and analyze a questionnaire. Journal of Orthodontics. Retrieved on September 30, 2012 from http://jorthod.maneyjournals.org/content/30/3/245.full


Appendix 1 Covering Letter for the Principal of SMPN 1 Wungu

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Appendix 2 Research Official Statement from SMP N 1 Wungu



Appendix 3 Lesson Plans of Cycle I


Lesson Plan 1st and 2nd Meeting (March 26 & 27, 2013) School Subject Grade/Semester Time Allocation Aspect Topic

: : : : : :

SMPN 1 Wungu English VIIID/2 2 x 40 minutes Writing Recount text

Standard of Competence : 11. Understanding meaning of short written functional text and simple essays in the form of recount and narrative to communicate in students‟ daily life and academic context 12. Expressing meaning of short written functional text and simple essays in the form of recount and narrative to communicate in students‟ daily life and academic context.

Basic Competence

:

11. 1 Understanding explicit meanings correctly and efficiently of the short written fuctional text and a simple essays in the form of recount and narrative related to students‟ daily life and academic context 12.2. Expressing meanings in a simple short essays in the form of recount, and narrative accurately, coherently and acceptably to communicate with students‟ surrounding and / or academic context.

I. Indicators

:

- Identify the generic structure, language feature of recount text - Identify the content of a recount text - Write recount text telling about past experiences in the form of recount text which consist of 101-150 words


II. Learning Objective : Students are able to: Write their personal experience in the form of recount text through weekly diary assignment fluently, accurately, and acceptably

III. Leaarning Materials

My Holiday in Bali By: Annisa Aulia Saharani

When I was 3rd grade of Junior high school, my friends and I went to Bali. We were there for three days. I had many impressive experiences during the vacation. First day, we visited Sanur Beach in the morning. We saw the beautiful sunrise together. It was a great scenery. Then, we checked in to the hotel. After prepared our selves, we went to Tanah Lot. We met so many other tourists there. They were not only domestic but also foreign tourists. Second day, we enjoyed the day on Tanjung Benoa beach. We played so many water sports such as banana boat, jetsky, speedboat etc. We also went to Penyu island to see many unique animals. They were turtles, snakes, and sea birds. We were very happy. In the afternoon, we went to Kuta Beach to see the amazing sunset and enjoyed the beautiful wave. The last day, we spent our time in Sangeh. We could enjoy the green and shady forest. There were so many monkies. They were so tame but sometimes they could be naughty. We could make a close interaction with them. After that, we went to Sukowati market for shopping. That was my lovely time. I bought some Bali T-Shirt and souvenirs. In the evening, we had to check out from the hotel. We went back home bringing so many amazing memories of Bali. From:http://www.englishindo.com/2012/01/recount-text-penjelasan-contoh.html


Answer these questions below! 1. When did the writer go to Bali? 2. Why did they go to Bali? 3. How long did they stay there? 4. Where did they go in the first day, second day, and last day in Bali? 5. Where did they go to find some monkey? Tells about the monkey! 6. Was she happy with her vacation? 7. What did she buy in Sukowati market? 8. What is the generic structure of the text above? 9. What is the language feature used in the text above?

(Modeling text ) March 19, 2013 Woman in White Dear diary, Last midnight, when I slept in my bedroom, I heard someone sang a sad song and sometimes she was crying. I was very scared and curious with that voice because it was very strange for me. I tried to find out the source of that voice until I knew that it was from the back of my window. Actually, I was very scared but I still wanted to know who sang a song like that in the midnight. I got up and walked slowly to the my big window. When I opened the curtain, I didn‟t see no body or anything outside. I was very astonished. After that, I slept again but a few minutes later, I heard the same sound like the sound I heard before. Then, I forced my self to be brave and I opened the curtain again. And…. I saw an old woman with very long hair wearing a white long dress with a very scaring face. She stared at me. I was so scared. Then… I screamed very very loudly and I tried to run as fast as possible. But... suddenly someone touched my hand. It was my sister. She sat besides me and asked, “What happened with you? Why you screamed at midnight?” “Where is the old woman? Where is she now?”, I answered. “Old woman? No old woman here. Maybe you are just dreaming”, she answered. Oh my God,,, do you believe it? It was just a nightmare. http://manktriiwulandari.blogspot.com/2012/11/scary-story-recount-text.html


ORDERING WORDS AND PARAGRAPHS GAMES

- My Parents and I went to the Pangandaran last week - Ani visited Grandparents in Kresek yesterday - Danang bought a new car two years ago - They saw the thief in the shop - Boni and Andra sent a maiL - My brother and I studied Biology together last night - My mother cooked some fried chicken for dinner


Pangandaran Beach The tour to Pangandaran Beach started on holiday last semester. We decided to go to Pangandaran Beach by our motorbike. That was very interesting tour. Riding a motorbike from my hometown, Cirebon, to Pangandaran Beach with my best friends made me feel exited. The tour to Pangandaran Beach began at 09.00 a.m. in the morning and it took 5 hours riding to Pangandaran Beach. There were so many story that my friends and I got when we were in the tour such as there was my friend who got lost, ran out of fuel in the middle of jungle, and so forth. But it was interesting, because it was the first moment that I ever had in touring. We arrived at Pangandaran Beach at 02.00 p.m. and we stright to move to the beach. At beach we just lied down there to stretch our muscle because of 5 hours riding. We also had a lunch there by eating some foods that we brought from Cirebon. That was very nice moment when we shared our own food to others. After we had enough rest, we began to explore Pangandaran Beach. Started by exploring the beach, and the sea using rented boat. Then we went to dive by renting some diving equipment. We could see many coral there. We just had 2 hours to enjoy Pangandaran Beach because we had to come back to Cirebon. We came back to Cirebon at 04.00 p.m. It was imposible to ride in the night, so we just decided to stay over in our friend house in Ciamis and we started to come back in the morning. That was very nice experience that I and my friends ever had. We would never forget that moment.

IV. Sources and Media Media: whiteboard, marker, worksheet sources: 1. KTSP 2006 2. http://manktriiwulandari.blogspot.com/2012/11/scary-story-recounttext.html


3. http://www.englishindo.com/2012/01/recount-text-penjelasan-contoh.html

V. Learning Activities 1. 1st Meeting a. Pre- Activity (2 minutes) i. The teacher greets the students ii. The teacher fills in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher conducts brainstroming about some kind of genre in English b. Whilst- Activity (76 minutes) i. Exploration: 1. The teacher tells a short story about her past experience in Junior high school 2. The teacher asks the content of her story 3. The teacher distributes a passage titled „My holiday in Bali‟ in the form of recount text and asks them to read it first 4. The teacher asks the students the main idea of the text 5. The teacher asks the students to answer questions based on the passage 6. The teacher explains the generic structure, language feature of recount text 7. The teacher asks the students to identify the generic structure of the text given before. ii. Elaboration: 1. The students listen to the teacher‟s short story about her past experiences in Junior high school. 2. The students discuss what the story tells about. 3. The students read a recount text. 4. The students answer some questions related to the text. 5. The students listen to the teacher‟s explanation about the generic structure and language feature of the text. 6. The students identify the generic structure of the text given before. iii. Confirmation: 1. The teacher and the students discuss the answers of some questions related to the text given.


2. The teacher asks students to come in front of the class to write their answer and then they discuss it together 3. The teacher asks some students to express their idea about the generic structure of the text given before. 4. The teacher gives chances to the students to ask other things related to the materials of recount text c. Post Activity (2 minutes) i. The teacher gives some reviews about the materials today and asks the students to read their own notes in home. ii. The teacher distributes another text for the next meeting. iii. The teacher closes the class today.

2. 2nd Meeting a. Pre-activity (2 minutes) i. The teacher greets the students ii. The teacher fills in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher conducts brainstroming by asking the students about recount text b. Whilst-activity (76 minutes) i. Exploration: 1. Teacher explains the generic structure of a recount text with the topic of horror experience which has given at the end of the last meeting. 2. Teacher asks the students to play two games by arranging some words into good sentences and arranging paragraphs into good recount text in group. 3. The teacher explains the basic sentence pattern to the students 4. The teacher explains weekly diary assignment followed by the submission day and when the teacher gives it back. They have to write their personal experiences in the form of recount text consisting of 110-150 words.


ii.

iii.

Elaboration: 1. The students listen to the teacher‟s explanation about the generic structure of the text given at the end of the last meeting. 2. The students play the games by arranging some words into good sentences and paragraphs into good recount text. 3. The students listen to the teacher‟s explanation about basic sentence pattern 4. The students listen to the teacher‟s command about weekly diary assignment. Confirmation: 1. Teacher asks some students from each group to tell the result of their works in arranging words and 2. The teacher gives chances to the students to ask other things related to the materials of recount text.


c. Post-activity (2 minutes) i. The teacher gives some reviews about the lesson today and remind them ato do their weekly diaries. ii. The teacher closes the class.

VI. Assessment

:

1. Written : the teacher gives score to the students‟ diaries


Madiun, March 25, 2013 Researcher

Nur Sekar Arum (091214151)

Approved by, English Teacher

Dra. Dwi Isnawati


Lesson Plan 3th Meeting (April 2, 2013) School Subject Grade/Semester Time Allocation Aspect Topic

: : : : : :

SMPN 1 Wungu Bahasa Inggris VIIID/2 2 x 40 minutes Writing Recount text

Standard of Competence : 12.Expressing meaning of written functional text and simple short essays in the form of recount and narrative to communicate in students‟ daily life and academic context.

Basic Competence

:

12.2. Expressing meanings in a simple short essays in the form of recount, and narrative accurately, coherently and acceptably to communicate with students‟ surrounding and / or academic context.

