THE USE OF PERSONAL LETTER MATERIAL TO

IMPROVE STUDENTS’ WRITING SKILL IN

RECOUNT TEXT FOR THE TENTH GRADE

STUDENTS OF MA DARUSSALAM WONOSEGORO

IN THE ACADEMIC YEAR 2018/2019

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of

the Requirements for the Degree of Sarjana Pendidikan (S.Pd)

By:

DWI PURWASIH

NIM. 113 14 045

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES

SALATIGA

2018

ii

DECLARATION AND PERMISSION FOR PUBLICATION

I have been marked below:

Name : Dwi Purwasih

NIM : 113-14-045

Faculty : Teacher Training and Education Faculty

Department : English Education Department

Declares that this graduating is written by the researcher and it does not copy from

other researcher. Theories and citations are used code of ethics of writing for

graduating paper 1 gave permission to publish this graduating paper on IAIN

Salatiga’s e-repository.

iii

iv

Salatiga , September 12ⁿᵈ 2018

Sari Famularsih, M.Pd

The Lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

The Attentive Counselor’s note

Case: Dwi Purwasih’s Graduating Paper

To the Dean of Teacher Training and

Education Faculty

Assalamu’alaikum Wr. Wb.

After reading and correcting Dwi Purwasih’s graduating paper entited THE

USE OF PERSONAL LETTER MATERIAL TO IMPROVE STUDENTS’

WRITING SKILL OF RECOUNT TEXT FOR THE TENTH GRADE

STUDENTS OF MA DARUSSALAM WONOSEGORO IN THE

ACADEMIC YEAR 2018/2019. I have decide and would like to purpose that

this paper can be accepted by the Teacher Training and Educational Faculty. I

hope this graduating paper will be examined as soon as possible.

Wassalamu’alaikum Wr. Wb.

v

MOTTO

SMILE IS A SIMPLE WAY OF ENJOYING LIFE

(The Writer)

vi

DEDICATION

This graduating paper is dedicated to:

1. Allah SWT and Prophet Muhammad SAW who always bless me listen to

all my wishes.

2. My beloved father Slamet Rohman, my beloved brothers Eko Prasetya, Tri

Sutrisno, my beloved sister Eni Handayani, and my beloved boyfriend

Rizki Nurrohman. Thank you for helping me passing my bad moments and

sharing your time to handle everything I need. No matter how bad I feel. I

always know you will catch me and help me to get up and reach success.

Thank for becoming hero in my life.

3. My teachers in MA Darussalam Wonosegoro thanks for the time to

research, also help me in doing the research.

4. My bestfriend Indah Nur Santi thanks a lot for your support and loves.

5. My all friends in TBI 2014 Family thanks for togetherness and happiness.

6. All of the people who always give me support and pray for me.

vii

ACKNOWLEDGMENT

Bismillahirrahmanirrahim,

Assalamu’alaikum Wr. Wr.

Alhamdulillahirabbil’alamin, all praises are to Allah SWT the Most

Gracious and the Most Merciful who always blesses and helps the researcher so

the researcher could be finished the graduating paper. Bless and mercy are upon

great Prophet Muhammad SAW for his guidance that leads the researcher to the

truth.

However, this paper would not be achieved without supports, guidance.

Advice, help, and encouragement from several people and institution. Hence, the

researcher would like to express special thanks to:

1. Mr. Dr. Rahmat Hariyadi, M. Pd, the Rector of Institute for Islamic

Studies (IAIN) of Salatiga.

2. Mr. Suwardi, M. Pd. the Dean of Teacher Training and Education

Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.

3. Mrs. Noor Malihah, Ph. D, the Head of English Education Department

of State Institute for Islamic Studies (IAIN) Salatga.

4. Mrs. Sari Famularsih, S. Pd., M.A. The counselor who has educated,

supported, directed, and given the researcher advice, suggestion, and

recommendation for this graduating paper from the beginning until the

end. Thanks for your patience and care.

viii

5. All lecturers in the English Language Teaching Department who have

given much knowledge, thanks to you all.

6. All of staffs who have helped the writer in processing graduating paper

administration.

Eventually, the graduating paper is expected to be able to provide

useful knowledge and information to the reader. The writer is pleased

to accept more suggestion and contribution for the improvement of this

graduating paper.

ix

ABSTRACT

Purwasih, Dwi. 2018. The Use of Personal Letter Material to Improve

Students’ Writing Skill of Recount for the Tenth Grade

Students of MA Darussalam Wonosegoro in the Academic

Year 2018/2019. A Graduating Paper, English Education

Department, Teacher Training and Education Faculty, State

Institute for Islamic Studies (IAIN) Salatiga. Counselor: Sari

Famularsih, M.A.

The objectives of the study are: (1) To describe the use of personal letter

material to improve students’ skill in writing recount text. (2) To know how is the

result of the use of personal letter material to improve students’ skill in writing of

recount text for the tenth grade students of MA Darussalam Wonosegoro in the

academic year of 2018/2019.

The methodology of this research was Classroom Action Research (CAR).

The research consisted of two cycles, each cycle consisted of four steps: planning,

acting, observing, and reflecting. The subject of this research is X K Class, which

consists of 26 students. The data was collected by observation, test and

documentation.

The result of this research shows that there was an improvement of writing

skill in recount text by the use of personal letter material. It is shown the result of

the cycle I, the mean of the post-test is higher than the mean of the pre-test. The

mean of post-test is 58,61 and the mean of the pre-test is 42,16. In the cycle II, the

mean of post-test is higher than the mean of pre-test. The mean of post-test is

75,69 and the mean of pre-test are 64,19. It means that the use of personal letter

material can improve the students’ writing skill in recount text.

Keywords: personal letter, writing skill, recount text.

