i

IMPROVING STUDENTS’ WRITING SKILL IN

RECOUNT TEXT THROUGH JOURNAL

(A Classroom Action Research at the Eighth Grade of SMP Yayasan Pelita

Harapan Jakarta)

“A Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfilment

of the Requirements for the Degree of “ S.Pd.” (S1)

in Department of English Education

By

Rahmi Azizah

109014000155

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

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ACKNOWLEDGEMENT

There is no beautiful word but the word of thank to Allah SWT, Lord of the

world. All praise to Allah who has given the writer health, strength, compassion,

blessing and also thank to Him for creating everything in this world to help the writer

in completing this „skripsi‟. Peace and Salutation be upon to the greatest Prophet

Muhammad SAW, who has holy hearth in teaching everyone to be a good human in

the world. May Allah always bless him and his „ummat‟. Amen.

In this opportunity, the writer would say that this research could not be done

and completed well without thousand helps from so many people around her. So that

it is a pleasure for the writer to acknowledge the helps and supports to the entire of

lecturers, institutions, family, and also friends who have colored the writer‟s life and

also given her some contributions in finishing this research.

Then, the writer would like to say her deepest gratitude to her advisors, Drs.

Nasrun Mahmud, M.Pd and Neneng Sunengsih, M.Pd. who have spent their times,

guidance, and given her their valuable helps, advice, critical remarks, and also face-

to-face tutorials to refine and complete this skripsi. The writer also would like to

thank to her beloved parents, M. Asran Matondang and Leli Suheli, for the support,

prayers, love, that have given their strength and compassion in accomplish her

studies. Special thank to her beloved sister, Julia Fauziah, for the support,

contribution, and love.

The writer realized that it is impossible for her to finish this research without

the help, contribution, motivation, and support from the people around her. Therefore,

she would like to give her deepest appreciation to:

1. All of the lecturers in English Education Department.

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2. Dr. Alek, M.Pd. the Head of English Department and Zaharil Anasy,

M.Hum., the Secretary of English Department

3. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of the Faculty of Tarbiyah

and Teachers‟ Training Syarif Hidayatullah State Islamic University

Jakarta.

4. All of the staffs and the officers of Library of Syarif Hidayatullah State

Islamic University Jakarta.

5. All of the teachers of SMP Pelita Harapan Jakarta Selatan, especially for

Mr. Febri Rahmat M.Ag. as the English Teacher and All of the students of

SMP Pelita Harapan Jakarta Selatan, especially eight grade.

6. All of her beloved family, sister and brother (Indra Mulia, Muhammad

Faisal, Julia Fauziah, Nur Asiah, Muhammad Rizki), nephew and niece

(Fauzan Luthfi, Alif Rahman Azizi D., Gibran, Mutiara Zahra, Dira, Sabai

Werfete, Aulia Putri Daulay).

7. All of her friends in English Education Department especially “D Class

2009”, whose names cannot be mentioned one by one.

8. All of friends at Kahfi Motivator School, especially 14 class who always

share their stories, happiness, and motivation to the writer.

9. Ikrima Hikmawati and Siti Fatkhiyah for the happiness and togetherness

Hopefully, this skripsi can be useful to the readers, particularly to the writer.

She also realized that it cannot be considered perfect without critiques and

suggestions. Therefore, it is such a pleasure for her to get critiques and suggestions to

make this skripsi better. At last, the writer hopes that this research paper will be

useful for all.

Jakarta, April 19th

2016

Rahmi Azizah

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ABSTRACT

RAHMI AZIZAH (109014000155). Improving Students’ Writing Skill in

Recount Text Through Journal; A Classroom Action Research at the Eighth

Grade of SMP Yayasan Pelita Harapan, Jakarta. Skripsi of English Education at

Faculty of Tarbiyah and Teacher’s Training of State Islamic University Syarif

Hidayatullah Jakarta, 2016.

Key words: Journal Writing, Recount Text, SMP Yayasan Pelita Harapan

The objective of this research is to investigate how the journal writing can

improve students’ writing skill on recount text. The research design used in this

research is Classroom Action Research (CAR). There are two cycle used in this

design and they are conducted on March to April 2014. The subject of the

research is the students of second grade in SMP Yayasan Pelita Harapan. There

are 23 students who participate in this research. In collecting the data, there are

three instruments used in the research. They are observation, interview and test.

From the test result, it can be seen that the students’ score are increase and the

students who pass the KKM are also increase in post test 1 and post test 2. From

the result of the tests, there shows that in pre test, the mean is 63.09 and in this

test, there are only 5 students who `passed the KKM. They are about 22% of the

students in the class. The KKM in this class is 70 (seventy). There are 18 students

who have not passed the KKM. Then, after applying journal writing to practice

students’ writing recount text, the researcher conducted the posttest 1 to the

students. The mean in this result is 67.43. The students who pass the KKM in this

test get the improvement. It is 47.82% and there are 11 students but the target of

successful of the research has not been reached. The researcher then conducts the

second cycle and in this cycle also consists of posttest 2. The result of post test 2

score shows the mean in this test is 73.04. The students who pass the KKM in this

test are 18 students or about 78.26%. This data can be concluded that the result of

the test had fulfilled the target of the successful research. The target is 75 % and

the test in the cycle 2 (Post test 2) is 78.26%. Then from the result, this research

that using Classroom Action Research (CAR) is success and the cycle finish in

cycle 2. Furthermore, all of the students said that they improve their writing

ability after having their journals especially on writing recount text. They can

develop their idea to have the writing. The last, according to the data, it can be

conclude that the students of second grade in SMP Pelita Harapan can improve

their writing skill in recount text.