I. Indicators

:

After conducting the learning activities, students are able to accurately: -

Identify the use of past tense in the context of telling personal experience (recount) differenciate between simple present and simple past tense Identify the past form of verb and to be Write the negative and interrogative form of past sentences Write a better recount text in diary with the topic of “the most scaried moment” through teacher‟s feedback

II. Learning Objectives : Students are able to: Write their personal experience in the form of recount text through weekly diary assignment fluently, accurately, and acceptably


III. Learning Materials : I. Choose the best answer! 1. She ........ the money yesterday. 2. They....... noodle everyday. 3. She....... to school. 4. We ......... vegetables last week. 5. She ………to school this morning 6. I ……walk faster. 7. We ………a new car last year. 8. They ………the party last night. 9. We …….coins everyday. 10. I .... a student three years ago. 11. She .... a student right now 12. She ..... wash the clothes yesterday.

a. wins b. won a. eat b. ate a. went b. goes a. bought b. buy a. run b. ran a. can b.could a. buy b.bought a. leave b. left a. collect b.collected a. was b. am a. is b. was a. did not b. Does not

II. Fill in the correct simple past forms. The pupils of class 8B…… (do) a project last week. First the pupils …..(choose) what they wanted to do. Then they ………(get) information from books and brochures and they ………(talk) to a lot of people. They ……….(find) some interesting photos in the library. Their teacher ……….(help) them when they ………..(ask) her. Then they ………….(make) a poster and a video. III. Change this sentences into negative and interrogative form! 1. + ) You came to school yesterday. - ) ...................................................... ? ) ....................................................... 2. + ) I was so happy to see you last night - ) .......................................................... ? ) ..........................................................


(materials)

Simple Past FORM [VERB+ed] or irregular verbs Examples:   

You called Debbie. Did you call Debbie? You did not call Debbie.

Complete List of Simple Past Forms

USE 1 Completed Action in the Past

Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind. Examples:       

I saw a movie yesterday. I didn't see a play yesterday. Last year, I traveled to Japan. Last year, I didn't travel to Korea. Did you have dinner last night? She washed her car. He didn't wash his car.

USE 2 A Series of Completed Actions

We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on.


Examples:   

I finished work, walked to the beach, and found a nice place to swim. He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00. Did you add flour, pour in the milk, and then add the eggs?

USE 3 Duration in Past

The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc. Examples:      

I lived in Brazil for two years. Shauna studied Japanese for five years. They sat at the beach all day. They did not stay at the party the entire time. We talked on the phone for thirty minutes. A: How long did you wait for them? B: We waited for one hour.

USE 4 Habits in the Past

The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as "used to." To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc. Examples:    

I studied French when I was a child. He played the violin. He didn't play the piano. Did you play a musical instrument when you were a kid?

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 111  

She worked at the movie theater after school. They never went to school, they always skipped class.

USE 5 Past Facts or Generalizations

The Simple Past can also be used to describe past facts or generalizations which are no longer true. As in USE 4 above, this use of the Simple Past is quite similar to the expression "used to." Examples:    

She was shy as a child, but now she is very outgoing. He didn't like tomatoes before. Did you live in Texas when you were a kid? People paid much more to make cell phone calls in the past.

ADVERB PLACEMENT The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc. Examples:  

You just called Debbie. Did you just call Debbie?

IV. Learning Source and Media Media: white board, marker, worksheet Source: 1. KTSP 2006 / KurikulumMitraSekolah


V. Learning Activities a. Pre-activity (2 minutes) i. ii. iii. iv.

The teacher greets the students The teacher fill in the attendance list The teacher explains the accomplishment of the basic competence The teacher asks the students about their diaries and the difficulties

b. Whilst-Activity (76minutes) i. Exploration: 1. The teacher asks the students to submit their diaries first (for Tuesday submission) 2. The teacher gives feedback to the students‟ diaries for Friday submission with the topic of “horror experience” 3. The teacher asks the students to take “My Holiday in Bali” text then, asks them to identify the tense used in the text 4. The teacher explains more about past tense 5. The teacher asks the students to do enrichment exercises about past tense (converting verb I become verb II, negative and interrogative sentences in Past tense) based on their diaries ii. Elaboration: 1. The students submit their diaries 2. The students listen to the teacher‟s feedback for their diaries submitted on Friday 3. The students read the text once again then identify the tense used in the text 4. The students listen to the teacher‟s explanation about past tense 5. The students do enrichment exercises about past tense (converting verb I become verb II, negative and interrogative sentences in Past tense) based on their diaries iii. Confirmation : 1. The teacher gives feedback in front of the class. Therefore, all the students have to answer the teacher‟s questions 2. The teacher asks some students to tell their answer about identifying tense used in the text of “My Holiday in Bali” 3. The teacher ask some students to write or read their answer of enrichment exercises


c. Post-Activity(2 minutes) i. The teacher gives review of today‟s learning and ask the students to read the materials in home ii. The teacher greets the students


VI. Assessment A.

Technique

: :

Non Test Written : (The right number + 3) : 4 = ..........

Madiun, April 1, 2013 Researcher



Dra. Dwi Isnawati


Appendix 4 Observation Sheets and Field Notes of Cycle I








Field Notes of the First Meeting

I began this research on March 26, 2013. I had observed the class on April 20, 2013. I entered the class and saw some chairs were empty. After 10 minutes, some boys came in and gave me a greet. I waited until all of them were ready to conduct the lesson today. Then, I filled the attendance list. All of students attended the class that day. At the first time, they looked very nice. Everyone paid full of attention to me. When I told them a short story about my past experience, they looked so curious. They listened to my story carefully. Some of them answered my questions but they did not want to raise their hands. They were only murmuring. That was why I directly pointed some students to answer questions in the next activity. An hour later, some male students began to chat one another. They did not conduct some tasks given. The I sometimes should say “hallooouuwww” to grab their attention. At that time, I used English as the main language. Meanwhile, the students looked so confused to understand my speech. Fortunately, they were very happy when I asked them to read the text one by one and translated them into Indonesian. At the end of the lesson, they were still passive. They did not say anything when I asked them whether they had questions related to the materials or not. The teacher also suggested me to be more active so that they would be more active. In the first meeting, I did not give weekly diary assignment, yet. At the end of the class, I gave them a passage telling someone‟s horror experiance in the form of recount text written in diary. I asked them to read it first at home.


Field Notes of the Second Meeting

The second meeting was held on Thursday, March 27, 2013. The class began at 7.00 o‟clock in the morning. I waited for some students who were late until 7.10 o‟clock. Then, I gave them some times to prepare their physics and mind for the lesson that day. All of the students attended the class. They looked so fresh because it was the first class for that day. I asked them whether they had read the passage or not. Then, I explained the generic structure of the passagge. They were still passive to answer my questions. They just talked slowly. It sounded that they were just murmuring. After having meet them twice, I saw that they were still confused how to make right sentences in English. So, I decided to teach them how to make a good recount text began by teaching them how to make sentences properly. I taught them through games to make them more interested in my class as the result they felt happy and full of spirit for playing the games. These games were additional knowledge for them and as modeling text so they would be able to produce their own writings better. Unfortunately, the games made them very noisy. The class were very crowded. After that, I explained the basic sentence pattern to them. I was getting know that there were three male students who acted badly all the time. They started to affect the others. Then, I began to command the students to write their personal experience inthe form of recount text. They had to write their personal experiences in the form of recount text with the topic of horror experience which consisted of 101150 words. They looked so curious with weekly diary. I tried to explain it as clear as possible but Mrs. Dwi said that my instruction was not clear enough. Some students were still confused how to conduct this assignment. The students submitted their first diaries on Friday. Then, I gave them back on the next day, Saturday.


Field Notes of the Third Meeting The third meeting was held on Tuesday, April 2, 2013. The class began at 10.10 a.m. but the weather was hot enough. Even though, the students were really on fire to conduct the lesson that day. They waited for me outside the class. I started the class by filling in the attendance list. There was a students who was absent that day without any reason or permission letter. All of the students had been ready to conduct the lesson. They were on time to attend the class. That day was the submission day for the second diaries with the topic of horror experience. When I asked them to submit their second diaries, I saw that some of them enjoyed it and a few of them looked so worry. There were three male students who did not submit the diaries. They were the group of boys which always made noise in class. I asked them why they did not submit their diaries. They said that they forgot it. I gave them a chance to submit their diaries on the next day. Besides, I gave the feedback for them in general. Most of students paid attention to my feedback. Some of them looked so confused. I tried to explain everything slowly and clearly but I still used English as my language. The result of their first were not good enough. They still could not make a good recount text which should be good in all elements in writing text like grammar, organization, content, vocabulary, and mechanics. Even though, all of them had submitted their diaries on Friday on time except the „special‟ three students. After analyzing the students‟ first diaries, almost all of them were not able to use past tense. However, recount text used past tense as the language feature.I asked them to open the text „My holiday in Bali‟ given in the first meeting. I asked them to find the past verbs from that passage. At least, at that time, they were more brave to raise their hands and show their ideas. Then, I gave them some exercises related to past tense as another form of my feedback for them. I took some sentences from their diaries. I explained materials about past tense. Most of students did the exercises seriuously. Still, the special three students did other activities in class. The result of the exercises were good enough


but not too amazing. I hoped that it could help them to write better recount text for the next topic. At the end of the class, Mrs. Dwi suggested me to use Indonesian language instead of English. The students were not ready to conduct English class with full of English. The feedback was also too general. She suggest me to give the oral feedback for each students so they would know what their real mistakes were. She also remind me to walk around the class in order to pay attention to all of students in class.


Appendix 5 Lesson Plans of Cycle II


Lesson Plan 4th Meeting (New-Modeling Text) (April 3, 2013) School Subject Grade/Semester Time Allocation Aspect Topic

: : : : : :


Standard of Competence : 11. Understanding meaning of short written functional text and simple essays in the form of recount and narrative to communicate in students‟ daily life and academic context 12.Expressing meaning of short written functional text and simple essays in the form of recount and narrative to communicate in students‟ daily life and academic context.

Basic Competence

:


I. Indicators -

:

Identify the main idea, the generic structure, and the language feature of recount text Identify the basic pattern of sentences Write better recount texts for 101-150 words in diary with the topic of “the most embarrassing moments” through the teacher‟s feedback


II. Learning Objectives Students are able to: Write their personal experience in the form of recount text through weekly diary assignment fluently, accurately, and acceptably

III. Learning Materials An Embarrassing Experience One day, my teacher, my friend and I went to Besakih temple. We went to Besakih temple by bus. When we arrived at Besakih temple, we started to prayed. And when we finished to pray we back to our bus. When I arrived at the parking area, my teacher asked me took a box in the bus. I was took a box in the bus. When I want to a box, I was up in a wrong bus. My friends laugh at me. I was very embarrased. After that accident I studied to be careful.