x

TABLE OF CONTENTS

TITLE ………………………………………………………………….… i

DECLARATION ……………………………………………………...... ii

ATTENTIVE COUNSELOR NOTES ……………………………...… iii

STATEMENT OF CERTIFICATION ……………………………...… iv

MOTTO ……………………………………………………………...…... v

DEDICATION …………………………………………………………... vi

ACKNOWLEDGEMENT ……………………………………………… vii

ABSTRACT ……………………………………………………………… ix

TABLE OF CONTENTS ……………………………………………...…. x

LIST OF THE FIGURE …………………………………..………….… xiii

LIST OF TABLES ………………………………………………………. xiv

LIST OF APPENDICES ……………………………………………….... xv

CHAPTER I: INTRODUCTION

A. Background of the Research ………………………………………… 1

B. Research Question ……………………………………………………3

C. Objective of the Research …………………………………………… 4

D. Significant of the Research ………………………………………..… 4

E. Limitation of the Research ………………………………………..…. 5

F. Hypothesis of the Research ………………………………………..… 6

G. Methodology of the Research ……………………………………..… 6

xi

CHAPTER II: THEORITICAL FRAMEWOK

A. Literature Review

1. Writing Skill

a) The Definition of Writing Skill ……………...…………… 19

b) The Process of Writing …………………………………… 20

c) The Assessing of Writing …………………...……………. 21

2. Recount Text

a) The Definition of Recount Text …………………………. 22

b) The Generic Structure of Recount Text ……………..…… 23

c) The Grammatical Feature of Recount Text …..……...…… 23

d) The Example of Recount Text ……………….………….. 26

3. Personal Letter

a) The Definition of Personal Letter ……………………….... 26

b) The Function of Personal Letter ………………………….. 27

c) The Parts of Personal Letter …………………………….... 27

d) The Example of Personal Letter ……………………….….30

B. Previous Research ……………………………………………..….. 30

CHAPTER III: IMPLEMENTATION OF RESEARCH

A. The Setting of The Research

a) The General Situation of MA Darussalam Wonosegoro ……… 32

b) The Schedule of the Research ………………………………… 32

c) The Facilities of MA Darussalam Wonosegoro ………………. 34

d) The List of Teachers and Students …………………………….. 35

xii

B. The Procedure of the Research

a) Cycle I …………………………………………………………. 37

b) Cycle II ………………………………………………………… 39

C. The Minimal Passing Grade ……..……………………...…………. 42

CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS

A. The Result of The Research

1. Research Findings

a) Cycle I ……………………………………………………… 43

b) Cycle II ……………………………………………………... 57

B. Discussion ………………………………………………………….. 69

CHAPTER V: CLOSURE

A. Conclusion ……………………………...…………………….……. 71

B. Suggestion ……………………………………………………….…. 72

REFERENCES

xiii

LIST OF FIGURES

Figure 1.1 The action research spiral based on Kemmis and Taggart …..….. 8

xiv

LIST OF TABLES

Table 1.1 List of the students name of X K MA Darussalam Wonosegoro .... 9

Table 1.2 Research Schedule …………………………………………...….. 10

Table 1.3 The Students’ Observation Checklist ……………………....…… 14

Table 1.4 The teacher observation checklist ……………………………….. 15

Table 3.1 Research schedule ……………………………………...…..……. 32

Table 3.2 The facilities and tools of MA Darussalam Wonosegoro ……….. 34

Table 3.3 List of teacher of MA Darussalam Wonosegoro …..……………. 35

Table 3.4 Number of Students class Group MA Darussalam Wonosegoro... 37

Table 4.1 The Students’ Observation Checklist Cycle I………………..….. 51

Table 4.2 The Teacher Observation Checklist Cycle I…………….………. 52

Table 4.3 Students Scoring Cycle I ……………………………..………… 53

Table 4.4 The Students’ Observation Checklist Cycle I. ………….……….64

Table 4.5 The Teacher Observation Checklist Cycle II ………………….. 65

Table 4.6 Students Scoring Cycle II …………...………………………… 66

Table 4.7 The Analysis of Students Improvement ……...……………….. 70

xv

LIST OF APPENDICES

Appendix 1 Curriculum Vitae

Appendix 2 Note of Counselor

Appendix 3 Research Permission Letter

Appendix 4 SK from MA Darussalam Wonosegoro

Appendix 5 SKK

Appendix 6 Consultation Sheet

Appendix 7 Syllabus

Appendix 8 Lesson Plan Cycle I

Appendix 9 Lesson Plan Cycle II

Appendix 10 Observation Sheet of Cycle I

Appendix 11 Observation Sheet of Cycle II

Appendix 12 Scoring Result of Students’ Test

Appendix 13 Students’ Answer Sheet

Appendix 14 Handout Siswa

Appendix 15 Permission for using Initial Name

Appendix 16 Permision for using Photo

Appendix 17 Documentation of Teaching and Learning Process

1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the research,

research question, objectives of the research, significances of the research,

limitation of the research, hypothesis and success indicator, research methodology

and graduating paper outlines.

A. Background of the Research

Language is used by the people to make a communication. Without a

language the people cannot communicate with other because language is an

asset to communicate cannot be separate in our live. According to Brown

(2007:6), “Language is a set of arbitrary symbols, those symbols are primarily

vocal, but may also be visual. Language is used for communication”. There

are many languages used as means of a communication by people all over the

world. One of them is English. In modern Era as right now, students are

expected to be able to communicate in English. One of ways of

communication is writing, the students asked to master this skill as a tool to

assess their knowledge.

There are four skills which are necessary to be mastered by the learners

of English. Those skills are listening, speaking, reading, and writing.

According to Meyers in Helmi (2012: 1) “Writing is an action. There are some

steps in writing process, they are process of discovering and organizing the

idea, writing or putting them on paper, reshaping and revise the writing”.

2

Writing is one of the most difficult skills to be mastered. It is because writing

involves some components (spelling, language in use, vocabulary and

punctuation). Writing needs hard thinking to produce ideas, words, sentences

and paragraph. Some students still have difficulties to write in English

especially write about their experience.

Kinds of text such as descriptive, narrative, procedure, and recount are

taught and stated in curriculum as part of English lesson students should

master. According to Hayland (2004: 29) recount text is kinds of text that

retell the past event which the purpose is informing or entertaining the reader.

Recount text as one of kinds of text taught in school is usually practiced by

writing self experience in past time. The students are seldom provided to use

other materials in the learning of recount text to support their skill in writing.

The use personal letter material can help learning process in the classroom.

Personal letter is a communication tool to express ideas in written form.

According to Jose in Helmi (2012: 11) “personal letter is a way to send

message in written form. It contains of feeling expression, private things, and

important things as a way to communicate and allows a person to leave a

message and to keep in touch”. Personal letter become the communication tool

to convey information or ides in written form by one person to another.

Furthermore, communication can be delivered by using at least two ways, they

are speech and written.

Based on the information obtained in the observation on the English

teaching and learning process conducted in MA Darussalam Wonosegoro, the

3

researcher identified some problems related to it. Most of the students of MA

Darussalam Wonosegoro live in boarding school. In the boarding school, they

learn about religious science. The students are prefers Arabic lesson than

English. Mostly, the students are less interesting to learn English.

This less interest causes the teachers difficult to deliver the lesson. The

teachers have to do extra to make students learn English well. In the learning

process the teacher must be creative to deliver the lesson especially in English

subject. This is one of the reason why writing skill is difficult to learn because

the students lack of motivation in English subject.

Therefore, the teacher must have various learning to solve the problems

faced by the students. Based on those arguments, the researcher inspired to

observe THE USE OF PERSONAL LETTER MATERIAL TO

IMPROVE STUDENTS’ WRITING SKILL OF RECOUNT TEXT FOR

THE TENTH GRADE STUDENTS OF MA DARUSSALAM

WONOSEGORO IN THE ACADEMIC YEAR 2018/2019.

B. Research Question

1. How the use of personal letter material to improve students’ skill in

writing recount text for the tenth grade students of MA Darussalam

Wonosegoro in the academic year of 2018/2019?

2. How is the result of the use of personal letter material to improve

students’ skill in writing of recount text for the tenth grade students of MA

Darussalam Wonosegoro in the academic year of 2018/2019?

4

C. Objectives of the Research

Based on the research problem of the study mentioned about, the

objectives of this study are:

1. To describe the use of personal letter material to improve students’

skill in writing recount text for the tenth grade students of MA

Darussalam Wonosegoro in the academic year of 2018/2019.

2. To know how is the result of the use of personal letter material to

improve students’ skill in writing of recount text for the tenth grade

students of MA Darussalam Wonosegoro in the academic year of

2018/2019.

D. Significant of the Research

The significant of research will be useful as follow:

1. Theoretically

a. The result of research can be used as the reference for those who

want to conduct a research in English teaching to build students’

achievement of writing skill.

b. Research will be useful for teacher, especially in teaching English.

2. Methodologically

5

The benefit of this research can contribute and inspire the

teachers to use media, method, strategy and material which are

appropriate in teaching learning process.

3. Practically

a. For the Researchers

Through this study, the researcher will get new knowledge

and experience to improve students’ writing skill using personal

letter material.

b. For the Teacher

The finding of the research can be used as a consideration in

selecting the appropriate material to support students’ in English

class.

c. For the Students

Students can improve their writing skill by using Personal

Letter material.

d. For the Other Researchers

The result of the study can be used a comparative study.

E. Limitation of the Research

Based on the research question above, the researcher limit the

discussion of the study. The researcher focuses on writing of personal recount

text and the use of personal letter material to support the students to improve

writing skill.

6

F. Hypothesis of the Research

Based on the information obtained in the interview with the English

teacher of MA Darussalam Wonosegoro, the students have problems in term

of difficulties in writing to generate the ideas and organize the ideas into the

paragraph. The researcher tries to overcome those problems by the use of

personal letter material.

The success indicator of the research is taken from the students’ basic

competence shown in lesson plan (RPP). The students’ success and failure in

doing the activities in cycle I and II will be assessed by referring to the

criterion of the passing grade (KKM). The passing grade of English lesson in

MA Darussalam Wonosegoro is 75.

G. Methodology of the Research

1. Research Design

The type of this research is Classroom Action Research (CAR).

Classroom Action Research carried out by the teacher in order to solve

problem or to find answer toward context-specific issues. It means that

before implementing the Classroom Action Research (CAR), the

researcher or the teacher needs to identify any problem found in the

classroom before implementation the CAR. According to Burn (2010: 2),

The central idea of the action part of AR is to intervene in a

deliberate way in the problematic situation in order to bring about

changes and, even better, improvements in practice. Importantly,

the improvements that happen in AR are ones based on information

(or to use the research term, data) that an action researcher collects

systematically.