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ABSTRACT

RAHMI AZIZAH (109014000155). Improving Students’ Writing Skill in

Recount Text Through Journal; A Classroom Action Research at the Second

Grade of SMP Yayasan Pelita Harapan, Jakarta. Skripsi Jurusan Pendidikan

Bahasa Inggris Fakultas Ilmu tarbiyah dan Keguruan UIN Syarif Hidayatullah

Jakarta, 2016.

Kata Kunci: Journal writing, Recount Text, SMP Yayasan Pelita Harapan

Tujuan penelitian ini adalah untuk mengetahui bagaimana menulis jurnal bisa

meningkatkan kemampuan siswa dalam menulis recount text. Penelitian ini

menggunakan design Penelitian Tindakan Kelas (PTK). Ada dua siklus yang

digunakan di dalam penelitian ini dan siklus tersebut dilaksanakan pada bulan

Maret sampai April tahun 2014. Subjek penelitian ini adalah siswa kelas dua di

SMP Yayasan Pelita Harapan. Ada 23 siswa yang berparticipasi di dalam

penelitian ini. Dalam mengumpulkan data, ada tiga instrument yang digunakan.

Yaitu observasi, interview dan test. Dari hasil test, bisa dilihat bahwa nilai test

siswa dapat meningkat dan jumlah siswa yang mendapatkan nilai diatas KKM

juga meningkat terlihat pada hasil post test pertama dan kedua. Lalu, hasil test

terlihat bahwa rata-rata yang diperoleh pada pre-tes adalah 63,09 dan pada test

inihanya ada 5 siswa yang lulus KKM. Mereka adalah sekitar 22% dari siswa

yang ada di dalam kelas tersebut. KKM di kelas adalah 70 (tujuh puluh). Ada 18

orang yang nilainya masih di bawah KKM. Kemudian, setelah menggunakan

teknik menulis jurnal untuk mempraktekkan siswa menulis recount text. Peneliti

melaksanakan posttest 1 kepada siswa dan rata-rata dari hasil test ini adalah

67.43. Jumlah siswa yang melebihi KKM pada test ini juga mengalami

peningkatan. Ada 47.82% atau sekitar 11 siswa dari siswa yang ada di dalam

kelas tapi target dari keberhasilan penelitian belum tercapai. Oleh karena itu

peneliti melakukan siklus kedua dalam penelitian ini dan juga post test kedua.

Hasil dari post test kedua menunjukkan bahwa rata-rata dari hasil test tersebut

adalah 73.04. Siswa yang memperoleh nilai diatas KKM adalah 18 siswa atau

sekitar 78.26%. data ini dapat disimpulkan bahwa hasil test ini telah memenuhi

target dari kesuksesan dalam penelitian. Targetnya dalah 75% siswa yang lulus tes

dan pada sikus kedua telah mencapai 78.26%. Kemudian, dari hasil test,

penelitian yang menggunakan Penelitian Tindakan Kelas telah sukses dan siklus

penelitian berhenti pada siklus kedua. Selanjutnya, seluruh siswa mengatakan

bahwa mereka dapat meningkatkan kemapouan menulis merea dengan

menggunakan jurnal, khususnya pada menulis recount text. Menurut data yang

ada, dapat disimpulkan bahwa siswa kelas dua SMP Pelita Harapan bisa

meningkatkan kemampuan mereka dalam recount text.

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TABLE OF CONTENTS

COVER .................................................................................................... i

APPROVAL ........................................................................................... ii

ENDORSEMENT SHEET……………………………………………. iii

SURAT PERNYATAAN KARYA ILMIAH…………………………. iv

ACKNOWLEDGEMENT……………………………………….......... v

ABSTACT………………………………………………………………. vii

ABSTRAK………………………………………………………........... viii

TABLE OF CONTENTS………………………………………............ ix

LIST OF TABLES ………………………………………………….. ... xii

LIST OF APPENDICES……………………………………………….. xiii

CHAPTER I: INTRODUCTION .......................................................... 1

A. Background of the Study ............................................. 1

B. Identification of the Problems ..................................... 4

C. Limitation of the Problems ......................................... 4

D. Formulation of the Problems ....................................... 5

E. Objective of the Study ................................................. 5

F. Significance of the Study ............................................ 5

CHAPTER II: THEORETICAL FRAMEWORK .............................. 6

A. Writing ........................................................................ 6

1. Definition of Writing............................................. 6

2. Process of Writing ................................................. 9

3. Kinds of Writing ................................................... 14

4. Purpose of Writing ................................................ 17

B. Recount Text ................................................................ 20

1. Definition of Recount Text ................................... 20

2. Generic Structure of Recount Text ....................... 21

3. Language Futures of Recount Text ....................... 21

C. Journal Writing ............................................................. 22

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1. The Definition of Journal ...................................... 22