IV. Learning Source and Media Media: white board, marker, LKS, worksheet Source: 1. KTSP 2006 / KurikulumMitraSekolah

V. Learning Activities a. Pre-Activity (2 minutes) i. The teacher greets the students ii. The teacher fills in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher conducts brainstorming about recount text to the students


b. Whilst-Activity (76minutes) i. Exploration: 1. The teacher distributes students‟ diaries of Tuesday‟s submission (yesterday) 2. The teacher gives feedback to the students‟ diaries for yesterday submission with the topic of “horror experience” 3. The teacher distributes a passage with the topic of “the most embarrassing moments” in the form of recount text and asks the students to read it as modeling text for this week diary 4. The teacher asks the students about the main idea, the generic structure, and the language feature of the text 5. The teacher asks the students to analyze each sentence of the text into some phrases based on the sentence pattern 6. The teacher gives instruction about students‟ diary for this week. They should tell about their “most embarrassing moments” (new topic or this week‟s submission) ii. Elaboration: 1. The students listen to the teacher‟s feedback for their diaries. Submitted on Tuesday (Yesterday) 2. The students read the passage then analyze the main idea, the generic structure, and the language feature of the text 3. The students analyze each sentence into some phrases based on the sentence pattern 4. The students listen to the teacher‟s instruction about the topic for the next diaries, “the most embarrassing moments” iii. Confirmation: 1. The teacher discusses about the answers of the last quiz 2. The teacher gives the feedback in front of the class. Therefore, all the students have to participate answering teacher‟s questions about their diaries 3. The teacher asks some students to reveal their answers about the main idea, the generic structure, and the language feature of the text 4. The teacher asks the students to write their answer‟s for analyzing basic sentence pattern in front of the class 5. The students submit their diaries on Friday and Tuesday with the topic of “the most embarrassing moment.


c. Post-Activity(2 minutes) i.

The teacher gives review of today‟s learning and ask the students to read the materials in home

ii.

The teacher greets the students

VI. Assessment

:

Assessment of process: 2. Written : the teacher gives score to the students‟ diaries





Dra. Dwi Isnawati



: : : : : :



Basic Competence

:


I. Indicators

:


Order words to be a good sentence for telling their personal experiences in the proper basic sentence pattern and grammar Write personal experience in the form of recount text with right spelling of some words Choose the most suitable word to complete sentences in the form of recount text Use punctuation in recount text properly Write a better recount text in diary with the topic of “the most embarrassing moment” through the teacher‟s feedback


II. Learning Objectives

:

Students are able to: Write their personal experience in the form of recount text through weekly diary assignment fluently, accurately, and acceptably

III. Learning Materials

:

Task 1 Choose the word with the most correct spelling to complete the sentence. 1. I washed my hands with ..... a. Soap b. sope 2. I ...... the bag. a. Brung b. Bring 3. I was so ..... a. Scared b. Scored 4. I .... so tired. a. Feels b. feils 5. I ..... my childhood. a. Remembered b. Remembbered 6. I ... fast yesterday. a. Ran b. rin 7. I .... my parents. a. Luve b. louv 8. I .... to the market yesterday. a. Went b. wont 9. I saw the woman with a ... a. Blouse b. Bluss 10. I saw the man with black ... a. Trousers b. trosers 11. I .... it to my mom yesterday. a. Said b. sayd 12. I .... to my house last night. a. Came b. Caime 13. I .... last night. a. Studyed b.studid 14. I ..... my books yesterday. a. Toek b. took 15. I .... my windows last night. a. Opened b. openned

c. Soup c. Brong c. Scered c. Fiels c. remeimbered

c. Ren c. Love c. Weint c. Blous c. Troussers c. Sayed c. Caim c. Studied c. Touk c. Opaened


Task 2 Arrange this word into good sentences orderly

1. Bought/yesterday/I/some/fish

2. Last year/was/she/very smart 3. I/school/went to/my/two days ago 4. Got/I/last year/a motorcycle 5. Last night/came/me/to/the ghost

Task 3 Put suitable punctuation in each sentence.

Yesterday I went to my grandmother‟s house in Solo I visisted her with my grandparents and my sister Alya We also bought some cakes for my grandmother she felt very happy After eating the cakes we went to waterboom in the middle of the city At the waterboom I met my firends They are Susan Anie Bowo and Hilda I was very happy that day Task 4 Choose the best word to complete sentences in this paragraph

Kartini was ____ in 1879 April 21 in Mayong Jepara. Her father _____ Rama Sosroningrat Wedana. Her mother ____ a girl from Teluk Awur village. In Jepara as the


daughter of a noble family, she felt ____ because she got more than the _____ people got. She got better ______ than other children. Luck

education

was

Were

born

were

Was

unlucky

Ordinary

IV. Learning Source and Media Media: white board, marker,worksheet Source: 1. KTSP 2006 / KurikulumMitraSekolah 2. LKS on page 35

V. Learning Activities a. Pre-Activity (2 minutes) i. The teacher greets the students ii. The teacher fill in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher asks the students about their diaries

b. Whilst- Activity ( 76minutes) i. Exploration : 1. The teacher asks the students to submit their diaries first (for Tuesday submission) 2. The teacher gives feedback to the students‟ diaries for Friday submission with the topic of “the most embarrassing moment”


3. The teacher gives enrichment (about spelling, word order, punctuation, and vocabulary) to the students‟ diaries for recount text 4. The teacher asks the students to match the answers of enrichment exercises ii. Elaboration : 1. The students submit their diaries 2. The students listen to the teacher‟s feedback for their diaries submitted on Friday 3. The students do several exercises (about spelling, word order, punctuation, and vocabulary ) to the students‟ diaries for recount text 4. The students match their answers through class discussion, etc. iii. Confirmation: 1. The teacher gives the feedback in front of the class. Therefore, all the students have to answer the teacher‟s questions 2. The teacher and the students match the answers of the exercise 3. The teacher ask some students to write or read their answers of enrichment exercises c. Post-Activity(2 minutes) i. The teacher gives review of today‟s learning and ask the students to read the materials in home ii. The teacher greets the students


VI. Assessment B.

Technique

: :

Non-Tes 1. Written : listing the students who come in front of the class during answering exercise in enrichment, taking the score of students‟ exercises Task 1 : right number (15) x 1 Task 2 : right number (5) x 2 Task 3 : right number (12) x 1 Task 4 : right number (6) x 1______ + = ....... + 7 = ...... x 2 = 100




Dra. Dwi Isnawati


Appendix 6

Observation Sheets and Field Notes of Cycle II






Field Notes of the Fourth Meeting The fourth meeting was held on Wednesday, April 3, 2013. This meeting was included into the second cycle. Even though, I had to give feedback for the students‟ diaries submitted yesterday. I started the class by filling in the attendance list. There was a student who was absent that day because of sick. The students looked so ready to conduct the lesson that day. It was raining outside. After analyzing the first and second submission of the diaries, students‟ writing abilities in recount text had not improved yet. Their writings were not satisfied enough. This assignment should be repeated many times. At that time, they were not accustomed to writing yet. Then, I decided to extend the cycle to the second cycle. I could identify the problems faced by students by analyzing their recount text writings on their diaries. I still saw many students who could not make sentences properly. It seemed that they had not understood how to write a good recount text. I had tried to give them feedback but Mrs. Dwi said that my feedback was too general for them. Then, I had to give the new modeling text for this week‟s submissions. I distributed a reecount text with the topic of the most embarrassing experiences. In this section, I asked them to read it one by one and traslated it into Indonesian. Then, we discussed the main idea, the generic structure, and the language feature of the text. Then, I asked them to analyze each sentence based on the basic sentence pattern. I explained how to make a good sentence so that they could make better recount texts later. They looked a little bored with the class that day. I could give them games all the time. Maybe it was a little boring but it was very effective. Mrs. Dwi said that the students were getting understand how to make a good recount text. Beginning from this cycle, I used 80 % Indonesian as the language to teach them. I spoke in English first, then translated into English. They looked more comfortable with the class.


The students looked so surprised when they were told the topic of this week‟s diary. Even though, they looked excited to conduct the assignment. At the end of the class, Mrs. Dwi gave some feedback. She said that I should have given the students some verbal or non verbal reinforcement. I did not forget to remind the students to submit ther diaries on Friday.


Field Notes of the Fifth Meeting The fifth meeting was held on April 9, 2013. On the last Friday, all of the students except the three extraordinary boys had submitted their diaries on time and I had given them back on Saturday. On that day (April 9, 2013), the students had to submit their second diaries with the topic of the most embarrassing experience. There were two students who were absent that day because of sick. The students looked a little tired as they had a test in the previous lesson. Fortunately, the materials was not reading as modeling text. That day, they had some exercises to do as the part of my feedback from analyzing their diaries. The students still had some problems in word order. Some of them also had problem in spelling and vocabulary. They sometimes used unappropriate vocabulary to express their idea. They also did not put punctuation in the place should be. Besides, There were only three students who got more than 70 on their diaries. I decided to give them some exercises in spelling, word order, punctuation, and vocabulary as the addiltional knowledge for them. I hoped that the next writings were better than the last diaries. All of the students were actively raise their hands when I asked who wants to write their answers on white board. They sometimes looked very tired but they still on fire to discuss all of the exercises. I collected the exercises. Unfortunately, they would be very passive if I asked them whether they had difficulties or not. Therefore, I really used weekly diary to control them. At the end of the lesson, Mrs. Dwi said that I sometimes did not give the clear instruction for each activity. In exercise part III, punctuation exercise, the students did not understand how to do it. I made all of the exercises by my self except the last exercise. I took it from LKS.


Appendix 7 Lesson Plans of Cycle III


Lesson Plan 6th Meeting (New-Modeling Text) (April 10, 2013) School Subject Grade/Semester Time Allocation Aspect Topic

: : : : : :


Standard of Competence : 11. Understanding meaning of short written functional text and simple essays in the form of recount and narrative tocommunicate in students‟ daily life and academic context 12.Expressing meaning of short written functional text and simple essays in the form of recount and narrative to communicate in students‟ daily life and academic context.