7

The researcher chooses CAR because the researcher found the problem in

learning process that low writing skill. CAR also has some of feature:

According to Burn (1999: 31), there are four common feature which can

be considered to characterize action research:

a. Action research is contextual, small-scale and localized- is identifies and investigates problems within a specific

situation.

b. It is evaluative and reflective as it aims to bring about change and improvement in practice.

c. It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and

researchers.

d. Changes in practice are based on the collection of information or data which provides the impetus for

change.

The research design in this research consists of four steps.

According to Kemmis and McTaggart in Burns (2010: 8), action research

occurs through a dynamic and complementary process, which consists of

four phases: planning, action, observation and reflection”

1) Planning

In this phase the researcher identify a problem and

make a planning to do action in classroom.

2) Action

This phase is conducted to implement the strategies

which have been prepared in the planning step. This action

step is done by the teacher while the researcher just doing

observation.

8

3) Observation

In this step, the researcher does the observation.

Observation is being done in order to get data from the

result of the action.

4) Reflection

This phase is doing reflection. Reflection means

analyze the result (the data) which has been collected to

determine the next action (cycle). In this step, both

researcher and teacher collaborate to look for good solution

to solve the problem which occurs in the class.

Figure 1.1 the action research spiral (based on Kemmis and Mc

Taggart 1988: 14 in Burns 2010: 9)

2. The Subject of the Research

The subject of this research is the tenth grade students of MA

Darussalam Wonosegoro in the academic year of 2018/2019. The

researcher would take X K. it consist of 26 students.

9

Table 1.1 list of the students’ name of X K MA Darussalam Wonosegoro

No. The students’ Name Sex

1. AW Male

2. AM Male

3. AW Male

4. AN Male

5. BDR Male

6. DES Female

7. ELS Female

8. FR Male

9. IS Female

10. I Female

11. KSR Male

12. LS Female

13. LS Female

14. MAK Male

15. MIK Male

16. MJ Male

17. MM Male

18 NC Female

19. RR Female

20 RDA Female

21. RA Female

22. SW Male

23. SFM Female

24. SP Female

25. SA Female

26. VM Female

10

3. Step of the Research

In conducting this research, the researcher carries out the steps

which are summarized in the following research schedule. The table of

research schedule Table 1.2:

11

Table 1.2 Research Schedule

No Date and time Activities Place and time

1. July 18, 2018 Observe and meet with the

English teacher MA

Darussalam Wonosegoro.

Office staff MA

Darussalam

Wonosegoro.

(10.00 WIB)

2. July 21, 2018 Interview with the English

teacher in the Preliminary

Study (Before Classroom

Action Research)

Teacher room

MA Darussalam

Wonosegoro.

(09.30 WIB)

3. July 23, 2018 Consultation with the English

teacher about lesson plan

before doing action Cycle I

Teacher room

MA Darussalam

Wonosegoro.

(10.00WIB)

4. July 24, 2018 Giving the letter to the one of

the staff and doing action

Cycle I

(pre-test – treatment – post-

test)

In the class X K

MA Darussalam

Wonosegoro.

(07.15-08.35

WIB)

5. July 27, 2018 Doing action Cycle I

Treatment – post-test

In the class X K

MA Darussalam

Wonosegoro.

(08.50-09.55

WIB)

6. July 30, 2018 Consultation with the English

teacher about lesson plan

before doing action Cycle II

Teacher room

MA Darussalam

Wonosegoro.

(10.30 WIB)

7. July 31, 2018 Doing action Cycle II

Pre-test – treatment

In the class X K

MA Darussalam

Wonosegoro.

(07.15-08.35

WIB)

8. August 3,

2018

Doing action Cycle II

Treatment – post-test

In the class X K

MA Darussalam

Wonosegoro.

(08.50-09.55

WIB)

12

4. The Technique of Data Collection and Research Instrument

a. The Technique of Data Collection

The researcher presented the act of collecting data were as follows:

1) Test

Arikunto in Aini (2015) stated that test is used to measure

the students’ basic ability and achievement. To get the data, the

researcher processed the tests that consist of pre-test and post-test.

The function of pre-test is to know how far the students’ writing

skill of the students before applying personal letter material and the

function of post-test is to know the increasing the students’ writing

skill after using personal letter material. The researcher uses pre-

test and post-test.

2) Documentation

In this research, researcher needs documentation to know

about teacher, students, structure organization, profile of the

school, and the location of the school. The researcher uses photo as

documentation

3) Observation

In this research, the researcher observes the learning

process. The learning process is taught by the teacher, while the

researcher just observe the learning process. Observation sheet

uses to know how far the students’ motivation before and after

applying Personal letter material. This instrument gives monitor

13

and records the students’ involvement during the lesson. The

observation consists of two cycles. There is the cycle I and cycle II.

According to Burn (1999: 80),

Observation is a mainstay of action research. It enables

researchers to document and reflect systematically upon

classroom interactions and events, as they actually occur

rather than as we think occur. The term observation is

being used here in the sense of taking regular and

conscious notice of classroom actions and

occurrences which are particularly relevant to the issues

or topics being investigated.

b. Research Instrument

Research instrument use to collect data. In this study, there are

two kinds of research instrument. They are:

1) Written text

Written text uses to know how far the students’ competence in

writing ability before and after applying Personal letter material.

Here, the researcher uses pre-test and post-test.

1) Pre-test

The pre-test is given to the students before the teacher

uses personal letter material in the teaching- learning process

of writing recount text. In the pre-test, the teacher asks the

students to write personal recount text about their last holiday.

2) Post-test

Post- test is given to the students after applying the

personal letter material. The purpose of the post- test is to

know improvement of students’ writing skill in constructing

14

recount text after they got the treatment (applying the media).

In the post- test, the teacher asks the students to write a recount

text in a letter to their friends about their holiday.

2) Observation Sheet

The researcher uses the observation checklist to make it

more systematic. It consist of students’ and teacher observation

checklist.

15

Table 1.3 the students’ observation checklist

NO.

NAMA

The Students’ Activity

Paying

Attention

Asking

Question

Respondin

g To

Question

Accompli

shing

Task

Being

enthusiasti

c in

applicatio

n personal

letter

Yes No Yes No Yes No Yes No Yes No

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

16

Table 1.4 the teacher observation checklist

5. Data Analysis

After collecting data, the next step of this study was analyzed the

data. There were two ways to analyze the data, they were:

a. Descriptive Technique (Qualitative)

A descriptive technique is used to know students’ behavior

during the teaching learning process. In this case, the researcher

analyzed the observation checklist which taking in classroom during

learning process.

NO. The Teacher Activity Yes No Description

1. Preparing the material well

2. Greeting students before the

lesson begin

3. The teacher checking

students attendant

4. Giving motivation

5. Reminding previous

material

6. Giving an explanation of

the material

7. Using personal letter

material to teach writing

recount text

8. Giving opportunity for

asking the question

9. Help the students’

difficulties in learning

10. Giving feedback after the

lesson

17

b. Statistical Technique (Quantitative)

A statistical technique is used to summarize data using

numbers. This technique is used to know the students’ score of writing

in each cycle. To analyze the data of the research, the researcher used

mean formula. According to Sudijono (2010: 79) the formula is:

a. Mean

Mean is formula to know the average of the student’s score.

The formula is:

M = ∑ X

N

M = Mean of student’s score.

∑ x = The sum score of student’s writing test.

N = The total number of students

b. SD (Standard Deviation)

SD=√Ʃ𝐷2

𝑁− (

Ʃ𝐷

𝑁)²

SD = Standard Deviation

D = Different between pre-test and post-test

N = Number of observation in T-test

c. T-test

To be able to know whether there is significant improvement

or not between pre-test and post-test, researcher using t-test after

calculate the SD.

The formula is:

18

To=(

Ʃ𝐷

𝑁)

𝑆𝐷

√𝑁−1

To = T-test for differences of pre-test and post-test.

