DISERTASI dan TESIS Program Pascasarjana UM, 2009

Ukuran Huruf:  Kecil  Sedang  Besar

Improving the Students’ Ability in Writing Recount Texts through Picture Sequences at State Islamic Junior High School (MTsN) Lubuk Basung I West Sumatra. (Thesis)

Era Susanti


Writing is the most difficult skill for the students at MTs Negeri Lubuk Basung 1 West Sumatra. It can be seen from the unsatisfactory writing score and some problems that the students confront in writing. Writing has the lowest scores compared to the other three language skills. Furthermore, it is hard for the students to get ideas. They cannot write smoothly because they do not know what to write to develop the topic and they get stuck in the middle of writing. Beside, they also have difficulty in how to compose sentences. As a result, the students have no motivation to write, and writing becomes a boring and hard activity for them. Dealing with the problems, this study aims to describe how picture sequences can be used to improve the students' ability in writing recount texts at MTs Negeri Lubuk Basung 1 West Sumatra.

The study is collaborative classroom action research in which the researcher and the collaborative teacher work together in conducting this study. The procedure of the research consists of four main stages: planning the action, implementing the action, observing the implementation, and reflecting. The research instruments employed to collect the data are writing test, observation sheets, field notes, and interview guide. The subjects of this study are 31students of class VIII.4 of MTs Negeri Lubuk Basung 1 West Sumatra the academic year 2008/2009.

The research finds the appropriate procedures in using picture sequences in teaching writing recount texts as follows: (1) dividing the students in groups, (2) assigning the students to arrange jumbled pictures into sequenced pictures, (3) assigning the students to gain any vocabulary and information from the pictures,(4) asking the students to determine the outline of each picture, (5) giving a model of recount text to the students, (6) having the students identify the verbs used in the text, (7) having the students identify the connective words used in the text, (8) asking the students to discuss the parts of the texts, (9) asking the students to discuss the content of the text by asking some questions, (10) having the students identify the use of capital letters and punctuations in a model recount text, (11) asking the students to rearrange jumbled sentences into good recount text based on picture sequences, (12) asking the students to put flash cards inscribed with connective words to link pictures, (13) asking the students individually write a recount based on picture sequences, (14) having the students reread their draft and make revise their drafts, (15) asking the students to read their writings in front of the class, and (16) asking the students to respond to the writing read by their friends. After testing the students, it is obtained the mean score 66.0 in which 73.3% of the students get score 65 or above.

Beside the increase of the students' writing score, the findings also show that the students are active and enthusiastic in teaching and learning process. Writing becomes enjoyable and interesting activity for them. The implementation of using picture sequences in teaching writing recount texts also obtains positive response from the students.

 From the research findings, it is suggested to English teachers who apply this strategy to give clearer instructions to the students, to manage the time as effective as possible, to give more control and guidance in group working, and to select topics and picture sequences which are close to the students' life. For other researchers, it is recommended to do further research about the use of picture sequences in the teaching of English which focus on improving students' grammar mastery.