Basic Competence

:


I. Indicators

:


Identify the organization, the main idea, generic structure of recount text, and the language feature of a recount text

-

Retell a story based on the main idea in the form of recount text


-

Write better recount texts for 101-150 words in diary with the topic of “the happiest experience” through the teacher‟s feedback


:

Students are able to: Write their personal experience in the form of recount text through weekly diary assignment fluently, accurately, and acceptably :

III. Learning Materials Games’ materials (recount text): My Aunt‟s Wedding Last week, my mother asked me to follow in wedding party. It was my aunt. In the very beginning morning, my mother and I went to Surabaya. I was very happy because it was firstly I went there. I saw many buildings. Surabaya was so noisy. Then, I arrived in my aunt. She was very beautiful. She was very happy. In the wedding, she wore beautiful kebaya. I was very happy, too. My mother was very happy, too. One day, I wanted to be like my aunt.

Watching D‟Massive Two month ago, I went to Solo with my brother. I want to see D‟massive. We went to Solo on 9 a.m by train. It was very hot in train. We arrived in 1 p.m. Then, we went to location by bus. It was 3 p.m. the music began on 5 p.m. I waited with eating. Finally, D‟massive came. We saw the event. We sit in front. D‟massive gave me greetings. We were very happy because we can see d‟massive directly.


New Handphone Long time ago, I didn‟t have handphone. Sometimes, I saw my friends with handphone. I was very sad. Suddenly, last month, my father asked go to electronic. He bought hp for me. I was very shocked. I remembered it was my birth day. It was for prize for me. I choose a handphone in blue. It was nokia. Then we went home. My mother was very shocked too. But I was very happy. I felt very happy. Thank you father.

Lks on page : 30-31 An example of diary in the form of recount text which tells someone‟s most exciting experience/happiest experience


IV. Learning Source and Media Media: white board, marker, worksheet Source: 1. KTSP 2006 / Kurikulum Mitra Sekolah


2. LKS on pages 30-31

V. Learning Activities a. Pre-Activity (2 minutes) i. The teacher greets the students ii. The teacher fill in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher conducts brainstroming about recount text to the students b. Whilst- Activity ( 76 minutes) i. Exploration : 1. The teacher distributes students‟ diaries of Tuesday‟s submission (yesterday) 2. The teacher gives feedback to the students‟ diaries for yesterday submission with the topic of “the most embarrassing moment” 3. The teacher asks the students to make a group of three for doing opening game such as ordering paragraphs into a good recount text and analyzing the orientation, events, and re-orientation 4. The teacher asks each group to write the summary of the story which they have got from the games 5. The teacher asks the students to open LKS on page 30-31 6. The teachers asks the students to read the passage about someone‟s the most exciting moment 7. The teacher asks the students to analyze the generic structure of the text including the main idea and remark the language feature (past tense) of the text 8. The teacher gives instruction about students‟ diary telling their most exciting experiences (new topic for this week‟s submission) ii. Elaboration : 1. The students listen to the teacher‟s feedback for their diaries, submitted on Tuesday (yesterday) 2. The students make a group of three for opening game, ordering paragraphs into a good recount text and analyzing the orientation, events, and re-orientation


3. Each group have to summarize the story which they have got from games 4. The students open LKS on page 30-31 5. The students analyze the generic structure of the text including the main idea and remark the language feature (past tense) of the text 6. The students listen to the teacher‟s instruction about the topic for the next diaries, “the most exciting experiences”

iii. Confirmation: 1. The teacher gives the feedback in front of the class. Therefore, all the students have to participate answering teacher‟s questions about their diaries 2. The teacher asks two groups to show the result of analyzing the generic structure of the text in opening game 3. Some groups come in front of the class to retell the story that they have got from the games 4. The teacher asks some students to read the passage from lks on page 30-31 5. The teacher and the students discuss about the passage 6. The students submit their diaries on Friday and Tuesday with the topic of “the most exciting moment”


c. Post-Activity(2 minutes) i. The teacher gives review of today‟s learning and ask the students to read the materials in home ii. The teacher greets the students

VII. Assessment

:

Assessment of process:

3. Written : the teacher gives score to the students‟ diaries





Dra. Dwi Isnawati



: : : : : :


Standard of Competence: 12.Expressing meaning of written functional text and simple short essays in the form of recount and narrative to communicate in students‟ daily life and academic context.

Basic Competence

:


I. Indicators

:


Write sentences to tell their personal experiences in the proper basic sentence pattern and grammar Express idea about personal experinces in Indonesian into good English sentences Use words to make sentences in the context of telling personal experience Use punctuation in recount text properly Write a better recount text in diary with the topic of “the happiest experience” through the teacher‟s feedback



:

Students are able to: Write their personal experience in the form of recount text fluently, accurately, and acceptably

III. Learning Materials

:

Task 1 Use these words to make sentences. Pay attention to the basic pattern (S-V-O / Stobe-Adjective) 1. Picnic : ____________________________________________________________ 2. Holiday : ____________________________________________________________ 3. Family : ____________________________________________________________ 4. Afraid : ____________________________________________________________ 5. Embarrassed : ____________________________________________________________ 6. Happy : ____________________________________________________________ 7. My friend: ____________________________________________________________ 8. The trip : ____________________________________________________________ Task 2 Translate these sentences into good English PAST sentences 1. Saya pergi ke rumah nenek saat itu. ____________________________________________________________ 2. Waktu itu, saya pulang dari liburan. ____________________________________________________________ 3. Saya merasa sangat senang. ____________________________________________________________ 4. Tiba-tiba, hantu itu lewat di depanku. ____________________________________________________________ 5. Aku berlari dan berteriak sekencang-kencangnya. ____________________________________________________________ 6. Saya tidak melihat hantu kemarin.


____________________________________________________________ 7. Saya tidak takut kemarin. ____________________________________________________________ 8. Saya pergi ke Plaza Matahari bulan lalu. ____________________________________________________________

Task 3 Put suitable punctuation in each sentence Yesterday I stayed at home lonely My parents and my sister went to Yogyakarta They stayed there for three days In the first night I ate alone at 8.00 p.m Then I watched television in the living room After that I was very sleepy Then I went to sleep in my room Suddenly I heard someone in front of my house Who‟s that Then my door was knocked I was very afraid I closed my eyes I could not sleep Then I called my friends I asked them to accompany me They came at 11 p.m I was very happy They slept in my house for three days also

IV. Learning Source and Media Media: white board, marker, worksheet Source: 1. KTSP 2006 / KurikulumMitraSekolah

V. Learning Activities a. Pre-Activity (2 minutes) i. The teacher greets the students


ii. The teacher fill in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher conducts brainstorming about recount text b. Whilst- Activity (76minutes) i. Exploration : 1. The teacher gives feedback to the students‟ diary for Friday submission with the topic of “the happiest experience in my life” 2. The teacher gives enrichment (making sentences, translating Indonesian sentences into English, giving punctuation in a paragraph of recount text) to the students‟ writing of recount text in diary 3. The teacher asks the students to submit their second diaries with the topic of “the happiest experience in my life” ii. Elaboration : 1. The students listen to the teacher‟s feedback for their diaries submitted on Friday. 2. The students do several exercises (making sentences in English, translating Indonesian sentences into English, and giving punctuation in a paragraph of recount text) as enrichment of their diaries. 3. The students submit their diaries iii. Confirmation: 1. The teacher gives the feedback in front of the class. Therefore, all the students have to answer the teacher‟s questions. 2. The teacher and the students match the answers of the exercise 3. The teacher ask some students to write or read their answer in enrichment test c. Post-Activity(2 minutes) i. The teacher gives review of today‟s learning and ask the students to read the materials in home ii. The teacher greets the students


VI. Assessment Part I

:

: right numbers x 5

Part II : right numbers x 5 Part III : right numbers x 1

+

.........




Dra. Dwi Isnawati



: : : : : :



Basic Competence

:


I. Indicators

:


Write a better recount text in diary with the topic of “the happiest experience” through the teacher‟s feedback


:

Students are able to: Write their personal experience in the form of recount text through weekly diary assignment fluently, accurately, and acceptably


III. Learning Source and Media Media: white board, marker Source: 1. KTSP 2006 / KurikulumMitraSekolah

IV. Learning Activities a. Pre-Activity (2 minutes) i. The teacher greets the students ii. The teacher fill in the attendance list iii. The teacher explains the accomplishment of the basic competence iv. The teacher conducts brainstorming about past tense b. Whilst- Activity ( 76 minutes) i. Exploration : 1. The teacher distribute students‟ diaries 2. The teacher gives feedback to the students‟ diary for yesterday submission with the topic of “the happiest experience in my life” 3. The teacher asks the students to read teacher‟s feedback for a while 4. The teacher asks the students to analyze their mistakes in the last diary in group of three, then they can share their problem each others 5. The teacher asks the students to re-write their diaries based on the teacher‟s feedback and their sharing with their friends ii. Elaboration : 1. The students listen to the teacher‟s feedback for their diaries submitted on Tuesday (yesterday) 2. The students read the teacher‟s feedback in their diaries 3. The students make a group of three then analyze their mistakes and share it with their friends 4. The students re-write their diaries based on the teacher‟s feedback and their sharing


iii. Confirmation: 1. The teacher gives the feedback in front of the class. Therefore, all the students have to participate answering teacher‟s questions about their diaries 2. The teacher asks some students to tell about their analysis in the last diaries 3. The teacher asks the students to submit their last diaries revision c. Post-Activity(2 minutes) i. The teacher gives review of today‟s learning and ask the students to read the materials in home ii. The teacher greets the students


VII. Assessment : -

The revision of students’ last diaries should be collected but the teacher do not need to give the score




Dra. Dwi Isnawati


Appendix 8 Observation Sheets and Field Notes of Cycle III







Field Notes of the Sixth Meeting

This meeting was held on Wednesday, April 10, 2013. I like the meetings on Wednesday because the class began at 7.00 a.m. The students were very fresh and ready to conduct the lesson. A students was absent that day without permission letters. First of all, I distributed the students‟ diaries submitted on the previous day. The students looked so happy and curious to take their diaries. Then, I gave the feedback orally for each student. It spent about 30 minutes. After analyzing their writings, the students‟ writing abilities had improved but they did not improve significantly. Some students were not able to write recount text smoothly and properly. They still made mistakes on grammar, punctuation, etc. The average scores of their diaries in this week showed that there were 10 students who could not pass the minimum passing grade. Therefore, I decided to extend the implementation of weekly diary followed by teacher‟s feedback to the next cycle, cycle III. After that, I asked them to play a game which was including into modeling text stage. I asked them to make a group of three. Their duty was to arrange paragraphs into good recount text with the topic of the happiest experience. They were always excited to play game. After ordering the paragraphs, they had to summarize the stories and I asked some groups to come in front of the class to retell their stories. Moreover, I also used a text from students worksheet on pages 30-31 as modeling text for the topic of this week. I asked them to read the text one by one and translated it into English. Then, I asked them to analyze the generic structure and the language feature such as the grammar, etc of the text telling someones‟s happiest experience. Finally, I gave instruction about the next weekly diary assignment. They looked so happy to hear that the topic of this week was the happiest experience. I did not forget to remind them to submit their diaries on Friday and Tuesday. I had no idea with the special three students who had never submitted their weekly


diary. Mrs. Dwi suggested me to give another chance for them. I did it. I urged them once again. I waited their diaries on Friday. If they would not submit it again, I might give up of helping them. Mrs. Dwi said that she was very happy to see the improvement of students of VIIID during this research.