SD = Deviation Standard for one sample t-test

D = different between pre-test and post-test

N = Number of observation in T-test

H. The Organization of the Graduating Paper

The Graduating Paper consists of five chapters. Each chapter will be

discussed as follows:

Chapter I is introduction, which consist of background of the

research, the research question, the objective of the research, significant of the

research, limitation of the research, hypothesis of the research, methodology

of the research and outline of the paper.

Chapter II concerns with the literature review which consist of

previous research, and literature review.

Chapter III concerns with the research method which consist of the

implementation of the research, description of cycle I and II.

Chapter IV consists of the description each cycle (data result of the

research and reflection), and contents.

Chapter V is closure, which contained of conclusion of the research’s

finding and suggestion.

19

CHAPTER II

LITERATURE REVIEW

This chapter consist of literature review and the previous review. Literature

review consists of : Writing Skill, Recount Text, and Personal Letter.

A. Literature Review

1. Writing

a. The Definition of Writing

Writing is one of the four skills in language learning besides

speaking, reading, and listening. Writing is one of the important skills

to master by the students. They use it to communicate to each other,

as means of ideas and emotional expression. According to Tricia in

Putri (2015: 7), “writing is about expressing idea that writer is unable

to express what a speaker able to express, such as gesture, body

movement, facial expression, pitch and tone of voice, stress and

hesitation”. Thus, the writer has to able to write an effective writing in

order to make a reader understand by developing and organizing

ideas, a careful vocabulary choice, grammatical pattern and sentence

structure. In conclusion, writing skill is a skill that combine some

language competence, such as grammar and vocabulary.

According to Haeton (1988: 135), “the writing skills are

complex and sometimes difficult to teach, requiring mastery not only

of grammatical and rhetorical device but also conceptual and

20

judgments elements”. Writing as one of four language skills is

considered as a difficult skill because the researcher should make

some aspects in writing such as content, organization, purpose,

vocabulary, punctuation, and spelling in a balance way. Based on the

explanation above, it can be concluded that writing is a tool of

communication to express feelings and thoughts. This is an action

skill of organizing ideas, making coherent words and composing text

which needs hard effort to manage the ideas from the researcher’s

mind and put it into written form effectively so it can be readable.

b. The Process of Writing

According to Oshima and Hogue (2007: 16-20) the steps of

writing are Pre- writing, Organizing, Writing, and Polishing: Revising

and Editing.

1. Pre- writing

In this step, the researcher chooses a topic and collect ideas to

explain the topic.

2. Organizing

The next step in writing process is organizing the ideas into the

simple outline.

3. Writing

In this step the researcher writes a rough draft, using the

outline as a guide. Write them quickly without stopping to think

about grammar, spelling, and punctuation. Just get the ideas down

21

on paper. There will be so many errors and it will be fixed on the

next step.

4. Polishing

In this step, the researcher revise and edit what have been

written. Normally, this step consists of editing and revising.

c. The Assessing of Writing

According to Haeton (1988: 146), rating scale to assessment

writing skill as below:

Table 2.1

Five components of writing evaluation

Component Score Criteria

Content

30 – 27

Excellent to very

good

Knowledgeable, substantive,

development of thesis, relevant to

assigned topic

26 – 22

Good to average

Sure knowledge of subject, adequate

range, limited development of thesis,

mostly relevant to topic but lacks detail

21 – 17

Fair to poor

Limited knowledge of subject, little

substance, inadequate development of

topic

16 – 13

Very poor

Does enough to evaluate not show

knowledge of subject, non substantive,

not enough to evaluate

22

Form/Organi

zation

20 – 18

Excellent to very

good

Fluent expression, ideas, clearly

stated/supported, succinct, well

organized, cohesive

17 – 14

Good to average

Somewhat choppy, loosely organized

but main ideas stand out, limited

support, logical but incomplete

sequencing

16 – 13

Fair to poor

Non fluent, ideas confused or

disconnect, lack logical sequencing and

development

12 – 10

Very poor

Does not communicate, no

organization, or not enough to evaluate

Vocabulary/

Style

20 – 18

Excellent to very

good

Effective word/idiom choice, word

mastery

17 – 14

Good to average

Adequate range, occasional errors of

word, idiom choice and usage but

meaning not obscured

13 – 10

Fair to poor

Frequent errors of word/idiom form,

meaning confused or obscured

9 – 7

Very poor

Essentially translation, little knowledge

of vocabulary word form or not enough

to evaluate

23

Grammar

25 – 22

Excellent to very

good

Effective, complex, construction,

tenses, number word, function, articles,

pronouns, preposition

21 – 18

Good to average

Effective but simple construction,

minor problem complex construction,

tenses, number word, function, articles,

pronouns, preposition, meaning seldom

obscured

17 – 11

Fair to poor

Major problem in simple/complex

construction, tenses, number word,

function, articles, pronouns, preposition

and/or fragment, deletions, meaning

confused or obscured

10 – 5

Very poor

Virtually no mastery of sentence

construction rule, dominated by errors,

does not communicate, or not enough to

communicate

Mechanics

5

Excellent to very

good

Demonstrate mastery of conventions,

few error of spelling, punctuation,

capitalization, paragraphing

4

Good to average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing, meaning not obscured

24

3

Fair to poor

Frequent errors of spelling,

punctuation, capitalization,

paragraphing, meaning confused or

obscured

2

Very poor

No mastery of conventions, dominated

by errors of spelling, punctuation,

capitalization, paragraphing, hand

writing illegible, or not enough to

evaluate

2. Recount Text

a) The Definition of Recount Text

Recount text is a text that tell about past event. According to

Anderson and Anderson (1998: 48) in Dwi (2009: 16) define “a recount

text as a piece of text that retells past events, usually in the order in

which they happened”. From this definition, it can be seen that a

recount text consists of past events that are ordered chronologically. It

further means that we cannot write the events randomly as there are

orders to follow that will make the text understandable.

Another definition, moreover, comes from Hyland in Helmi

(20012: 27-28) defining a “recount text as a kind of genre that has

social function to retell event for the purpose of informing or

25

entertaining”. This definition supports other definitions that have been

mentioned above showing that the recount text deals with events in the

past to be retold. In relation to the definitions, a recount text is written

to serve some purposes. Anderson and Anderson in Dwi (2016: 9),

mention the purpose as to give a description of what occurred and when

it occurred to the audience. Another purpose is to tell the readers what

happened in the past through a sequence of events (Sudarwati & Eudia

in Nur 2016: 9).

b) The generic structure of Recount Text

According to Hyland in Helmi (2010: 28) there are three

generic structure of Recount text, they are:

1) Orientation: provide the setting and produce participants. It

provides information about Who, Where, and When.

2) Record of Event: tell what happen, present event in temporal

sequence. It is usually recounted in chronological order.

Personal comments and evaluative remarks, which are

interspersed throughout the record of event.

3) Re-orientation: optional-closure of event. It is “rounds off” the

sequence of events.

c) The Grammatical Feature of Recount Text

Besides from its generic structure, a text also can be

recognize by its language feature. These element of a text generic

26

structure and language feature are different from one text to

another. The recount text, moreover, has following specific

language feature. According to Anderson and Anderson in Millah

(2016: 12) there are some of language features:

1) Use of nouns and pronouns to identify people, animals, things

involved.

2) Use of actions verbs to refer to events.

Recount text also uses many action verbs to describe

the experiences or activities particularly in the events section.

The action verbs like went, watched, played, are often found in

the text. The words are, furthermore, written in the simple past

tense and use either regular or irregular form.

3) Use of past tense to locate events in relation to speaker’s or

writer’s time.

Simple past tense is used to tell about the past events in

the text. As Betty defines, the simple past is used to talk about

activities or situations that began and ended in the past (e.g.,

yesterday, last night, two days ago, in 1999). Therefore, the

correct use of simple past tense in recount is important because

it shows that the experiences or activities have happened in the

past which is the essence of the recount text. The simple past

tense, moreover, is one language feature that distinguishes the

recount text from other texts.

27

4) Use of conjunctions and time connectives to sequence of

events.