2. Kinds of Journal Writing ....................................... 25

3. Benefits of Journal Writing ................................... 26

C. Related Study .............................................................. 28

CHAPTER III: RESEARCH METHODOLOGY ............................... 31

A. Place and Time of the Research ............................ 31

B. Research Method .................................................. 31

C. Research Design .................................................... 31

D. Subject of the Study .............................................. 33

E. The Writer’s Role on the Study ............................ 34

F. Classroom Action Research (CAR) Procedures ... 34

1. Planning ........................................................... 34

2. Acting ............................................................... 34

3. Observing .......................................................... 35

4. Reflecting .......................................................... 35

G. Instrument of the Study ......................................... 35

1. Observation Sheet ............................................. 35

2. Interview Guidelines ........................................ 36

3. Test ................................................................... 36

H. Technique of Collecting Data ............................... 36

1. Observation ...................................................... 36

2. Interview .......................................................... 36

3. Test ................................................................... 36

I. Technique of Data Analysis .................................. 37

J. Criteria of the Action Success ............................... 39

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ............ 40

A. Research Findings ................................................. 40

1. The result of Pre- Action Test ......................... 40

2. Cycle One ........................................................ 42

a. Planning ................................................... 42

b. Acting ..................................................... 42

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c. Observing ................................................. 43

d. Reflecting ................................................ 43

3. Cycle Two ....................................................... 44

a. Planning .................................................... 44

b. Acting ....................................................... 45

c. Observing .................................................. 45

d. Reflecting ................................................. 46

4. The result of Post - Action Test ...................... 47

B. Discussion ..................................................................... 51

1. Interpretation of the test result ........................ 51

CHAPTER V: CONCLUSION AND SUGGESTION ......................... 52

A. Conclusion .................................................................... 52

B. Suggestion .................................................................... 52

REFERENCES ........................................................................................ 54

APPENDICES ......................................................................................... 59

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LIST OF TABLE

Table 4.1 Students’ Pre Test Score (Before CAR) ................................ 40

Table 4.2 Students’ Pre Test, Post-Test 1, Post Test 2 Score ............... 47

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LIST OF APPENDICES

1. Appendix 1 Silabus Pembelajaran ................................................ 59

2. Appendix 2 Transcription of Interviewing the Teacher ................ 61

3. Appendix 3 Transcription of Interviewing the Students ............... 63

4. Appendix 4 Pre-Test ..................................................................... 65

5. Appendix 5 Post-Test 1 ................................................................. 66

6. Appendix 6 Post-Test 2 ................................................................ 67

7. Appendix 7 Students’ Pre Test, Post-Test 1, Post Test 2 Score .... 68

8. Appendix 8 Chart of the Test Result ............................................. 70

9. Appendix 9 Rencana Pelaksanaan Pembelajaran .......................... 71

10. Appendix 10 Surat Bimbingan Skripsi .........................................

11. Appendix 11 Surat Keterangan Telah Melakukan Penelitian ....... .

12.

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CHAPTER I

INTRODUCTION

A. Background of the study

Many schools in Indonesia have the curriculum and the subject

lesson for students to learn foreign languages in the classroom. One of

the foreign languages that the students learn in schools is English. Even

though it is learnt by students in Indonesia, not all grades put it as a

primary subject in the schools. The grades of elementary and pre-school

may learn English in their classroom but not as their primary subject.

While, the grades of senior and junior high schools learn English in

their schools and put it as one of their primary subjects which is

examined in National Examination in Indonesia schools.

Students of junior and senior high schools in Indonesia learn

English as one of important and primary subject that is examined in

national examination of schools. It is also important for students to

learn English because this subject is one of the foreign languages that

mostly used in education development. By learning and mastering

English, students will get easier in understanding and in getting

information or knowledge from the sources that use English as a

medium in courses or books.

Talking about learning English, it cannot be separated from

learning language skills. There are four basic skills in learning a

language. They are speaking, listening, reading, and writing. Listening

and reading are usually called as receptive skills or receptive uses and

speaking and writing are called as productive skills.

Productive skills mean any information or any idea that is

produced or given by speakers or writers. Then, receptive skills can be

meant that any information or any idea are received or gotten from the

speakers or writers. In this research, the researcher is going to discuss

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about one of the productive language skills. That is writing. It is one of

the complex language skills especially for the foreign language learner.

It becomes complex for students and other people because when people

write, they have to actively create ideas, feelings, or what on their

minds into written form and then arrange them into good sentences that

can be understood by the readers. In this complex language skill, people

also have to produce information or message that they want to share

and deliver to other people or the readers. The writers can write or

share their ideas in their books, journals, articles, diary, and so on.

Although writing is a complex language skill for some people,

this language skill has to be learned by the students of junior high

schools in Indonesia. As mentioned in English subject curriculum of

second grade junior high school that one of the competence standard in

English subject told that the students have to be able in writing and

arranging recount text oral and written form, about the experiences,

activities, or the events.1 Students learn not only to response the subject

by hearing or listening to the teacher’s explanation of the materials,

they also have to response it in written form, for example, they

response the explanation by arranging the sentence and texts that they

learn such as the procedure texts, recount, narrative next.

In this writing, the researcher did a research in SMP Yayasan

Pelita Harapan, Jakarta, because she found that the English teacher of

the second class said the students learn English writing in the

classroom. They learn this skill in order to organize words into good

sentences that can be understood by readers. However, he also said that

some students of the second class have difficulties in understanding

English subject and also have difficulties on practicing English writing

in the classroom.

1 Kementerian Pendidikan dan Kebudayaan, Kurikulum 2013 Kompetensi

Dasar- Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (Mts): 2013, p. 70

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Furthermore, the students of second grade junior high school get

some obstacles in starting writing. When the English teacher asks the

students to write story in paragraph, they feel confused in the beginning

their writing task. They also still have the difficulties to get the ideas or

the topics about what they are going to write in their notebooks. As the

result of the obstacles students face, it makes them have little

motivation on practicing writing and also makes them do not enjoy the

writing skill. The teacher in the school mentioned earlier also does not

emphasize the students on practicing writing in the classroom or in their

homes so that the students have less ability in writing skill.