Field Notes of the Seventh Meeting The seventh meeting was held on Tuesday, April 16, 2013. I felt a magical thing when the students submitted their diaries to me with their own intention. I always went to SMPN 1 Wungu on Friday to ask the students‟ diaries. In the beginning of this research, I still had to force them to submit their diaries. Now, they would submit their diaries without being asked first. They also submitted their diaries excitedly. In this meeting, all of students attended the class and they were so nice that day. Then, an hour later, the special three students started to do their action. They asked their friends to talk and make some noise. In the beginning of the class, I delivered my feedback for their first diaries in this week. Their writing abilities in writing a recount text had improved actually. I enjoyed reading their stories. The grammar, organization, content, mechanics, and vocabulary were better than the other diaries. Therefore, I gave some additional exercises to encourage their writing abilities as the form of additional feedback such as translating Indonesian sentences into English sentences, making sentences from words given, and giving punctuation properly. soem sentences in part two were taken from students‟ writings. They finished the exercises and we discussed it together. They were not too active that day. There were only some students who wanted to write their answers in white board. The results were satisfied enough. They could answer all of the exercises well. I hoped that those activities could help them to write better recount text later. Besides, Mrs. Dwi said that I should had paid attention to all students. She saw some students in back side did not finish the exercise. Even though, she said that the exercises were effective to help them writing better recount text. she sometimes read the students‟ writing in diary. I did not give any homework for the students. Weekly diary submitted twice a week were their routine homework.


Field Notes of the Eighth Meeting

This meeting was held on Wednesday, April 17, 2013. I entered the class and all of the students had sit on their own desks and seemed very ready to conduct the lesson that day. Some of them asked their diaries to me curiously. A student was absent without any permission letter. He is one of the special three students. I was very happy that day because after analyzing their writings in the previous day, I decided to end the implementation of weekly diary assignment. their last diaries improved slightly. Their writings were good. They had overcome their problems in writing a recount text. They had written recount text twice a week for three weeks. Moreover, they had got my feedback in th ewritten form and orally in front of the class. Their writing abilities actually had improved since the fourth diaries. They now were able to write sentences properly. At the first time, even, they could not make a simple sentence in past form. It also happened in all aspects of writing such as organization, content, grammar, mechanics, and vocabulary. As the result, their writing abilities improved and their scores improved, too. All of them could pass the minimum passing grade except the special three students. I could not do anything. Finally, I delivered my last feedback for them in front of the class. I was proud of them. In this meeting, I just asked them to make a group of three or four. They had to discuss their last diaries with their friends and revise it. They discussed their mistakes and revised it because it was the last diary. Usually, they could revise their diaries in the next diaries but that day was the last diary. Revising their last diaries was aimed at ensuring that they should be able to work independently later. They looked so sad hearing that it was the last diaries. I closed the class. That was so touchy for me. I have loved all of them. I was very happy to help them overcome their problems in writing activity, especially in writing a recount text.


At the end of the class, Mrs. Dwi said that everything was welldone. She also had seen the improvement. She wanted to extend weekly diary assignment later.


Appendix 9

Questionnaires (Preliminary & Post-Research)


Kuesioner Kemampuan Menulis Siswa dalam menulis Recount Text (Kejadian Masa Lalu) pada Mata Pelajaran Bahasa Inggris Nama : __________________________ No. Absen : __________________________ Jawablah pernyataan di bawah ini dengan memberi tanda centang (√) pada kolom yang tersedia. No.

1.

Pernyataan

Saya menyukai kegiatan menulis dalam Bahasa Inggris Jelaskan alasanmu! 2. Kemampuan menulis Bahasa Inggris saya sangat baik 3. Saya selalu mendapatkan nilai yang baik pada kegiatan menulis dalam Bahasa Inggris 5. Saya pernah menuliskan pengalaman masa lalu saya dalam Bahasa Inggris 6. Saya mempunyai kendala pada saat menulis dalam Bahasa Inggristerutama menulis tentang pengalaman masa lalu 7. Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa laluadalah masalah tenses dan grammar 8. Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa laluadalah masalah vocabulary 9. Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa laluadalah masalah mechanics (ejaan, tanda baca, dsb.) 10. Saya masih merasa sulit

SANGAT TIDAK SETUJU

TIDAK SETUJU

SETUJU

SANGAT SETUJU


11.

12.

13.

14.

15.

untuk menulis recount text dengan isi yang mengalir dan mudah dipahami Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa lalu adalah masalah organization teks nya Saya selalu aktif bertanya dimana letak kesalahan saya pada saat menulis Bahasa Inggris Saya selalu mendapatkan feedback yang lengkap dari guru atas pekerjaan saya pada saat menulis Bahasa Inggris Saya terbiasa menulis dalam Bahasa Inggris dengan baik dan benar Saya ingin mendapatkan latihan menulis dalam Bahasa Inggris dengan bentuk yang berbeda

Jawablah pertanyaan-pertanyaan dibawah ini dengan jujur! 1. Ceritakan sedikit tentang kesulitan yang kamu hadapi dalam kegiatan menulis dalam Bahasa Inggris, saat menceritakan kejadian masa lalu khususnya!___________________________________________________ ____________________________________________________________ 2. Apakah kamu akan merespon secara maksimal semua komentar, saran, dan kritik yang gurumu berikan pada saat menulis dalam Bahasa Inggris?jelaskan!______________________________________________ ____________________________________________________________ 3. Apakah yang kamu rasakan ketika guru menyuruhmu menulis pengalaman masa lalu?___________________________________________________ ____________________________________________________________ 4. Lingkarilah topik dibawah ini yang menurut kamu menarik! a) Pengalaman Paling Menyenangkan b) Pengalaman Paling Memalukan c) Pengalaman Paling Berkesan d) Pengalaman Paling Membuatku Marah e) Pengalaman Paling Menjijikkan f) Pengalaman Paling Mengharukan g) Pengalaman Paling menyeramkan/ Horor Terimakasih 


Kuesioner Kemampuan Menulis Siswa pada Recount Text (Kejadian Masa Lalu) pada Mata Pelajaran Bahasa Inggris Nama : __________________________ No. Absen : __________________________ Isilah kuesioner dibawah ini sesuai dengan apa yang kamu rasakan dengan memberi tanda centang (√) pada kolom yang telah tersedia. SANGAT TIDAK SETUJU SANGAT Pernyataan N TIDAK SETUJU SETUJU o. SETUJU 1. Saya semakin menyukai pelajaran 2.

3.

4. 5.

6.

7.

8.

9.

Bahasa Inggris. Menulis dalam Bahasa Inggris adalah kegiatan yang semakin menyenangkan untuk saya. Menulis pengalaman pribadi berbentuk recount dalam diary adalah hal yang menarik. Saya mengerjakan sendiri tugas weekly diary dengan tertib. (2x seminggu) Weekly diary banyak membantu sayameningkatkan kemampuan menulis saya, terutama menulis pengalaman pribadi dalam bahasa Inggris berbentuk recount. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan grammar yang lebih baik. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan lebih banyak kosakata baru dan pilihan kata yang tepat. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggrisberbentuk recount dengan mechanics (tanda baca, ejaan,dsb.) yang lebih tepat. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan lebih lancar dan mengalir dan dengan isi yang teratur, mudah dipahami


10. Dengan weekly diary, saya mampu menuliskan pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan organization yang jelas. 11 Tugas Weekly diary membuat saya lebih . termotivasi untuk menulis pengalaman pribadi dalam bahasa Inggris berbentuk recount. 12 Feedback yang diberikan oleh guru . pada weekly diary sangat membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan lebih baik dalam segala hal. 13 Feedback yang diberikan oleh guru . tersebut jelas dan dapat dimengerti.

14. Feedback pada weekly diary tersebut 15.

16. 17.

membuat saya lebih terpacu untuk maju Weekly diary membuat saya menjadi lebih terbiasa dan bisa menulis dalam Bahasa Inggris dengan baik dan benar. Guru juga memperjelas feedback nya di setiap pertemuan di kelas. Tugas Weekly diary diikuti dengan feedback ini telah meningkatkan kemampuan menulis saya menjadi lebih baik. Guru menjelaskan materi recount dengan jelas.

18 . 19 Guru memberi instruksi yang jelas saat . mengajar dan memberikan tugas weekly

diary ini. 20 Kendala yang dulu saya hadapi saat . menulis pengalaman pribadi berbentuk recount sedikit demi sedikit ter-“obati” dengan tugas weekly diary ini

Jawablah pertanyaan-pertanyaan dibawah ini sesuai dengan apa yang kamu rasakan. 1. Bagaimana pendapatmu tentang tugas weekly diary selama mempelajari recount text ini?


