Professional Documents
Culture Documents
Rahma Yuliana Article New
Rahma Yuliana Article New
AN ARTICLE
BY:
RAHMA YULIANA
NIM. 1732017
By:
ADVISOR I ADVISOR II
FKIP
ABSTRACT
This research aimed to know the Effect of Using Transition-Action-Details (TAD) Strategy on Students‟
Writing Skill of Recount Text at the Eleventh Grade of MA Bahrul „Ulum Rambah Hilir. The design method
was quasi eksperimental design with pre-test and post-test. The data were taken written test. Test was given to
12 students in the experimental class and 11 students in the control class.The result of the research showed that
there was a significant result. The data analyzed by Independent T-test with t-values was 8.031 compared with t-
table 5% (0.05) = 2.079. The finding showed that t-value t-table. It meant the alternative hypothesis (Ha) was
accepted and the null hypothesis (H0) was rejected. Thus, it could be concluded that there was a significant
effect of using Transition-Action-Details (TAD) Strategy.After applying Transition-Action-Details strategy,
students‟ can express their ideas through three columns (TAD) on the Transition-Action-Details strategy.
Writing is a way to produce language and important for the student to make the writing
express ideas, feelings, and opinions. Harmer process become easier. According to Peha
express our thinking in the written form so that strategy is a writing strategy used TAD (Transition-
other people understand well. Harmer (2004:4) he Action-Details) chart which consist of columns and
add that writing is used for a wide variety of rows that shows a sequence of events. There are
purpose it is product in many different form. three columns that must be filled by participant,
There are many experts whom define writing. such as transition column, actions column, and
First, According to Taylor (2009:4) writing is details column. Then each column can be filled by
extremely difficult task if they are trying to grapple several rows. After filled each rows and columns
in their language with new ideas and new ways of with sentence, the students can move the sentence
looking at them. Second, According to Antoni that consist about transitional signal, sequence of
(2016:59) Writing is one of the important skills in events, and some details action into a new recount
language and it becomes trouble activities to the Transition Action Details (TAD) is a strategy that
students in developing written of a paragraph. uses to make up a story or talk about the events in
Third, According to Harmer (2004:79) writing as a the writer life. Peha (2003:40) says that teaching
skill, by far the most important reason for teaching writing recount text is teaching how to write or
writing. Fourth According to Donal (2015:100) telling a sequence of events. It means that this
writing should be mastered by the students in strategy can make student become easier to write
The mean score in control class was 51,12 and in mean score in experimental class was higher than
experimental class was 71,00. It meant that the in control class.
Shapiro-Wilk
Class
Statistic Df Sig.
Table 2. shows that sig. Post-test scores in rejected. It means that sig. 0.962 ≥ 0.05, the data
experiment class was 0.962. if sig ≥ 0.05, then the were normally distributed. Post-test scores in
data were normal and H0 was accepted. But, if sig ≤ control class was 0.266. if sig ≥ 0.05, then the data
0.05, then the data were not normal and H0 was
Table 3. Homogeneity Test of Post-test Score in Experiment Class and Control Class
1.036 1 21 .320
After analyzing the data, table 4.8 shows that Details (TAD) strategy on students‟ writing skill of
sig. post-test experiment class and control class was recount text at the eleventh grade of MA Bahrul
0.320. It meant that if sig ≥ 0.05, then the data „Ulum Rambah Hilir.
homogenous and H0 was accepted. To analyze the The Null Hypothesis (H0) = There is no
result of post-test between experiment class and significant effect of Using Transition-Action-
control class, the researcher used independent Details (TAD) strategy on students‟ writing skill of
sample T-test. The result could be seen on table 4. recount text at the eleventh grade of MA Bahrul
The Alternative Hypothesis (Ha) = There is „Ulum Rambah Hilir.
significant effect of Using Transition-Action-
Table 4. The Result of Post-test Scores between Experiment Class and Control Class
REFERENCES
Hyland, Ken. (2004). Genre and Second Language Sugiyono, P, D. (2013). Metode Penelitian
Writing. The United State of America: Kuantitatif, Kualitatif and R&D.
The University of Michigan Press. Bandung: ALFABETA.
Knapp, Peter. Genre, Text and Grammar (Sydney: Taylor. Gordon. (2009). A Student’s Writing Guide.
University of New South Wales, 2005) Cambridge, New York, Melbourne,
Madrid, Cape Town, Singapore, Sao
Lester, M.C., & Peha, S. (2006). Be a Writer: Your
Paulo: Publish in The United State of
Guide to the Writing Life, Proven Tips
America by Cambridge University Press,
and Powerful Techniques to Help Young
New York.
Writer Get Started. America, UK:
Leverage factory.inc Wardiman, Artono., Jahur, B.M., & Djusma, S.M.
(2008). English is Focus: Departemen
Linse, C.T. (2005). Practical English Language
Pendidikan Nasional.
Teaching Young Learners. North
America: The McGraw-Hill Companies. Warner, M, (2009). Easy Text Types. Green Wood.
WA: Ready-El Publications.
Loewen, S., & Plonsky, L. (2016). An A-Z of
applied linguistics research methods. Weigle, S.C. (2002). Assessing Writing.
London: Palgrave Macmillan. Cambridge: Cambridge University Press.
White, Howard. and Saborwal, Shagun. (2014).
Nation, I. S. P. (2009). Teaching ESL/EFL Reading
Quasi-experimental Design and Method. United
and Writing. Rout ledge.
Nations Children‟s Fund (UNICEF)