Next, seeing to the students’ difficulties mentioned before,

teachers actually have their own strategies to tackle the students’

obstacles on writing English text. Students have to explore their ability

in writing by having writing practice that they can enjoy on it freely.

One of the techniques for the students to enjoy writing especially on

writing text they learn in the school, like recount text, narrative text,

and procedural text, is by using journal writing. In journal writing,

students can write and share what they have done or what have

happened around them and their experiences. Journal writing will help

students to construct their knowledge, critical thinking, and develop

their writing ability.

In addition of understanding of journal writing, it is a kind of

self-writing that keeps the recording of daily event, experience,

personal reflection, personal thoughts, question about the environment,

and a reflection to experiences have been and enduring human

practice.2 In this research, the journal writing mentioned is more on

personal journal writing. The students are going to write their

experiences, personal thought, or whatever happened around them to

practice and improve their writing skill.

2 Janet E Dyment, O’connel, and Timothy S., Journal Writing in Experiential

Education: Possibilities, Problems, and Recommendations, 2012.

http://ericdigests.org/2005-2/journal.html

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All in all, based on the background explained earlier, the writer

intends to conduct research on issue of using journal writing in second

grade of Pelita Harapan Junior High School. This study is aimed to see

how using journal writing can improve students’ writing ability on

recount text. Journal writing is a kind of free writing that the writer can

enjoy their writing freely. Langan also said that a journal can make

writing familiar part on people (writers) lives and can serve as a

continuo source of idea for papers.3 If students practice writing journal

and they also enjoy it, the writing can be familiar on their lives and

writing will be easier for them to do. Then, the researcher conducts the

research, entitles Improving Students’ Writing Skill in Recount Text

Throught Journal.

B. Identification of the Problem

Based on the background, the researcher identified some cases

that have been the base of the problems in this research.

1. Writing is a complex language skill especially for the students

where English is a foreign language

2. The students of second grade Pelita Harapan Junior High School

have the difficulties to get the idea and the topic in their writing and

also in starting writing

3. The English teacher does not emphasize the students on practicing

writing at home or in the classroom

C. Limitation of the Problem

Based on the problems identified before, the researcher limits

the problems of this study on the use of journal writing for the students

of second grade of Pelita Harapan Junior High School to improve their

writing skill in recount text.

3 John Langan ,Colledge Writing Skill,6th Edition, (New York: MacGraw-Hill,

2005), p. 13

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D. Formulation of the Problem

Then, from the problems identified earlier, the writer would like

to formulate the problem of this research become “How Does Journal

Improve Students’ Writing Skill in Recount Text?”

E. Objective of the Study

The objective of this research is that the researcher wants to

investigate how journal writing improves students’ writing skill in

recount text.

F. Significance of the Study

Doing this research is not only to fulfill the writer’s task but it is

also to help some people related to this study and it is expected to be

useful for them. The writer mentions the significant of this study into

three parts that related to this study.

Firstly, for the English teacher, it is expected that using journal

writing can be one of the teacher’s way or media to ask the students

practice their ability in writing.

Secondly, this journal writing is also expected for the students

to practice their writing skills. They can write anything they had done,

they can record their activity on their journals, they can share their

story, ideas, and thought in the journal. Doing more practice on journal

writing will improve their writing skill because practice makes perfect.

The last, this research is hoped to be helpful for the next

researcher in doing research which is related to this research. May this

research can give more information and more knowledge for the next

researcher.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter is going to talk about the theoretical framework of writing

and journal writing. It also discusses about the relevant study to this research.

The writing part will discuss about the definition of writing, process and

purpose of writing, and also the types of writing. Then, in the part of journal

explanation, the discussion is about the definition of journal writing, kinds of

journals and also the advantages of journal writing.

A. Writing

1. Definition of writing

In learning a language, students learn four basic language skills.

The skills are reading, writing, listening, speaking. Those skills are

used in communication between one and others. In a language area,

the skills are divided into two part; they are productive skill and

receptive skill. Speaking and writing are called as productive skills

and listening and reading are meant as receptive skills. Productive

skill means that the information or a message is produced and given

by the speakers and the writers. Then, receptive skill means that the

skill is used in getting and decoding the information and message

from the writers and speakers. From the skills mentioned before, in

this chapter, the writer is going to discuss about one of the

productive skills. That is about writing.

Writing, like speaking, is one of productive language skills. It is

intended to communicate messages or to give information to other

people. Because writing is a skill, it needs to be learned and

practiced whether in a classroom or out of classroom. Writing is

also a transferring knowledge or message from head or form

whatever people read to a written form. For the definition of

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writing, there are many authors define writing in such many

opinions. Some of them state the definition of writing as bellow.