____________________________________________________________ ____________________________________________________________ __________________________________________________________ 2. Apakah dengan diberikannya tugas weekly diary ini meningkatkan kemampuan menulismu dalam menceritakan pengalaman pribadimu dengan bentuk recount text? Jika Ya, mengapa demikian? ___________________________________________________________ ___________________________________________________________ ____________________________________________________________ Jika Tidak, mengapa demikian? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Bagaimanakah pengaruh yang timbul dalam kemampuan menulis Bahasa Inggris mu (menuliskan pengalaman pribadi berbentuk recount text) dengan diberikannya tugas weekly diary 2x seminggu ini? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 4. Bagaimanakah pendapatmu tentang feedback yang selalu diberikan oleh guru pada setiap diary mu? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ __________________________________________________________ 5. Bagaimanakah kemampuan mu menulis Bahasa Inggris pengalaman pribadi dalam bentuk recount text saat ini? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Matur Nuwun Sanget 


Appendix 10

The Raw Data of Questionnaires in Preliminary & Post Research


Kuesioner Kemampuan Menulis Siswa dalam menulis Recount Text (Kejadian Masa Lalu) pada Mata Pelajaran Bahasa Inggris Jawablah pernyataan di bawah ini dengan memberi tanda centang (√) pada kolom yang tersedia. No. Pernyataan SANGAT TIDAK SETUJU SANGAT TIDAK SETUJU SETUJU SETUJU 1. Saya menyukai kegiatan 5,3 % 94,7% menulis dalam Bahasa (1 anak) (18 anak) Inggris Jelaskan alasanmu!

2.

3.

5.

6.

7.

8.

9.

10.

Kemampuan menulis Bahasa Inggris saya sangat baik Saya selalu mendapatkan nilai yang baik pada kegiatan menulis dalam Bahasa Inggris Saya pernah menuliskan pengalaman masa lalu saya dalam Bahasa Inggris Saya mempunyai kendala pada saat menulis dalam Bahasa Inggris terutama menulis tentang pengalaman masa lalu Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa lalu adalah masalah tenses dan grammar Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa lalu adalah masalah vocabulary Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa lalu adalah masalah mechanics (ejaan, tanda baca, dsb.) Saya masih merasa sulit

78,9% (15 anak)

21.1% (4 anak)

57,9% (11 anak)

42,1% (8 anak)

10,5% (2 anak)

73,7% (14 anak)

15,8% (3 anak)

63,2% (12 anak)

36,8% (7 anak)

10,5% (2 anak)

63,2% (12 anak)

26,3% (5 anak)

15,8% (3 anak)

73,7% (14 anak)

10,5% (2 anak)

21,1% (4 anak)

78,9% (15 anak)

15,8%

78,9%

5,3%


11.

12.

13.

14.

15.

untuk menulis recount text dengan isi yang mengalir dan mudah dipahami Kesulitan yang paling sering saya hadapi pada saat menceritakan kejadian masa lalu adalah masalah organization teks nya Saya selalu aktif bertanya dimana letak kesalahan saya pada saat menulis Bahasa Inggris Saya selalu mendapatkan feedback yang lengkap dari guru atas pekerjaan saya pada saat menulis Bahasa Inggris Saya terbiasa menulis dalam Bahasa Inggris dengan baik dan benar Saya ingin mendapatkan latihan menulis dalam Bahasa Inggris dengan bentuk yang berbeda

5,3% (1 anak)

10,5% (2 anak)

(3 anak)

(15 anak)

(1 anak)

10,5% (2 anak)

78,9% (15 anak)

5,3% (1 anak)

63,2% (12anak)

36,8% (7 anak)

73,7% (14 anak)

15,8% (3 anak)

78,9% (15 anak)

10.5% (2 anak) 78,9% (15 anak)

10,5% (2 anak)

21,1% (4 anak)

Jawablah pertanyaan-pertanyaan dibawah ini dengan jujur! 1. Ceritakan sedikit tentang kesulitan yang kamu hadapi dalam kegiatan menulis dalam Bahasa Inggris, saat menceritakan kejadian masa lalu khususnya! - Sulit dalam tenses dan grammar (5 anak) - Masalah vocabulary (3 anak) - Mentranslate ide dalam bahasa Indonesia menjadi bahasa Inggris ( 9 anak) - Sulit merangkai kata (3 anak) - Masalah ejaan (3 anak) 2. Apakah kamu akan merespon secara maksimal semua komentar, saran, dan kritik yang gurumu berikan pada saat menulis dalam Bahasa Inggris?jelaskan! - Ya, saya akan merespon karena akan berguna untuk kebaikan saya (17 anak) - Ya, karena akan meningkatkan kemampuan saya (2 anak) - Bisa jadi, jika menegrti akan maksimal (1 anak) 3. Apakah yang kamu rasakan ketika guru menyuruhmu menulis pengalaman masa lalu - Suka, menyenangkan menceritakan masa lalu (9 anak) - Kesulitan menyusun kata-katanya (2 anak) - Susah, takut tidak bisa translate ke bahasa Inggris (4 anak)


-

Biasa saja

(3 anak)

4. Lingkarilah topik dibawah ini yang menurut kamu menarik! a) Pengalaman Paling Menyenangkan (17 anak) b) Pengalaman Paling Memalukan (16 anak) c) Pengalaman Paling Berkesan (1 anak) d) Pengalaman Paling Membuatku Marah (2 anak) e) Pengalaman Paling Menjijikkan (2 anak) f) Pengalaman Paling Mengharukan (8 anak) g) Pengalaman Paling menyeamkan/ Horor (12 anak)

Matur Nuwun Sanget


Kuesioner Kemampuan Menulis Siswa pada Recount Text (Kejadian Masa Lalu) pada Mata Pelajaran Bahasa Inggris Isilah kuesioner dibawah ini sesuai dengan apa yang kamu rasakan dengan memberi tanda centang (√) pada kolom yang telah tersedia. No .

Pernyataan

Saya semakin menyukai pelajaran Bahasa Inggris. 2. Menulis dalam Bahasa Inggris adalah kegiatan yang semakin menyenangkan untuk saya. 3. Menulis pengalaman pribadi berbentuk recount dalam diary adalah hal yang menarik. 4. Saya mengerjakan sendiri tugas weekly diary dengan tertib. (2x seminggu) 5. Weekly diary banyak membantu saya meningkatkan kemampuan menulis saya, terutama menulis pengalaman pribadi dalam bahasa Inggris berbentuk recount. 6. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan grammar yang lebih baik. 7. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan lebih banyak kosakata baru dan pilihan kata yang tepat. 8. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggrisberbentuk recount dengan mechanics (tanda baca, ejaan,dsb.) yang lebih tepat. 9. Weekly diary membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan lebih lancar dan mengalir dan dengan isi yang teratur, mudah dipahami 10. Dengan weekly diary, saya mampu menuliskan pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan organization yang jelas. 11. Tugas Weekly diary membuat saya lebih

SANGA T TIDAK SETUJU

TIDAK SETUJ U

SETUJU

SANGA T SETUJU

36,8% (7anak) 78,9% (15anak)

63,2% (12anak) 21,2% (4anak)

57,9% (11anak)

42,1% (8anak)

21,1% (4anak)

52,6% (10anak) 63,2% (12 anak)

26,3% (5anak) 36,8% (7anak)

5,3% (1anak)

36,8% (7anak)

57,9% (11anak)

5,3% (1anak)

73,7% (14anak)

21,1% (4anak)

5,3% (1anak)

57,9% (11anak)

36,8% (7anak)

5,3% (1anak)

63,2% (12anak)

31,6% (6anak)

5,3% (1anak)

63,2% (12anak)

31,6% (6anak)

68,4%

31,6%

1.


12.

13. 14. 15.

16. 17.

18.

termotivasi untuk menulis pengalaman pribadi dalam bahasa Inggris berbentuk recount. Feedback yang diberikan oleh guru pada weekly diary sangat membantu saya menulis pengalaman pribadi dalam Bahasa Inggris berbentuk recount dengan lebih baik dalam segala hal. Feedback yang diberikan oleh guru tersebut jelas dan dapat dimengerti. Feedback pada weekly diary tersebut membuat saya lebih terpacu untuk maju Weekly diary membuat saya menjadi lebih terbiasa dan bisa menulis dalam Bahasa Inggris dengan baik dan benar. Guru juga memperjelas feedback nya di setiap pertemuan di kelas. Tugas Weekly diary diikuti dengan feedback ini telah meningkatkan kemampuan menulis saya menjadi lebih baik. Guru menjelaskan materi recount dengan jelas.

19. Guru memberi instruksi yang jelas saat mengajar dan memberikan tugas weekly diary ini. 20. Kendala yang dulu saya hadapi saat menulis pengalaman pribadi berbentuk recount sedikit demi sedikit ter-“obati” dengan tugas weekly diary ini

5,3% (1anak)

(13anak)

(6anak)

42,1% (8anak)

31,6% (6anak)

36,8% (7anak) 63.2% (12anak) 42,1% (8anak)

63.2% (12anak) 36,8% (7anak) 57,9% (11anak)

52,6% (10anak) 42,1% (8anak)

47,4% (9anak) 57,9% (11anak)

52,6% (10anak)

47,4% (9anak)

63,2% (12anak)

36,8% (7anak)

47,4% (9anak)

52,6% (10anak)

Jawablah pertanyaan-pertanyaan dibawah ini sesuai dengan apa yang kamu rasakan. 1. Bagaimana pendapatmu tentang tugas weekly diary selama mempelajari recount text ini? - Jadi lebih baik, membantu meningkatkan dalam menulis bahasa Inggris (10 anak) - Jadi lebih tahu/mengenal bahasa Inggris (3 anak) - Berbagi pengalaman (1 anak) - Menyenangkan (1 anak) - Mudah dalam mempelajarinya (2 anak) 2. Apakah dengan diberikannya tugas weekly diary ini meningkatkan kemampuan menulismu dalam menceritakan pengalaman pribadimu dengan bentuk recount text? Jika Ya, mengapa demikian? - Ya, banyak menulis sehingga hafal cara nulis yang benar (14 anak)


-

Ya, dapat paham membuat weekly yang baik Ya, Jadi lebih tahu bahasa Inggris yang benar Ya, Paham dengan materi (recount text)

(2 anak) (2 anak) (1 anak)

3. Bagaimanakah pengaruh yang timbul dalam kemampuan menulis Bahasa Inggris mu (menuliskan pengalaman pribadi berbentuk recount text) dengan diberikannya tugas weekly diary 2x seminggu ini? - Giat dan disiplin dengan tugas yang diberikan (1 anak) - Bisa menulis recount dengan lebih baik/lebih benar/terbiasa (13 anak) - Termotivasi untuk menulis dengan lebih baik (4 anak) - Pertama menulis ada kesulitan (1 anak) 4. Bagaimanakah pendapatmu tentang feedback yang selalu diberikan oleh guru pada setiap diary mu? - Baik, jadi tahu salah benarnya (10 anak) - Setuju (2 anak) - Sangat membantu (3 anak) - Termotivasi jadi lebih baik (2 anak) - Menyenangkan (2 anak) 5. Bagaimanakah kemampuan mu menulis Bahasa Inggris pengalaman pribadi dalam bentuk recount text saat ini? - Baik (2 anak) - Biasa (1 anak) - Menjadi lebih tahu (1 anak) - Kemajuan dalam menulis recount text (2 anak) - Meningkat kemampuan menulisnya (13 anak)

Matur Nuwun Sanget 


Appendix 11

Interview Guides & Transcripts in Preliminary & Post Research


Interview Guide to the English Teacher of VIIID of SMPN 1 Wungu (Preliminary Study)

1. How are the English of students of VIIID? 2. How are their abilities? 3. Do the students have some difficulties? What are they? 4. What are the characteristic of students of VIIID?