Conjunctions are used to combine two sentences

together while time connectives are used to show the sequence

of events. They are used to inform readers what activity that

happens first, next, and so on until the last one in a

chronological order. These language features, additionally, are

crucial in the text to show the chronological order in the events

section that are like a guideline for the readers of what happens

and when it happens. The examples or conjunctions are and,

but, for and the examples of time connectives are first, second,

next, finally.

5) Use of adverb and adverbial phrase to indicate place and time.

Adverbs and adverbial of phrases can be used to give

more detailed sentences. These language features are used,

furthermore, to add more information and explanation so the

readers can understand the story completely. The examples of

adverbs are slowly, cheerfully, carefully and the examples of

adverbs of phrases are in my house and two days ago.

28

6) Use of adjective to describe nouns.

Adjectives such as beautiful, interesting, fun, are used

to give details about who, what, when, where, why, and how, in

the text. The details are important to give a vivid description of

the story to the readers. The details will also enable the readers

to feel the story personally and intimately whether it is about

the researcher‘s fun holiday or the researcher‘s awful

experience.

d) The example of recount text

Orientation

I spent my holiday in Jogjakarta last year. I went to Prambanan

Temple with my family early in the morning.

Events

We went to Prambanan Temple by bus and arrived at 01.00 in

the afternoon. I saw many foreign tourists there. I spoke

English with them. Their name are Andrew and Peter. They

were very friendly. They came from New York. Prambanan

Temple was crowded in holiday. We went back at 07.00 in the

evening.

Reorientation

It was a very interesting holiday.

(http://www.kursusmudahbahasainggris.com/2013/09/pengertia

n-tujuan-struktur-macam-ciri.html ) 9.22 pm, 7/12/2018.

http://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-struktur-macam-ciri.htmlhttp://www.kursusmudahbahasainggris.com/2013/09/pengertian-tujuan-struktur-macam-ciri.html

29

3. Personal Letter

a. Definition of the personal letter

According to Adlan & Tanzili in Helmi (2012: 9-10) “letter is

a piece of paper or more that used as communication tool to deliver

the statement or information in written form, from one person to

another”. From that statements can be seen personal letter is written

text in paper which sent from people to another people and used as

communication. According to Harni dkk, (2016: 3) they said that “a

personal letter is also called as a private letter and contains of private

information about experience in the written form to be sent in a

certain people”.

According to farid (2012:10) he said that there are many types

of personal letters, and they are written for a wide variety of reason.

And personal letters also known as friendly letters. It consist of

felling expression, private things, and important things as a way to

communicate and allow a person to leave a message and to keep in

touch.

b. Function of the personal letter

Letter is a statement, which is written on a piece of paper or

more. It contains feeling expression, private thing, and important

thing. According to Farid (2012: 10) personal letters has function as

written form communication, documentation, historical, reminder,

30

guidelines to take decision, safety information, vice of organization,

as a way to easy the archival matters work and announcement.

Besides as a mean written communication, letter is useful as

representative of organization or individual. Letter is the written note

that cannot be changed fully by oral communication. So, personal

letter is used in personal relationship.

c. Parts of the personal letter

As written communication way, letter consist of main parts of

the letter. According to George in Harni (2016: 3), the main parts of

personal letter consist of heading, salutation, body of letter, closing

and signature.

1. Heading

Heading is put the right or the left side of the paper. It is

includes the address and the date, for example:

a) The address:

15 south cedar street

Boston Massachusetts 02214

b) The date line

The date line is put the right or at the left side of the

paper under the heading. Usually the date is written in a

letter. There are alternative ways of writing the date, for

example:

February 1, 2012/ 1 February, 2012

31

2. Salutation

The salutation is greeting. A comma follows the follow

in personal letter. The salutation begins at the left hand margin.

The following are typical salutations in friendly letters, for

example:

Dear Mother,

Hello,

3. Body of letter

The body usually consists of at least three paragraph,

they are:

a) Opening paragraph

Opening paragraph is a paragraph where the

researcher starts to write down some words before him

going the main paragraph or content of letter.

b) Content paragraph

The second is the paragraph, where the researcher

starts to write down the topic. It may consists of two or

more paragraph.

4. Closing

There are several forms to choose for closing of a

friendly letter. Each one has slightly different meaning use the

one best convey what is meant. Only the first word of the

32

closing is capitalized. The closing is followed by comma. For

examples:

Sincerely,

Your friend,

5. Signature

The sender’s name should be signed. We may sign with our

full name of nick name. There is no punctuation after the

signature.

d. The example of personal letter according to Farid (2012:13)

February 1, 2012 →Date

Dear Mom, → Greeting

This is just to let you know that my classes were going

very well this semester. I was taking four course-English,

business math, history, and economics. My favorite was Body

business math. The teacher was very interesting, and I like

my classmates.

Love, →Closing

Sue →Signature

B. PREVIOUS RESEARCH

There are some previous are relevant to this research. The first

relevant research is a journal that conduct by Harni, dkk (2016) “Developing

Writing Skill of Grade VIII Students Through Personal Letter”. The

result of the study showed that the use of personal letter as a medium can

develop writing skill of grade VII students at SMPN 1 Bulagi. The researcher

used test that were pre-test and post-test. Its result indicates that in pre-test

33

that were 2 students (8.3%) who got greater score, while 22 students (91.6%)

got lower score. In post-test, there were 21 students (87.5%) who got greater

score, while 3 students (12.5%) got lower score.

The second of previous research is a the thesis entitled The Use of

Diary Writing in the Teaching of Writing Recount Text (An Experimental

Study at the Eighth Grade Students of SMP Nurul Islami Mijen Semarang

in the Academic Year of 2009/2010) written by I‟in Ainatuz Zahiroh,

(English Language Education of Walisongo State Institute for Islamic

Studies, Semarang, 2010). The researcher said that, the main objective of

this study is to find out the effectiveness of the teaching of writing recount

text with the use of diary writing. After the research finished, she said that

there is a significant difference in writing recount text score between students

taught by using diary and those who taught by using non-diary writing. It is

showed the mean of experimental class is higher than control class.

The differences between this research with the previous study can be

seen from the subject which the researcher took and the use of personal letter

material. The first previous study researcher focus on using personal letter

material to improve students writing skill. In this research the researcher

using personal letter material to improve student writing skill in recount text.

In the second previous research the researcher using diary as media in

teaching writing recount text. The different with this research is by using of

media and material.

34

CHAPTER III

IMPLEMENTATION OF RESEARCH

In this research, the researcher carries out the implementation of the

research. The researcher used the CAR method in collecting the data.

A. The Setting of the Research

1. The general situation of MA Darussalam Wonosegoro

Islamic high school Darussalam Wonosegoro is Islamic based on

Islamic Boarding School. It is located at Bandung 01/03, Wonosegoro

Subdistric, Boyolali Regency, 57382. The phone number 081215725444.

The implemented Islamic Boarding school system can help students to

develop students’ self-potential both in the field of religious knowledge

and life skills. Islamic High School Darussalam Wonosegoro has two

programs: Social Program (IPS) and Religious Program (PK) supported

by professional educator and certified educator.

2. The schedule of the Research

The research was conducted from July until August 2018. The

schedule of the research is shown in the table 3.1.

35

Table 3.1 Research Schedule

No Date and time Activities Place and time

1. July 18, 2018 Observe and meet with the

English teacher MA

Darussalam Wonosegoro.

Office staff MA

Darussalam

Wonosegoro.

(10.00 WIB)

2. July 21, 2018 Interview with the English

teacher in the Preliminary

Study (Before Classroom

Action Research)

Teacher room

MA Darussalam

Wonosegoro.

(09.30 WIB)

3. July 23, 2018 Consultation with the English

teacher about lesson plan

before doing action Cycle I

Teacher room

MA Darussalam

Wonosegoro.

(10.00WIB)

4. July 24, 2018 Giving the letter to the one of

the staff and doing action

Cycle I

(pre-test – treatment – post-

test)

In the class X K

MA Darussalam

Wonosegoro.

(07.15-08.35

WIB)

5. July 27, 2018 Doing action Cycle I

Treatment – post-test

In the class X K

MA Darussalam

Wonosegoro.