Writing, as cited by Cushing on her book, Assessing Writing,

from Lyons and Kroll, is an “act that takes place within a context

that accomplishes a particular purpose and that is appropriately

shaped for its intended audience.” This language skill means as an

action or activity within a context gets done and achieves a purpose

that makes it suitable as audience intend for that purpose. Then she

also cited one of definition of writing from Hayes that “writing is

also social because it is a social artifact and is carried out in a social

setting. What people write, how they write, and whom they write

for is shaped by social convention and by our history of social

interaction…. The genres in which we write were invented by other

writers and the phrases we write often reflect phrases earlier writers

have written.”1 For this definition taken from Hayes, writing means

anything that related to the social life and interaction among the

people. What people write on their books, journals, and so on is

influenced and related to the social interaction, their history of life

and it is also reflect to the books or knowledge and writing that

earlier writers already wrote. Many books or literatures that people

read in their lives may be influenced the way they are writing.

Other definition of writing comes from White. He states that

writing is the way of thinking. What people usually write in their

books, diary, journals, etc, is what they are thinking and their

writing will show the way of how they are thinking. Then, Fred also

says that writing is a product of careful thinking and incorporates

the four characteristics: the appealing to a target audience (by

identifying a problem or something in a new light and feels that it is

worth sharing with others), a coherent structure, a smooth, detailed

1 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,

2002), p. 19

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development, and an appropriate style (the language that is used is

to get the important, well-developed idea accurate and appropriate

as possible).2 From this definition, it can be seen that writing

according to him is by appealing to the audience or to whom the

writing is supposed to. Then from the language use and the content

of the writing should be coherent, good structure, having accurate

idea and appropriate style in writing.

As a process of thinking, people write their thought or anything

they are thinking in many times. Their writing will help them in a

way of their thought works well. Then, the more people write, the

more they are able in writing well.

Furthermore, as Langan points out that writing is a „natural gift‟

and it is rather than a learned skill. This language skill is a

challenge to transfer thoughts and feeling from one‟s head onto a

blank sheet or paper.3 Writing is not only as a skill that has to be

learned by people but it is also a natural gift that everyone already

has this ability. People write their thoughts, feelings, and so on, by

transferring and pouring them onto a book, paper, or any blank

sheet. Because writing is also a language skill that has to be

mastered, so it is makes sense that people who are going to be able

in good writing have to do some processes in this skills and also

having more practices on it.

Next, to understand more about writing, it can be also defined as

one of the ability in arranging the words into sentences and/or

paragraphs in a written form. Information or message that a writer

has is showed in written form. Then the writer organizes the

messages into words that developed become good sentences and

paragraph that can be understood. Moreover, because writing is not

only about arranging words into sentences or paragraphs, it is also

2 Fred D. White, The Writer’s Art, A Practical Rhetoric and Handbook, (New York:

Wadsworth, 2000), pp. 7-8 3 John Langan, College Writing Skills, (New York: McGraw Hill, 2005), p. 12

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seen as a complex skill. It becomes complex because in this skill, a

writer needs to think how to organize and arranging the message

and think how to produce the idea and the message become a good

production that a reader can receive the message well. Heaton also

said, “Writing skill is complex and sometimes difficult to teach,

requiring mastery not only of grammatical and rhetorical devices

but also of conceptual and judgmental elements. Judgment skill is

the ability to write in an appropriate manner for a particular purpose

with a particular audience in mind, together with an ability to select,

organize and order relevant information.”4 From the explanation, it

seen that writing is not only complex for the writer himself but it is

also sometimes complex and difficult to teach. It is because this

skill requires the ability and the understanding of not only

grammatical and rhetorical of particular language use and usage,

but it also needs judgmental and the ability to make sensible

decision of writing in an appropriate manner for the suitable

purpose with good organization and relevant information.

From those definitions of writing, it can be understood that

writing is one of the productive language skills that a writer has to

be able to arrange words and idea into good sentences and produces

them well. In writing, people are also running on process of

thinking because they have to think how to make a good sentence

and organize it into appropriate idea that make one and others

related each other.

2. Process of Writing

Writing is one of the ways people communicate and share their

ideas or information to other people. They produce what on their

minds in written form. This language skill sometimes is not easy.

People sometimes should learn and practice this skill to make it

4 J.B. Heaton, Writing English Language Test 2nd Edition, (London and New York:

Longman, 2001), p. 135

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better and they can follow the process of writing to get it easier in

writing. Like Alice and Ann define, “It takes study and practice to

develop this skill. For both native speakers and new learners

English, it is important to note that writing is a process, not a

“product.”5

Process can be meant as methods or ways to get what people

want or steps to achieve goals and objectives of a plan. In writing

process, it can be seen that this process is the steps for people to

pour their thoughts in written form. People have their own goals

and objectives when they write what on their minds. Some of them

want to share their thought and the others may want to amuse the

readers, to inform important things, and so on.

Then, talking about writing process, it can be referred to

produce a written work and there are many authors mostly state that

writing processes are prewriting, drafting, revising, and editing.

These processes of writing are going to be discussed in this chapter

with the explanation from many authors.

a. Planning (Prewriting)

Starting on writing is difficult when people cannot think what

topic is going to be discussed. To make writing easier, people can

follow the prewriting step to generate the idea of the writing. This

prewriting is the first step in writing process. In this process,

people have not written their writing into paragraph. They are

planning and thinking the idea or the topic that is going to be

discussed in the writing. This process allows the writer in making

decision for generating the idea of the writing and having the step

of the writing before the writer writes what on his/her draft in

paragraph.