*The questions will be developed based on the teacher‟s answers in the first question


Interview Transcript with The English Teacher of VIIID (Preliminary Study) Note: R = Researcher T = Teacher R:

T: R: T:

R: T: R: T:

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R: T: R: T: R:

Selamat Pagi, Bu. Maaf mengganggu waktu Ibu sebentar. Sebelum saya melakukan penelitian di VIIID ini, Saya ingin sedikit bertanya pada Ibu tentang kemampuan bahasa Inggris anak-anak VIIID, Bu. Boleh, Mbak Bu, untuk anak-anak VIIID, sejauh ini bagaimana bahasa Inggrisnya ? Kalau melihat sejauh ini, ya bagaimana ya mbak, memang masih belum bisa dikatakan bagus. Tapi jika dibandingkan dengan kelas-kelas yang lain ya lumayan. Sedangkan dengan kemampuan mereka sendiri bagaimana, Bu? Masih kurang, Mbak... ya kalau menjawab pertanyaan-pertanyaan begitu masih bisa. Tapi kalau disuruh ngomong atau menulis ya kurang. Kalau dibandingkan, lebih parah yang mana Bu, antara menulis dan berbicara? Sama-sama parah, Mbak. Tapi kan kalau menurut saya menulis itu lebih penting untuk kedepannya. Ya berbicara pun penting, tapi kalau disini yang lebih umum ya yang menulis itu, dan kemampuan mereka dalam menulis masih sangat kurang. Sekarang ini kan materinya Recount Text ya, Bu? Bagaimana menurut Ibu kemampuan anak-anak dalam menulis recount? Wah, lha itu mbak, Present aja belum terlalu bisa.... ya grammarnya itu yang masih kurang. Susunan S,P,O,K nya masih terlalu kacau. Kadang nulis I‟m eat. Bisa dikatakan kurang di semua aspek di penulisan recount text. Wong anak-anak itu kadang nulis gak pakai tanda baca yang bener juga. Ya gitu itu lah, Mbak.. Sejauh materi recount text ini, brapa kali ya Bu mereka menulis semacam pengalaman pribadi mereka? Kemarin sudah saya suruh bikin sekali. Hasilnya bagaimana Bu? Sama sekali belum memuaskan... nilainya masih dibawah 60 semua, Mbak. Kalau di sini kriteria ketuntasan minimalnya kan 70. Dalam karangan tersebut kriteria atau aspek apa saja ya yang Ibu nilai?


T:

R: T: R: T:

Standar aja Mbak. Dalam writing kan biasanya ada grammar, isi, organisasinya, pilihan katanya, ejaannya. tiap aspek kalau bagus poinnya 20 dikali 5. Oh... begitu ya, Bu. Hasil tersebut Ibu kembalikan ke anak-anak atau bagaimana, Bu? Belum saya kembalikan. Emmm... Baik, Bu... mungkin cukup sekian dulu... Terimakasih banyak Bu atas waktunya. Iya... Sama-sama, Mbak.


Interview Guide to the Students of VIIID (Preliminary Study) 1. Apakah kamu menyukai pelajaran bahasa Inggris? 2. Yang mana yang paling susah: mendengarkan, berbicara, membaca, atau menulis? 3. Apakah kesulitan yang paling sering kamu hadapi ketika mempelajari bahasa Inggris? 4. Sekarang kalian sedang mempelajari recount text, apakah pendapatmu tentang menulis recount text? 5. Apakah kendala yang kamu hadapi dalam menulis recount text? 6. Bagaimana kemampuan menulismu dalam bahasa Inggris? 7. Apakah kamu tahu dimana letak kesalahan kamu? 8. Apakah yang ingin kamu lakukan agar kemampuanmu dalam menulis bahasa Inggris terutama recount text bisa meningkat?



Interview Transcript with MRL Note: R = Researcher S = Student R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S: R: S:

Selamat pagi, begini, Miss cuma ingin menanyakan beberapa hal dan santai saja kayak ngobrol-ngobrol biasa... Oke, Miss... Kamu suka pelajaran bahasa Inggris gak? Suka, Miss.. Kan kalau sedang belajar bahasa Inggris, ada listening, speaking, reading, dan writing. Mana sih yang menurut kamu paling susah? emmm... yang writing, Miss... Kenapa susah? Karena ya paling susah aja, Miss. Bingung miss pas mau nulis. Membuat kalimatnya itu susah. Jarang nulis juga sih Miss... Kenapa kok susah? ya masih bingung urut-urutan nulis nya. Pokoknya sering salahnya miss kalau membuat kalimat-kalimat sendiri. Oke, jadi itu kesulitan kamu ya... emmm... tahu recount text? kalau tidak salah sekarang materi kelasmu sampai recount text kan? Iya, Miss.. Nah... apa pendapat kamu tentang recount text?misalnya susah, gampang, atau apa? Menarik sie miss... tapi ya agak susah...pakai past tense past tense itu lho yang susah... oohhh... jadi menurut kamu gimana sih kemampuanmu menulis, menulis recount text khususnya? Ga terlalu bagus, Miss...ga bisa sih... Lhoh.... terus kamu tahu tidak dimana letak kesalahan kamu? Ga terlalu, Miss... Ga tahu... Terus apa harapan kamu ke depannya supaya kamu bisa lebih lancar menulis? Ga tahu, Miss... ya pengenya, ga bodoh-bodoh amat nilainya pas disuruh nulis recount text miss... Amin, oke deh... mungkin cukup sekian dulu, terimakasih ya, atas waktunya... sama-sama, Miss


Interview Transcript with KRZ Note: R = Researcher S = Student R: S: R:

S: R: S: R: S: R: S: R: S: R: S: R: S:

R: S: R: S: R: S: R: S:

selamat pagi, KRZ... selamat pagi, Miss... begini, ini kita ngobrol-ngobrol biasa saja, santai... miss mau menanyakan beberapa hal tentang kelas bahasa Inggris di sekolah. Suka pelajaran bahasa Inggris gak? Suka, Miss... Apakah kamu tahu listening, speaking, reading dan writing? Tahu dong, Miss... Yang mana yang paling susah menurut kamu? semua susah, Miss...hahahaha.... saya gak terlalu bisa bahasa Inggris. Tapi menurut saya yang paling susah ya yang pas nulis-nulis... Kenapa kok writing paling susah? gak bisa bikin kalimatnya miss. Susah... bingung nulisnya gimana... apalagi kesulitan kamu saat menulis dalam bahasa Inggris? Apa ya, Miss... banyak sih... kadang nulis kata apa gitu tu gak bener, ternyata salah, terus... apa lagi ya...banyak deh, Miss.. Nah, karena sekarang materi kalian sampai di recount text, otomatis banyak kegiatan menulisnya to? enggak juga sih, Miss. Baru sekali kalau yang benar-benar nulis teks recount nya, kayak cerita-cerita gitu to,Miss? Yappp... bener sekali, gimana sih menulis recount text itu menurut kamu? lumayan susah... banyak bingung-bingungnya di bagian past tense. Sama kadang bingung itu lho, Miss, urutan-urutannya kayak orientation, event, trus apa lagi gitu... reorientation... nah sekarang, jadi menurut kamu gimana sih kemampuan dalam menulis bahasa Inggris khususnya recount text? hahaha... saya tahu masih banyak ga benernya, Miss... terus, kamu tahu tidak dimana saja letak kesalahan kamu itu? kurang tahu, Miss.. terakhir, apakah kamu punya harapan-harapan gimana kedepannya supaya kesulitan-kesulitan yang tadi kamu sebutkan itu bisa teratasi? ya pengennya harus sering latihan aja, Miss... oke deh,... cukup sekian dulu, terima kasih ya, KRZ... sama-sama, Miss...


Interview Transcript with RZN Note: R = Researcher S = Student R: S: R: S: R: S: R: S: R: S:

R: S:

R: S: R: S: R: S:

Selamat pagi, RZN... hari ini Miss Cuma ingin ngobrol seputar pelajaran bahasa Inggris. ... gimana, suka pelajaran bahasa Inggris, kan? Suka banget, Miss... Good, tahu kan kalau belajar bahasa Inggris itu meliputi 4 aspek yaitu listening, reading, speaking, dan writing? Iya, Miss, tahu... Yang mana yang paling susah? Kalau saya listening dan writing, Miss...listening itu suka nggak dong apa yang diicarakan, tapi tetep paling susah ya writing. Jadi, writing ya, kenapa to kok susah? Susah, karena saya tidak terlalu bisa, miss... nilai karangan saya mesti jelek, gak sampai 70 lah... Emmm.... nah, sekarang kan materinya pas recount text to, writing to itu, gimana pendapat kamu tentang recount text? Biasa saja sih, Miss. Tapi karena itu harus menulis, jadi kurang suka, kadang males aja, soalnya ga bisa, kemarin pas disuruh nulis, walaupun baru sekali tapi ancur, Miss..wkwkwkw... Iya... Miss tahu kok...wkwkwkw... apa saja to kesulitan kamu pas nulis recount text? Banyak... isinya itu ga karuan, ga ngerti malah saya sama apa yang saya tulis...ide itu banyak, Miss... tapi susah membuatnya ke bahasa Inggris. Masih sering bingung. Past itu miss, waduhhh... susah... kata-kata nya juga susah carinya. Kalau katamu tadi writing kamu hancur, apa kamu tahu dimana letak kesalahanmu? Hahhaha... ya kalau saya sendiri sediki-sedkit tahu, tapi ga tahu juga benar atau tidaknya. Terus, ada harapan atau keinginan gak supaya kesulitan-kesulitan kamu pas nulis recount text bisa teratasi? Ada, mungkin harus sering-sering latihan plus nyari masukan-masukan juga. Harapannya ya, minimal nilainya lulus kkm, lah... Good, oke deh,,, cukup samapai disini dulu, terimakasih waktunya ya, RZN... sama-sama, Miss...


