Using Transition-Action-Details (Tad) Writing Strategy To Improve The Ability Of The Second Year Students Of SMP Darma Yudha Pekanbaru In Writing Recount Text

Abstract

USING TRANSITION-ACTION-DETAILS (TAD) WRITING STRATEGY TO IMPROVE THE ABILITY OF THE SECOND YEAR STUDENTS OF SMP DARMA YUDHA PEKANBARU IN WRITING RECOUNT TEXT David Marpaung Rumiri Aruan Syafri K Abstract This action research was purposed to study about the improvement on the ability of the second year students of SMP Darma Yudha Pekanbaru in writing recount text by performing the Transition-Action-Details (T-A-D) Writing Strategy. This study also aimed to identify the factors that caused the improvement on students writing after performing the Transition-Action-Details (T-A-D) Writing Strategy. In this study, the writer implemented two cycles, in which one cycle consisted Plannning, Action, Observation, and Reflection stage. The treatment also designed two meetings in each cycle. To identify the competence of the students, the writer used Pre-test and Post-tests. Besides that, there were some observation sheets and field notes used to record of the classroom activity during implementing Transition-Action-Details (T-A-D) Writing Strategy. The subjects were 20 students from class VIII.C at SMP Darma Yudha Pekanbaru that selected randomly. After two cycles of the Transition-Action-Details (T-A-D) Writing Strategy treatment, it was found that the subjects indicated a good writing in each post-tests. In the end of the cycles, the writer found that 100% of the students have reached the minimum criteria of achievement score of English subject in writing recount text. In addition, during performing Transition-Action-Details (T-A-D) Writing Strategy, the students’s activeness increased from the first until the last meeting. As the results of this study through the writing strategy, the observation sheets and field notes attested that the students gain positive progress towards the Transition-Action-Details (T-A-D) Writing Strategy and that