IMPROVING STUDENTS’ WRITING SKILL IN RECOUNT TEXT BY USING TRANSITION ACTION DETAILS STRATEGY OF THE EIGHTH GRADE STUDENTS OF SMP ISLAM EL SYIHAB ACADEMIC YEAR 2020/2021

VIVI, RONICA (2021) IMPROVING STUDENTS’ WRITING SKILL IN RECOUNT TEXT BY USING TRANSITION ACTION DETAILS STRATEGY OF THE EIGHTH GRADE STUDENTS OF SMP ISLAM EL SYIHAB ACADEMIC YEAR 2020/2021. Undergraduate thesis, UIN Raden Intan Lampung.

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Abstract

ABSTRACT This research is about improving students writing skills recount text by using the transition-action-details strategy of the eighth-grade students of SMP Islam el Syihab in the academic year of 2020/2021. It was focused on students writing and use transition-action-details strategy in recount text. The objective of this research is to find out whether there is any improvement of students’ writing ability after being taught by transition-action-details strategy. In this research, the researcher used classroom action research as a research design that was held in two cycles. The subject of the research was the students of VIII C which consists of 37 students of the eighth grade of SMP Islam el Syihab in the first semester. In this research, the instruments are writing tests and observation sheets. The improvement of students' writing is analyzed by comparing scores from each cycle and the percentage of high scores. The action implemented in this research was applying the transition-action-details strategy in a writing activity to improve students' reading comprehension. The steps are Transition-Action- Details. The result shows that the implementation of the transition-action-details strategy in this study is successful to improve the students writing ability. It can be seen from the result of each post-test which is improved. In the first cycle, the students who passed the test only reached 43.3% of the total of students. It means that the second cycle must be conducted to get the target by considering the weaknesses in the first cycle. After the second cycle was done, the students’ scores increased from 13 students or 43.3% to 25 students or 83.3%. It means the teaching product for this research has been fulfilled. Then the researcher decided that no more cycle is needed. An indicator of success was 80% of students achieved a score >75 on the reading test, which means teaching transition-action-details strategy improved students’ writing ability in recount text. Keyword: Writing Ability, Transition-Action-Details Strategy, Classroom Action Research

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