Interview Guide to the Students of VIIID (Post Research)

1. Bagaimana pendapatmu tentang tugas weekly diary ini? 2. Cukup membantu kamu untuk mengatasi kesulitan kamu dalam menulis recount text tidak? Coba jelaskan mengapa? Apa yang membuat weekly diary ini bisa mengatasi kesulitan kamu? 3. Apakah hasil yang mungkin kamu rasakan dalam menulis recount text sebelum dan sesudah mendapatkan tugas weekly ini? 4. Apa yang paling kamu suka dari tugas weekly diary ini? 5. Apakah pendapatmu tentang feedback yang diberikan guru di tiap diary mu? Bagaimana perasaanmu? 6. Bagaimana perasaanmu tentang penulisan diary dalam tiap minggu? Ada efeknya atau tidak? Kalau ada apa? Jelaskan mengapa demikian? 7. Dari 6x menulis diary ini, apakah kamu sendiri juga merasa bahwa kemampuan menulis bahasa Inggrismu (recount text khususnya) meningkat? Atau malah makin buruk? 8. Adakah saran buat guru tentang tugas penulisan weekly diary ini?



Interview Transcript with AD Note: R = Researcher S = Student R: S: R:

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Halo, AD, pagi... Selamat pagi, Miss... Setelah kurang lebih sebulan belajar recount text dengan ditemani tugas weekly diary, bagaimana pendapat kamu?senang, sebel, bosan? coba ceritakan. Senang, Miss... walaupun setiap minggu, agak berat juga, tapi saya senang. Senang ya, kenapa kok senang? Ya, karena latihannya lain dari yang biasanya. Lebih asyik aja, Miss. Selain senang, cukup mengatasi masalah kamu dalam menulis recount text tidak? Lumayan, ada bedanya lah Miss paling gak kalau dibandingkan dulu-dulu. Kok bisa, memang kenapa? Ya sekarang sudah bisa nulis karangan sendiri dengan kalimat yang benar, jadi gak terasa susah nulis dalam bahasa Inggris. jadi sekarang gimana perasaan kamu kalau disuruh menulis karangan dalam bahasa Inggris, khususnya recount text? semakin seneng... Hasilnya apa saja sih yang bisa kamu petik dari weekly diary ini? Banyak... sekarang misal mau nulis pengalaman gitu jadi lebih cepat dan tahu bener mau nulis apa, susunan paragrafnya gimana, banyak lagi, Miss...ya mungkin karena sering nulis aja... Good, terus, bagian apa yang paling kamu sukai dari weekly diary ini? Kalau saya sih paling suka pas dibagi gitu, penasaran kayak apa ya hasil tulisan saya, bagus gak ya... Nah, sekarang bagian feedback dari Miss... gimana pendapat kamu tentang feedback yang Miss kasi tiap penulisan? Suka... Kenapa? Cukup membantu tidak? Sangat membantu, Miss... dari tulisan-tulisan Miss itu saya jadi tahu gimana nulisnya yang benar. Kalau dari segi intensitasnya, kan kalian harus menulis 2x seminggu, dan total sudah pernah menulis 6x, ada efeknya atau tidak? Ada, Miss... saking seringnya sampai hapal deh gimana nulis yang bener..


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Jadi, kesimpulannya kemampuan menulis kamu terutama pas nulis recount text jadi meningkat, sama saja, atau tambah buruk? Meningkat, dong... Oke, good. cukup sekian interview nya, terimakasih, AD... semangat terus ya menulisnya... Iya, sama-sama Bu Miss...


Interview Transcript with ATK Note: R = Researcher S = Student R: S: R:

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Selamat pagi, ATK... Selamat pagi, Miss Sekar... finally, setelah sebulan, Miss mau tanya beberapa hal nih, Tk... gimana pendapat kamu setelah sebulan belajar ditemani tugas weekly diary?seneng atau bosen atau gimana? Seneng Miss... Sama sekali gak bosan... Gimana, apakah weekly diary ini bisa membantu kamu dalam emnulis recount text tidak? Membantu sekali, Miss menurut saya. Soalnya dulu tuh sebelum dapet tugas ini saya rasanya tuh menulis tuh susahhhhh banget.... bingung gitu Miss mau nulisnya gimana. Sekarang lama-lama jadi lebih lancar... Jadi ya, steratasi gitu... Baik, jadi menurut kamu ada perbedaan ya antara sebelum dan sesudah mendapat weekly diary ini? Pastinya.... sekarang jauhhhh lebih bagus... lebih bisa menulis saya, Miss.. Good, terus... bagian apa yang paling kamu sukai dari weekly diary ini? Saya paling suka ya pas cerita itu, Miss... apalagi topik yang terakhir ini... senang bisa curhat sama, Miss... Kalau feedback dari Miss gimana pendapat kamu? Apakah bisa membantu kamu menyelesaikan masalah kamu pas nulis recount text ga? Wah... feedback dari Miss sangat berguna banget.... Feedback nya itu jadi bikin teringat terus. Jadi kalau mau nulis terus salah gitu tiba-tiba ingat feedback yang miss kasi, kayak tanda baca. Kalau nulis kalimat jadi ingat harus ngasi tanda baca yang benar dimana saja Benarkah...??? Iya, Miss... Nah, terus... kalian kan harus nulis diary itu 2x seminggu, bagaimana perasaannya? Terus ada efeknya tidak? awal-awal juga agak kaget, Miss... soalnya dulu-dulu ga pernah ada tugas yang kayak begini... tapi lama-lama seneng sih Miss.. Bagus sih, miss. Seneng aja. Sekarang saya jadi bisa nulis lebih baik. Ya karena sudah sering nulis dalam bahasa Inggris itu miss, 2x seminggu. Kok bisa?


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Ya rasanya tuh sudah kayak kebiasaan, nulis recount text jadi udah terbiasa.. o... begini nulisnya... begitu nulisnya, gitu, Miss... Ooohhh.... emmm... Oke... jadi bisa disimpulkan kalau kemampuan menulismu dalam bahasa Inggris khususnya menulis recount text jadi lebih baik? Iya, Miss... jauh lebih baik malah, Miss... nilai weekly terakhirku kemarin bagus, tujuh puluh lebih malah... jadi bisa teratasi ya masalah-masalah nya? Banget Miss... Bagussss.... kira-kira ada saran gak buat tugas weekly diary ini? Masih semangat nulis, kan? Ga tahu sih, Miss... tapi mungkin besok-besok seminggu sekali aja gitu, Miss... masih semangat dong, miss... Bagus-bagus...oke deh... cukup sekian mungkin, terimakasih ya waktunya, ATK... tetep semangat belajar bahasa Inggrisnya... Iya, Miss... sama-sama...


Interview Transcript with ADL Note: R = Researcher S = Student R: S: R:

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Selamat pagi, ADL... Selamat pagi, Miss Sekar... Langsung saja ya, hari ini, Miss ingin menanyakan beberapa hal yang berhubungan dengan tugas weekly diary yang sudah gak terasa sebulan menemani kalian. Oke, Miss... Gimana pendapat Dela untuk tugas weekly diary ini? Seneng banget, Miss... Kenapa kok seneng? Lain daripada yang lain... membantu banget, Miss... Emmm.... membantu ya...coba jelaskan membantunya bagaimana? Ya, dulu tuh rasanya nulis itu susahhhhh banget.... misal bikin karangan gitu tu bisa, tapi dalam bahasa Indonesia, kalo suruh mbikin yang bahasa Inggris susah, apalagi kalo recount text kan pake yang past tense itu , Miss, bikin kalimatnya itu susah, Miss... Oh ya? Terus... Gimana weekly diary bisa membantu kamu, Del? Kan weekly diary disuruh nulis tiap minggu, 2x malah, ya mesti saya harus sering-sering nulis. Miss... kalau ada kata-kata yang ga ngerti, harus buka kamus, kalo dulu tuh jarang nulis, sekarang nulis tuh jadi biasa... Jadi bedanya dulu dan sekarang pas nulis recount text apalagi? Ya itu tadi miss... karena sering, 2x seminggu toh, lha pas nulis itu jadi langsung tek, nih, kalimat itu ya, subyek, verb, objek, tek tek tek... langsung ngalir gitu aja, Miss.. Bagus...bagus....terus bagian apa sih yang paling kamu sukai dari weekly diary ini? Apa yaaaa...Miss... pas cerita itu sukak... jadi kayak punya teman curhat... Nah sekarang soal feedback dari Miss... gimana pendapat kamu? Dari feedback itu ya akhirnya tahu mana yang salah. Gara-gara dikasi feedback, saya jadi hati-hati kalau nulis kata-kata, sering lihat kamus, habis takut salah ejaannya. Lama-lama jadi terbiasa deh... Jadi membantu kamu juga ya? Iya, Miss... misal salah kan langsung dikasi tahu salahnya apa, benernya gimana. Kalau salahnya sedikit gitu rasanya seneng aja...


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Widihhh... Oke oke.. jadi sekarang kesimpulannya gimana nih setelah 6x nulis diary sehubungan dengan kemampuan menulis kamu dalam menulis recount text? jadi lebih baik, lebih bagus, nilainya juga terus meningkat, Miss... Good, baik, mungkin cukup sampai di sini dahulu.... terimakasih sekali ya, ADL buat waktunya... semangat terus belajar bahasa Inggrisnya...do the best! Iya, Miss...sama-sama..


Appendix 12 Sample of Students’ Writing in Preliminary Study


Student 1

Student 2


Appendix 13 Sample of Students’ Diaries


Student 1







Student 2







Student 3






PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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