(08.50-09.55

WIB)

6. July 30, 2018 Consultation with the English

teacher about lesson plan

before doing action Cycle II

Teacher room

MA Darussalam

Wonosegoro.

(10.30 WIB)

7. July 31, 2018 Doing action Cycle II

Pre-test – treatment

In the class X K

MA Darussalam

Wonosegoro.

(07.15-08.35

WIB)

8. August 3, 2018 Doing action Cycle II

Treatment – post-test

In the class X K

MA Darussalam

Wonosegoro.

(08.50-09.55

WIB)

36

B. The Procedures of the Research

There are four steps in one cycle for doing actions research (planning,

acting, observing, and reflecting). The researcher conducted the research

into two cycles: cycle I and cycle II. The activities in each cycle is as follow:

1. Cycle I

The researcher used personal letter material, which can be

improved the students’ in writing recount text. The topic is last

holiday, the procedure are:

1. Planning

The activity in the planning was presented as below:

a) Selecting the materials with the annual program based on the

syllabus.

b) Preparing material, making lesson plan and design the steps in

doing the action.

c) Preparing teaching aids with the theme “Last holiday”

(example: a sheet of paper, students handout, example of

personal letter).

d) Preparing students’ and teachers’ observation checklist (to

know the situation of the teaching-learning process).

e) Preparing pre-test and post-test of the cycle I.

f) Preparing the list students’ name and scoring.

The preparation was designed to gain the purpose of the

teaching-learning process.

37

2. Acting

After the preparation finished, the researcher did teaching-

learning process. The learning process is led by the teacher. In

acting stage as the stage of implementation the preparation. The

researcher presented as:

a) Giving pre- test for students.

b) Giving the material and explain the recount text, generic

structure, and generic feature of the recount text.

c) Giving the example of recount text with theme “last holiday”

and analyzing the generic structure of the text.

d) Explaining about the personal letter material.

e) Explaining of the implementation personal letter material in

writing recount text.

f) Giving occasion for the students to ask any difficulties in

learning process.

g) Giving post-test

In this stage, the researcher and the teacher helped, guided,

and monitored the students.

h) Asking to the students to collect their work, concluding the

material and giving feedback after the lesson.

3. Observing

The researcher observes the students and teacher activity by

using observation checklist.

38

4. Reflecting

Reflection is a research finding analysis. At this point, the

researcher reflected on, evaluate, and describe the effect of the

action. This is to record what happen in observation. Reflection

seeks to make sense of process, problems and real issues in

strategic action. Reflection is an evaluate aspect, it asks the

researcher to weight the experience, to judge whether or not the

media can be solving the problem and to improve students’ writing

skill.

a) The researcher evaluates the activities that have been done.

b) The teacher and the researcher discuss to make a reflection

what will they do to solve the problem.

c) Analyzing the data from the observation checklist and

students’ score of the in the cycle I.

2. Cycle II

The second cycle does based on the result of the reflection from the

cycle I. If the result from observation shows that the quality of the

students was not improve, it is needed another action to make

improvement of the quality for the next cycle. The topic is different

with the cycle I, in this cycle the topic is visiting history place. The

procedure are:

39

1. Planning

In the planning of the second cycle, the researcher will do

several activities that will be designed as below:

a) The researcher identifies the problem and makes the solution

to the problems.

b) Preparing material, making lesson plan and designing the

steps in doing the action.

c) Preparing teaching aids with the theme “Visiting History

Place” (example: a sheet of paper, example of personal letter,

and handout for students).

d) Preparing students’ and teachers’ observation checklist (to

know the situation of the teaching-learning process).

e) Preparing pre-test and post-test of the cycle II.

f) Preparing the list students’ name and scoring.

The preparation was designed to gain the purpose of the

teaching-learning process.

2. Acting

In this cycle is quite similar to the cycle I. the learning

process led by the teacher. The activities of the cycle II as follow:

a) Giving pre-test for students.

b) Giving motivation to support students in learning process.

40

c) Giving the material and explain the recount text, generic

structure, and generic feature of the recount text.

d) Giving the example of recount text with theme “Visiting

history place” and analyzing the generic structure of the text.

e) Explaining of the implementation personal letter material in

writing recount text.

f) Giving occasion for the students to ask any difficulties in

learning process.

g) Giving post-test

In this stage, the researcher and the teacher helped,

guided, and monitored the students.

h) Asking to the students to collect their work, concluding the

material and giving feedback after the lesson.

3. Observing

The researcher observes the students and teacher activity by

using observation checklist.

4. Reflecting

Reflection is a research finding analysis. At this point, the

researcher reflected on, evaluate, and describe the effect of the

action. This is to record what happen in observation. Reflection

seeks to make sense of process, problems and real issues in

strategic action. Reflection is an evaluate aspect, it asks the

researcher to weight the experience, to judge whether or not the

41

media can be solving the problem and to improve students’ writing

skill.

a) The researcher evaluates the activities that have been done.

b) The teacher and the researcher discuss to make a reflection

what will they do to solve the problem.

c) Analyzing the data from the observation checklist and

students’ score of the in the cycle II.

C. The Minimal Passing Grade

The students’ success and failure in doing the activities plan above

will be assessed by referring to the criterion of the passing grade (KKM).

The passing grade of English lesson in MA Darussalam Wonosegoro is 75.

The teacher and the researcher expect that there are at least 75% of the

students who passing grade.

42

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

This chapter focused on analyzed the collected data. The researcher

collected the data from the tenth grade students of MA Darussalam Wonosegoro.

The researcher was given the details of the findings. This chapter is likely the

main discussion of the research conducted. It displayed the findings consist of the

result of the cycle I and cycle II. The two cycle are treatment of the

implementation in using personal letter material to improve writing recount text.

A. The Result of the Research

The research consists of two cycle, each cycle consists of planning,

acting, observing, and reflecting. The whole steps of this research would be

explained in the description below:

1. Research Finding

a. Cycle I

1) Planning

The researcher prepared several instruments, they are as

follows:

a) Lesson plan

The lesson plan was used to control the teaching and

learning process in this research. The researcher used it as

a guide to managing time and activities during teaching

and learning process in the class. (see appendix 8)

43

b) Observation checklist

Observation checklist was prepared to know the

students’ and the teacher’ activities during the teaching

and learning process.

c) Material

The material of recount text consists of the meaning,

purpose, generic structure, example, and language feature.

(see appendix 14)

d) Teaching Aid

The researcher prepared some instrument. They are

board-marker, paper, handout for students (recount text).

(see appendix 14)

e) Pretest and posttest

The researcher used pre-test and post-test in her

action. The pre-test was done before using personal letter

material in writing recount text. Then, the researcher used

post-test. Post-test was done after using personal letter

material to see the result of the study before and after

using personal letter material. (see appendix 13)

44

2) Acting

The action of cycle I was done on July 24ͭʰ and 27ͭʰ 2018.

The teacher is Mrs. Alif Okta Shofia and researcher rolled as an

observer.

On Tuesday, July24ͭʰ 2018 before started the lesson, the teacher

informed the students that for a few days later the class would

be observed by the researcher. The teacher started the lesson :

Teacher : “Assalamualaikum warahmatullahi wabarakatuh”

Students : “Waalaikumssalam warahmatullahi wabarakatuh “

Teacher : “How are you today”?

Students: “I am Fine thank, and you?”

Teacher: “I am fine too thank you”.

Teacher: “Who is absent today? “

Students : “All present mom.”

Teacher: “Ok class today we have special guest from IAIN

Salatiga, she wants to make research in this class, so

let introduce your self, miss.”

Researcher : (Researcher introduce her self and explain about

the purpose to make research in the class).

Teacher : (Starting the lesson with the reviewed last material

about genre).

“Today we will learn about genre. Do you remember

about genre? What kinds of genre text?”

45

Students : (keep silent).

Teacher : (Write in white board: NARRATIVE). “Narrative

adalah contoh dari genre text. Selain narrative apalagi

contoh dari genre text?”

(Narrative is the example of the genre text. What

another example of genre?)

Student (FR) : “Descriptive text.”