5 Alice Oshima and Ann Hogue, Writing Academic English, 4th ed., (New York:

Pearson Education, 2006), p. 3

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In line with this writing process, Alice Oshima and Ann Hogue

stated that creating (prewriting) is the first step in the writing

process. The writer in this process is deciding a topic and

collecting information related to what the writer would like to write

for supporting the topic of the writing. This step is often called

„prewriting‟ because a writer does the step before he/she starts

writing.6 Then, according to Langan, prewriting means as a way

and the step of the writer to think on paper and to gradually find

the ideas or the topic that is going to develop. The writers will get

to know that there are four clear-cut goals-unity, support,

organization, and error-free sentences-to aim for in their writing.7

The writing will be created into paragraph after the writer

discovers the topic to be developed in the writing.

In prewriting process, there are also some steps to help the

writer to think about developing the topics on paper. The steps are

brainstorming, freewriting, questioning, and clustering. Those steps

may help a writer in generating and discovering ideas while they

are using the prewriting process.

To start writing, writers can use the brainstorming step to help

them easier in getting and generalizing the idea of writing that is

going to be discussed. According to Regina et.al, brainstorming is

one of the ways to associate idea of the writing and also to

stimulate thinking of the writer. The writer discovers the idea of

the writing and also gets the related ideas or supporting details of

the writing may suggest a topic the writer can write about. The use

brainstorming is also to focus on a particular topic or to develop an

essay in progress.8 Brainstorming for the idea and the topic of

6 Oshima, op. cit., pp. 266-269 7 Langan, op. cit., p. 22 8 Regina L. Smalley, Mary K. Ruetten, Joann Rishel Kozyrev, Refining

Composition Skills, Academic Writing and Grammar 6th ed., (Boston: Heinle, 2012), p. 5

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writing can get the writer started the writer in writing more quickly

and save more time in following the writing process.

Next, other step in prewriting called freewriting. In this way,

the writer keeps on writing whatever he would like to write. The

writer does not need to worry about the appropriate grammar, the

correct spelling, good ideas or topic, and so on, that are used in the

writing. He can freely write the ideas, topics, or whatever comes

from his mind without stopping the writing. Oshima and Hogue on

Writing Academic English-5th edition, also state that freewriting is a

brainstorming activity that a writer could do freely in writing and

finding the topic because the writer is going to discover the

specific focus of the writing. Then, the purpose of this freewriting

step according Alice and Ann is to generate as many ideas as

possible and write them without worrying about the grammatical

errors, organization of the good writing, or correct spelling.9 A

writer may keep on writing freely to get more ideas in the next

work of writing. By having practice on freewriting, a writer will

improve and develop the habit in thinking what to write. The

freewriting technique is also helpful way to get easier in starting

writing.

In prewriting process, there is also a step to generate the idea in

starting writing. The step is questioning. In this step, a writer

generates ideas and details of the writing by appearing question

about the subject and the topic that is going to be written. The

question includes Why? When? Where? Who? And How?. By

asking question, a writer may have an effective way on getting idea

to think about a topic from a number of various angles and points

of view.10

9 Oshima, op. cit., pp. 266-269 10 Langan, op. cit., p. 26

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Another way on prewriting is clustering. This step is also

known as diagramming or mapping the idea of writing. Clustering

is making a visual map of the writer‟s idea. As stated on Writing

Academic English by Alice Oshima and Ann Hogue, clustering is

“another brainstorming activity you can use to generate ideas. To

use this technique, first, write your topic in the center, or core,

balloon. Then write whatever ideas come to you in balloons around

the core. Think about each idea and make more balloons around

them.”11

b. Drafting (Writing)

The second writing process is drafting. After having generated

the idea of writing, a writer may write the idea or the topic in a

draft. Drafting is the real writing of the sentences, paragraph or

essay. Richard and Willy said, “Drafting is the actual writing of the

paragraph or essay.”12

Then, while drafting, the writer transforms

the ideas he has into sentences and also does not need to worry

about the mistakes or errors in writing. The writer can develop the

idea and focus on what he is going to share in his writing and does

not concern with the grammar, spelling, or appropriate vocabulary.

c. Revising (Re-Drafting)

Revising, also called polishing, means rework and rewrite the

draft. In prewriting, the writer generates the idea of the writing and

in drafting, he writes the subject to be discussed. While, in the

revising step, the writer rethinks and rewrites the draft to improve

the accuracy, readability, and development of the writing. The

writers of The ST. Martin’s-Guide to Writing, argue that “revising

may involve strengthening particular sections of your draft, or it

may produce a completely rewritten and quite different essay.

11 Oshima, loc. cit., pp. 266-269 12 Jack C. Richard and Willy A Renandy, Methodology in Language Teaching: An

Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 20

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Once you had time to reflect in your draft and you are ready to

revise.”13

d. Editing

The next writing process called editing. When a writer has

revised his writing; the content, style, and the idea of writing, he

could turn his attention in editing his work. Axelrod and Cooper

state“As you revise a draft for the time, you need to edit it closely.

Through you probably corrected obvious errors in the drafting

stage, usage, usage and style were not your first priority. Now,

however, you must find and correct any errors of mechanics, usage,

punctuation, or style.”14

Then, Mary Thoreau adds that this step

(editing) can make the writing or the essay easier to understand.

