The Effect of Transition-Action-Details (TAD) Strategy Toward Students' Writing Ability in Entertaining Readers in Third Grade of Islamic Senior High School 4 Pasaman Barat

Peha, Steve (2018) The Effect of Transition-Action-Details (TAD) Strategy Toward Students' Writing Ability in Entertaining Readers in Third Grade of Islamic Senior High School 4 Pasaman Barat. Skripsi thesis, UIN IB Padang.

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Abstract

ABSTRACT Elfani Sulemba, 1314050820. The Effect of Transition-Action-Details (TAD) Strategy towards Students’ Writing Ability in Entertaining Readers at Third Grade of Islamic Senior High School 4 Pasaman Barat. The way to deliver what are in the mind can be used writing besides speaking as productive skills. Students’ performance at third grade of Islamic Senior High School 4 Pasaman Barat showed that they were weak in producing writing especially in recount text. Students’ lack of learning style and teachers’ inappropriate method in teaching and learning process were the determinant factors that influence students’ performance in writing at that school. Therefore, new strategy is needed to overcome students’ writing problem. The current study tries to identify whether or not the transition-action-detail strategy gives significance effect to students’ writing ability in recount text. Peha (2003) maintained that the use of transition-action-strategy in learning process can help the students to recount an historical event. Moreover, in writing learning process, the application of transition-action-detail strategy assisted the students to develop and organize their ideas in written form. The design of this research was pre-experimental research. The population of this research was third grade students of Islamic Senior High School 4 Pasaman Barat that consist of 59 students and who were divided into three classes. Then, the researcher determined the sample of the research by using simple cluster sampling the researcher took class XII IPK as the experimental class that consists of 20 students. In collecting the data, researcher used writing test. In the first meeting, researcher gave pre-test to know how good students in writing recount text and as compared with the post-test. After that, researcher gave treatments by using transition-action-details strategy for fourth meetings to experimental class. After fourth meetings, the researcher gave written test as post-test of recount text to know the effect of using transition-action-details strategy in improving students’ writing ability. The result of study showed that mean score of students’ writing in post-test was (80.60) higher than the mean score of pre-test (55.025). While, t-calculate (13.68) was also bigger than t-table (2.539). Moreover, each components of writing has improved. It can be seen from the comparison of students’ mean scores of both pre-test and post-test. Statistically, it is showed that teaching writing by using transition-action-details strategy give significant effect to students’ writing ability in recount text. This improvement suggested that presenting the ideas were very beneficial to the students’ writing. Finally, it is recommended: first, the English teacher should apply the transition-action-details as a strategy in teaching writing, especially in recount text. Then, for other researcher, it is suggested to carry out further studies about the use of transition-action-details strategy and the other strategy in improving students’ writing ability since this study only concern about the use of transition-action-detail strategy in improving students’ writing ability in recount text. Key Words : Transition-Action-Details Strategy, Recount Text

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