Teacher: “Ok good. Next another example?”

Students: “Recount.”

Teacher : “Ok good. But, before we start our lesson today.

Please do the exercise.” (give pre test for students,

researcher helped the teacher to give pre test for

students).

“saya beri waktu 15 menit untuk mengerjakan”.

(I will give you 15 minutes for doing the exercise).

Students : “Yes mom.”

After 15 minutes.

Teacher : “Have you done, class? Tolong dikumpulkan.”

(Please submit)t.

Student (MJ): “Not yet mom.”

Teacher :“Waktunya sudah habis. Tolong kumpulkan sekarang.”

(Time is up, please submit now).

Students: “Yes mom.” (All students submit their assignments).

46

Teacher : “What do you think about this exercise?”

Students : “Very difficult mom.”

The teacher gave hand out for the students about the material

and the researcher helped the teacher. The teacher explained

about the exercise with the material that learned today. The

teacher gave explain about recount text.

Teacher : “Today we will learn about recount text. What is

recount text?”

Students: (keep silent)

Teacher: “Ok. Sebelum ke recount text. Saya ingatkan kembali

tentang narrative text dulu. Tujuan narrative itu untuk

apa?.”

(Ok before go to recount text, I will remember again

about narrative text, what is the purpose of narrative

text).

Student(SP): “To entertain the reader mom.”

Teacher : “Ok, Good SP. How about recount?”

Student(VM): “Retell mom.”

Teacher : “Ok, Good. Sekarang buka kertas yang telah saya

berikan tadi dan dibaca pengertian recount text

sampe dengan contohnya.”

(Now you can open the handout and you read about

what is recount text until the example).

47

Students: “Yes mom.”

After some minutes later.

Teacher : “Have you done to read, class?”

Students: “Yes mom.”

The teacher explained about the material recount text from the

definition until the example. The teacher also gave a little

explain about personal letter (parts of personal letter). After

finished explaining about material the teacher asked to the

students and closed the lesson because time is up.

Teacher: “Ada pertanyaan? Ada yang belum faham mengenai

materi kita hari ini?.”

(Any question so far? Have you understand about the

material today?).

Students : “Not yet mom.”

Teacher: “Ok class because time is up. Lest we close our lesson

by saying hamdalah.”

Students: “Alhamdulilahirobil’alamin.”

Teacher: “Thank for your attention, the last I say

wassalamualaikum warahmatullahi wabarakatuh. See

you next meeting.”

Students: “Waalaikumssalam warahmatullahi wabarakatuh. See

you mom.”

48

On Friday 27ͭʰ July 2018, the teacher entered to the class and

started the lesson as usual.

Teacher : “Assalamualaikum warahmatullahi wabarakatuh”

Students : Waalaikumssalam warahmatullahi wabarakatuh “

Teacher : “How are you today”?

Students: “I am Fine thank, and you?”

Teacher: “I am fine too thank you”.

Teacher: “Who is absent today? “

Students : “All present mom.”

The teacher reviewed about the last material.

Teacher : “Last meeting we learned about?”

Students: (keep silent)

Teacher : (repeat about the question) “pertemuan kemarin kita

belajar tentang apa my students?”

(What we learned last meeting my students?).

Students: “Recount text mom.”

The teacher with the students reviewed about the last material

together. After that, the students continued to explain about the

material recount text start from the definition until the example.

And the teacher asked to the students to open handout that given

last meeting.

Teacher: “please open your handout, and read about the

language features about recount text”.

49

Students: “yes mom”.

After some minutes, the teacher explained again about the

language feature of recount text and asked the students maybe

any difficulties.

Teacher: “Sampai disini ada pertanyaan?”

(Any question so far?).

Students: “Not yem mom”

The teacher asked students to make one sentences using simple

past tense. After that, the teacher gave exercise to the students to

make letter for their friend about their last holiday.

Teacher : “Ok. Sekarang kerjakan latihan, kalian buat surat

kepada teman kalian didalam kertas binder yang telah

disediakan kaka dwi dengan lengkap dan benar. Mulai

dari tanggal surat, ditujukan kepada siapa, salam

pembuka, isi surat sampai nama pengirim. Dan jangan

lupa jika bentuknya lampau menggunakan keta kerja

bentuk II. Do you understand, class?”

(Ok, now you can do this exercise again, you make a

letter for your friend in binder paper that miss dwi

prepare with complete and true. From date, for who,

gereeting, content letter, until sender. And don’t

forget using verb 2 if your verb is past).

Students: “Yes mom.”

50

Teacher: “I will give you 20 minutes to doing this work.”

Students: “Yes mom.”

After all students finish doing the exercise the teacher ask

students to submit. Because time is up, the teacher close the

lesson.

Teacher: “Ok class because time is up. Lest we close our lesson

by saying hamdalah.”

Students: “Alhamdulilahirobil’alamin.”

Teacher: “Thank for your attention, the last I say

wassalamualaikum warahmatullahi wabarakatuh. See

you next meeting.”

Students: “Waalaikumssalam warahmatullahi wabarakatuh. See

you mom.”

3) Observing

The researcher observed students and teacher activity by

using the observation checklist in the learning process. This

observation checklist was purposed to know how far the

situation and enthusiasm of the student’ and the teacher activity

during teaching and learning process. The purpose of this

activity was to evaluate the teaching and learning process,

collected the data and monitored the class.

51

a. The Students Observation Checklist

Table 4.1 The Students’ Observation Checklist Cycle I

NO. NAMA The Students’ Activity

Paying

Attention

Asking

Question

Respondin

g To

Question

Accompli

shing

Task

Being

enthusiastic

in

application

personal

letter

Yes No Yes No Yes No Yes No Yes No

1. AW

2. AMR

3. AW

4. AN

5. BDR

6. DES

7. ELS

8. FR

9. IS

10. I

11. KSR

12. LS 2.

13. LS

14. MAK

15. MIK

16. MJ

17. MM

18. NC

19. RR

20. RDA

21. RA

22. SW

23. SFM

24. SP

25. SA

26. VM

52

b. The Teacher Observation Checklist

Table 4.2 Teacher Observation Checklist Cycle I

NO. The Teacher Activity Yes No Description

1. Preparing the material

well

The teacher preparing the lesson plan and material well

2. Greeting students

before the lesson begin

The teacher greeted the students and students answered

the greeting.

3. The teacher checking

students attendant

The teacher just ask students “wo is absent today” the

students answered “we are all

present”

4. Giving motivation The teacher not give motivation

5. Reminding previous

material

The teacher immediately explain the current material

6. Giving an explanation

of the material

The teacher explained the material used mix language in

Bahasa and English

7. Using personal letter

material to teach

writing recount text

The teacher used personal letter as media to teach in

recount text

8. Giving opportunity for

asking the question

The teacher gave time to student about everything to

asked question

9. Help the students’

difficulties in learning

The teacher helped students to solve the difficulties

10. Giving feedback after

the lesson

The teacher gave feedback to the result of the learning

The researcher got the data from the test of the cycle I and

analyzed the data of pretest and post-test based on rubric writing

assessment (see appendix 12). There are five aspect in scoring such as

content, organization, vocabulary, language use, and mechanism. Each

aspect of writing test gave the point that divided into four: excellent to

very good, good to average, fair to poor, and very poor.