Then, doing carefully in editing the writing will make the essay

become almost answering the question effectively and well, also all

the information and the idea.15

3. Kinds of writing

There are three kinds of writing; they are free writing, controlled

writing and guided writing. These kinds of writing will be explained

bellow.

a. Freewriting

Free writing is the one of kinds of writing. When students

want to write and still confuse about what they are going to

write, they can stimulate their thought into free writing. By

having free writing, they can enjoy the writing and also make

them easier to start writing. Barbara F. Clouse said that the

important thing in free writing is the writer can feel free. He can

make wild statement, write silly nations, or make random

13 Martin G. Scott, Guide to Writing, (New York: McGraw-Hill, 2005), p. 6 14Ibid., p. 48 15 Mary Thoreau, Write on Track- a Guide to Academic Writing, (Rosedale, New

Zealand: Pearson Education new Zealand, 2010), p. 233

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association.16

Then, in this kind of writing, teachers do not

correct the part of free writing the students do. Teachers may

only read and comment some on the ideas that are showed in the

students write. The students or the writers focus on the audience

or readers and also the content of the writing that are seem as

important in this kind of writing, especially since the free

writings often revolve around subjects that the students are

interested in, and those subjects then become the basis for other

more focused writing tasks.17

Practicing writing through free writing will develop and

improve students‟ fluency in writing. In free writing, they do

not need to worry about the errors in grammar and whether or

not the structure in their writing is good. In the beginning, the

students may feel difficult to write because they do not know

what to write in their writing but they have to be supported and

motivated to keep on practicing writing. They have to enjoy

their writing so then they will know that they can improve their

writing ability and also its fluency.

b. Controlled writing

After that, other kind of writing is controlled writing.

According to Raimes, controlled writing is the writing task that

the students do where the teachers provide a great deal of the

content and/or the form of the writing. This kind of writing is

not like free writing where the students generate the ideas and

the topic of their writing. In controlled writing, the students are

more given such an outline to complete, a paragraph to

16 Barbara Fine Clouse, 265 Troubleshooting Strategies for Writing Nonfiction,

(New York: McGraw-Hill, 2005), p. 3 17 Ann Raimes, Technique in Teaching Writing, 3rd ed, (New York: Oxford

University Press, 2003), p. 9

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manipulate, a model to follow, or a passage to continue, for

example.18

Controlled writing can fit into a composition curriculum at

any level of student ability in these 2 places:

1. Before free writing, when students practice a grammatical

point or syntactic structure within a text and not just as a

sentence exercise, and at the same time, use that text as a

source of vocabulary, ideas idioms, and organization to help

them in planning own piece of writing;

2. After free writing, when we see what problems our students

are having and assign a controlled task to give them practice

with the problem areas.19

c. Guided writing

The next kind of writing is guided writing. Guided writing is

the writing that the teacher guides the students in having writing

activity by giving them such activity to do in their writing like

question to response, information that presented in their writing.

Related to this kind of writing, Raimes wrote on Technique in

Teaching Writing, “Guide writing is less control than controlled

writing. In using this kind of writing, the students are given a

first sentence, a last sentence, an outline to fill out, a serried of

questions to response to, or information to include in their piece

of writing. Students should be able to discuss, make notes, share

findings, and plan strategies together before they begin to

write.”20

Teachers provide the students what they are going to

do or to write on their papers and then the students will response

to their task such as by discussing it, making notes and so on.

In line with this explanation, other sources define guided

writing as an essential component of a balanced writing

18Ibid., p. 97 19 Raimes, op. cit., p. 96 20 Ibid., p. 103

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curriculum. In guided writing, the students are given an

additional supported step towards their independent writing.

Then, the teachers also should consider carefully the aim of the

guided session and select the children accordingly. The aim and

the guide of the writing that are provided by the teacher will

help the students in improving their writing and to work

increasing their independence.21

4. Purpose of writing

In the beginning of this chapter, it has been mentioned that one

of the definition of writing is to pour the idea or thought the writer

has to share it to the reader. From the definition, it can be seen that

one of the definitions also mentioned the purpose of the writer to

write; to share to the reader. Ken Hyland also argues “Writing is a

way of sharing personal meanings and writing courses emphasize

the power of the individual to construct his or her own views on a

topic.”22

Talking about purpose of writing, writers have to know what a

purpose is and also know what their purposes of writing are.

Purpose is the willingness of people to get a goal or to achieve their

aim when doing something and also the reason why something is

done. Knowing the purpose of writing may influenced the way the

writers write. Betty said that, “Purpose refers to a writer‟s reason

for writing, which can be stated or implied.”23

Then, in this part,

there is going to discuss about the purpose of writing.

Every writer has his or her own reasons or purposes why they

want to write or why they have to write even for his or hels self of

21 Primary National Strategy, (Improving Writing with a Focus on Guided

Writing, 2007), p. 6 (http://dera.ioe.ac.uk/6649/2/Guided_writing_materials.pdf)

(Retrieve, March 2014) 22 Ken Hyland, Second language Writing, series editor Jack Richards,

(Cambridge: Cambridge University press, 2003), p.9 23 Betty Mattix Dietsch, Reasoning & Writing Well: A Rhetoric, Research Guide,

Reader, and Handbook, (New York: McGraw-Hill Company, 2006), pp. 7-8

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writing for the reader. Generally, there are four purposes why

people like to write. As mentioned by Don Knefel, there are four

purposes in writing; to inform the readers, to analyze or to explain,

to convince, to express.24

1. To inform

One of the writing purposes is to inform the reader about

any topics that is being discussed in their writing and why it is

important or interested to be responded by the readers. When

the writers write to inform, their goal is to convey messages to

the audience effectively, precisely, completely: from reporter to

public, from organization to member, from employee to

supervisor, from scholar to students, from friend to friend and

so on. The world rests on a foundation of informative writing. In

this purpose, the writers also write to educate the readers or the

audiences. They are explaining the important thing in order to

share knowledge to the readers.