53

The researcher analyzed the data of pre-test and post-test.

a. The Score of in Cycle I

Table 4.3 Students Scoring Cycle 1

NO. NAMA Pretest Posttest Post –pre D²

1 AW 45 59 14 196

2 AMR 34 36 2 4

3 AW 34 34 0 0

4 AN 34 70 36 1296

5 BDR 34 70 36 1296

6 DES 61 76 15 225

7 ELS 50 50 0 0

8 FR 45 76 31 961

9 IS 34 37 3 9

10 I 34 75 41 1681

11 KSR 34 34 0 0

12 LS 34 47 13 169

13 LS 64 76 12 144

14 MAK 35 54 19 361

15 MIK 34 34 0 0

16 MJ 39 64 25 625

17 MM 34 34 0 0

18 NC 34 76 42 1764

19 RR 34 59 25 625

20 RDA 34 61 27 729

21 RA 47 45 -2 -4

22 SW 50 68 18 324

23 SFM 34 75 41 1681

24 SP 61 78 17 289

25 SA 36 58 22 484

26 VM 52 78 26 676

Sum

1095 1524 463 13535

Average

42.15769 58.61538 17.80769 520.5769

54

b. The Calculation of the Mean and Standard Deviation

1) Mean of Pre-test

Mx = ∑ x

N

Mx = 1095

26

Mx = 42,16

2) Mean of Post-test

MY= ∑ Y

N

MY= 1524

26

MY=58,54

3) Standard Deviation

SDD = √∑ D2

N− (

∑ D

N)

2

= √13535

26− (

463

26)

2

= √520,58 − 324

= √196,58

=13,7

55

4) T-test Calculation

To =(

∑ DN )

(SDD

√N − 1)

=(

46326 )

(13,7

√26 − 1)

=17,81

(13,7

5)

=17,81

(13,7

5)

= 17,81

2,7

=6,6

From the table above, it showed that the students of tenth

grade of MA Darussalam Wonosegoro in the academic years of

2018/2019 got bad score in pre-test. It can be seen from the

average of their score is 42,16. From 26 students, they cannot

reach the minimum passing grade. The minimum passing grade

that used in MA Darussalam Wonosegoro is 75. However, most

of them can reach the minimum passing grade in post-test.

There are 8 students who pass the KKM. It indicates that the

successful of cycle I should be improve. Finally, the researcher

takes second cycle.

56

4) Reflecting

Based on the result of the cycle I, there was some reflection

that should be given attention to maximizing the students’

writing skills. The researcher found some weaknesses that

happen during the teaching and learning process. The

weaknesses of students are they did not have an idea to write.

They were still confused to organize the sentences. The students

had low mastery grammar, punctuation and spelling and had

limited vocabulary so they felt difficult to write a good text.

b. Cycle II

1) Planning

a) Lesson Plan

The lesson plan was arranged based on the problem in

the result of the cycle I. (see appendix 9)

b) The Observation Checklist

Observation checklist was prepared to know the

students’ and the teacher’ activities during the teaching and

learning process (see appendix 11).

c) Material

57

The material of recount text consists of the meaning,

purpose, generic structure, example, and language feature.

(see appendix 14)

d) Teaching Aid

The researcher prepared some instrument. They are

board-marker, paper, handout for students (recount text),

and vocabulary for the students. The researcher also

provides the materials and tools to succeed the action. (see

appendix 14 )

e) Pre-test and Post-test

The researcher used pre-test and post-test in her action.

The pre-test was done before using personal letter material

in writing recount text. Then, the researcher used post-test.

Post-test was done after using personal letter material to see

the result of the study before and after using personal letter

material. (see appendix)

2) Acting

The action of cycle II was done on July 31, 2018 and 3 August

2018. On Tuesday 31 July 2018, before started the lesson, the

teacher started the class by the greeting students.

Teacher: “Assalamualaikum warahmatullahi wabarakatuh.”

Students: “Waalaikumsalam warahmatullahi wabarakatuh.”

58

Teacher: “Good morning my students”.

Students: “Morning, mom.”

Teacher: “How are you today?”

Students: “I am fine mom, and you?”

Teacher: “I am very well too thank you.”

Teacher : “Who is absent today? “

Students: “Nihil bu.”

(We are all present mom).

Teacher: “Ok Good, before we start our lesson lets we recite

Basmalah and Alfatihah together.

All of students also teacher and researcher recited Basmalah and

Alfatihah too. After that the teacher told story about her

experience when she still studied in senior high school, and the

students keep silent. Then, the teacher concluded their story

with gave motivation for students to enthusiasm in studying. the

students still keep silent. Then the teacher continued to the

lesson.

Teacher: “Ok class, kembali ke pelajaran kita kali ini.”

(Back to the our lesson today).

“Before we are go to the lesson today. I will review

our material last meeting.”

Students: (keep silent)

Teacher: “kemarin kita belajar tentang?”

59

(Last meeting we learned about?).

Students(MAK): “Menulis surat kepada teman menceritakan

saat liburan bu.”

(Write a letter for your friends tells about holiday

mom).

Students(VM): “Materi recount text bu.”

(Material recount text mom).

Students(BDR): “Menulis surat dan dikaitkan dengan materi

recount text bu.”

(Wrote a letter and connected with material recount

text, mom).

Teacher: “Ya betul sekali, masih ingatkah what is recount text?”

(yes, of course. Do you remember what is recount

text?).

Students: (keep silent.)

Teacher : “Recount text is the text tell about?”

Students : “Retell in the past mom.”

The teacher reviewed about the material last meeting. The

materials are about the definition of recount text, the generic

structure of recount text, and language feature. Then the teacher

remembered about the parts about the personal letter. After that

the teacher gave pre-test for the students to make a letter for

their friends and the letters contained about recount text with the

60

theme visiting history place. The researcher helped the teacher

to give the paper of pre-test.

Teacher : “OK class, saya kasih waktu 15 menit untuk

mengerjakan test ini.”

(Ok class, I give you 15 minutes to do the test).

Students: “Yes mom.”

After 15 minutes, the teacher asked to the students to submit

their test. The teacher continued to explain about material

recount text. The teacher gave handout for the students. Because

time is up the teacher closed the lesson.

Teacher : Ok class. Dikarenakan waktu sudah habis. Kita

cukupkan sampai disini dulu pelajaran kita. Jangan

lupa materi yang sudah saya berikan tadi dipelajari

dirumah. Mari kita tutup pelajaran kita kali ini dengan

bacaan Hamdalah.

(Ok class. Because time is up, our material enough in

here. Don’t forget study about the material that I

giving to you. Lets we close our lesson by saying

hamdalah).

Students: “Alhamdulilahirobil’alamin.”

Teacher : “The last I say, Wassalamualaikum Warahmatullahi

Wabarakatuh”

Students: “Waalaikumsalam warahmatullahi wabarakatuh.”

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Teacher : “See you next meeting my students”

Students : “See you mom.”

On Friday, August 3, 2018, the teacher entered the class and

started the lesson as usual. She greeted the students, asked about

the condition of the students and checked the attendance of the

students. Before starting the lesson the teacher reviewed about

the previous material.

Teacher: Did you remember about the material last meeting my

students?

Students(LS): Recount text mom.

Teacher : Ok good.

Then the teacher asked the students to open their handout that

she gave last meeting. The teacher asked to the students to make

a group. After the students make a group the teacher gave an

example of text. The researcher helped the teacher to give a

paper to students. The teacher asked to the students to analysis

the text about the parts of letter and the generic structure of the

recount text.

Teacher: “Kalian identifikasi yang mana bagian-bagian dari

surat dan mana bagian-bagian gereric structure dari

recount text. Ada pertanyaan?.”

62

(You must identify which one is part of letter and part of

the generic structure of recount text. Any question?).

Students: “Not yet, mom.”

Teacher: “Ok, lets do it now.”

Some minutes later, after the students finished their work. The

teacher explained more about the language feature of the

recount text. After the teacher finished explaining about the

material, the teacher asked to the students any difficulties.

Teacher: “Sampai disini ada kesulitan?”

(Any difficulties so far?)

Students : “Not yet mom.”

Teacher: “Do you understand about the material?”

Students: “InsyaAllah understand mom.”

The teacher asked to the students to make letter for their friends

with the theme visiting history place, the letter must contain

about the parts of the letter and completed with the generic

structure of recount text.

Teacher: “Ok, jika sudah faham. Ada tugas buat kalian. Tolong

tulis surat kepada teman kalian dengan tema

mengunjungi tempat bersejarah. Didalam surat harus

lengkap sesuai dengan contoh yang telah diberikan

didalam handout kalian. Dan kalian bisa menggunakan

63

vocabulary dalam handout tersebut jika kalian merasa

kesulitan mencari kata. Apakah sudah faham?”

(Ok, If you are understand. This is assignment for you.

Please make a letter for your friend with the theme

visiting history place. In the letter must appropriate

with the example that I give to you. And you can use the

vocabulary in your handout if you feel confuse to find