2. To analyze or to explain

A second and closely related purpose of nonfiction builds

upon the first: the need to discover meaning. Facts are neural

until we seek to understand them. When we analyze

information, we do something to it or with it; we try to answer

questions and to solve problems. When we analyze, we try to

evaluate or explain the facts before us. Analytical writing

addresses the questions “Why?” and “How?” in addition to the

“what?” of informative prose. Although we need to analyze or

interpret information is a clear purpose of much nonfiction,

analysis can also help achieve a third, more complex purpose.

24 Don Knefel, Writing and Life, ‘a Rhetoric for Nonfiction with Reading’, 3rd

ed, (New York: Holt, Rinehart, and Winston Publishing, 2001), pp. 8-9

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3. To convince

The other purpose in writing is to convince the readers and

the audiences with the writings. The writers are trying to convey

information clearly and accurately and explaining or evaluating

the significant of that information to the readers. In this writing

purpose, writers are also trying to persuade the reader with their

arguments to affect the beliefs or behavior that usually readers

have and also to influence them to change their minds, opinions,

or actions. “By the terms of persuasion, we mean writing that

may use methods other than logic, such as appeals to the

reader‟s emotions or sense of right and wrong.”25

4. To express

When people write because they want to say something or

they want to express what they are feeling in their lives, they

will write expressively. The writers express and describe their

feelings, thoughts, experiences, etc., that sometimes make the

readers amuse, laugh, or cry. Then, to write expressively,

writers encounter themselves sometimes in the ways that may

disturb them and when they write to express themselves,

however, they become conscious of their thoughts, feelings, or

lives. They can also discover that writing is a process of

education.

In addition, for the purposes of writing, Joy M. Reid also

mentions that there are three general purposes for writing, and

they can all occur in a single essay, although usually one of the

purposes is dominant: 26

5. To explain (educate, inform)

This writing purpose is to give some explanations to the

readers according to the ideas or topics that are being discussed

25 Ibid., p. 7 26 Joy M. Reid, The Process of Composition 3rd Edition, (New York: Longman,

2000), p. 9

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in that writing. It is also to educate and inform the reader from

the writing. The writers tell the readers about the facts and the

reason why their writing topics are interesting to be read.

6. To entertain (amuse. Give pleasure)

The next writing purpose according to Reid is to entertain.

Some people write on their books, or journals, or blogs is to

entertain the readers. They write about funny thing, jokes, or the

topic that give the reader pleasure in reading that writing.

7. To persuade (convince, change the reader’s mind)

To persuade other people can be done by writing and it is

also one of the purposes of writing. A writer may write an

article, book, journal, or a note to persuade the readers. He

convinces and changes the readers‟ mind by his good writing. In

this purpose, a writer also shares the reader about their

arguments by showing the comparison, supporting ideas, or a

contrast reason to develop the topics.

Then, Reid also said that “within each of these general

purposes, writers select one or more specific purposes. Some

purposes are external to (outside of) the actual writing: to fulfill

an assignment, to receive a good grade, or to demonstrate

knowledge to an instructor. Other purposes are directly to “3A”:

Assignment (or selected topic), the intended Audience, and the

Available (collected) material.27

B. Recount text

1. Definition of Recount Text

There are many definitions of recount text from many writers

and experts of language learning and teaching. One of them said

that “Recount is a piece of text that retells past event, usually in

order in which they occurred. Its purpose is to provide the audience

27Ibid.

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with a description of what occurred and when it occurred.” Hyland

defined that recount text is to reconstruct past experiences by

retelling events in original sequences.28

Then, from the definition, it

can be concluded that recount text is a text that people write to tell

past event which occurred. It can be inform the reader, to amuse, or

only to tell them what had happened.

2. Generic Structure of Recount Text

a. Orientation

In this part, writer tells to the reader what the story about and

where the story or the event happened. It also tells about the

time when the story happened.

b. Events

The story in recount text also consists of the event. It tells

about the sequences of the event in the story. How it begins

and what the next story happens.

c. Re-Orientation or Conclusion

It is optional-closer of events or ending of the story. The

writer in this part may decide whether to write the conclusion

or not to the reader. This part is also concluding comments

express opinion regarding the events described.29

3. Language Futures of Recount Text

The language feature of Recount Text as written by Anderson,

they are:30

a. Proper noun to identify those involved in the text

Descriptive words to give details about who, what, when, and where

b. The use of the past tense to retell the events

28 Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press,

2003), p. 32 29 Mark Anderson and Kathy Anderson, Text Types in English Type 1, (Australia:

Macmillan, 2003), p. 48 30 Ibid.

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c. Words that show the order of the events (for example: first,

next, then, etc)

C. Journal Writing

Many writers have their own technique in improving their writing

ability. One of the techniques that the writers usually use is by keeping

a journal. In a journal, people can write and record their activities, their

thoughts, experiences, stories, and so on. In this chapter, there is going

to talk about journal writing and the discussions are about the definition

of journal, kinds of journal writing, and also the benefit of journal

writing.

1. Definition of Journal Writing

In writing a journal, people may describe their activities, their

thoughts, stories of life, and so on. They write and also record on that

journal about whatever they had observed, what have happened around

them, their feeling or reflection toward the subject they learn, and

response to a reading passage. Then, to understand more about journal

writing, there are going to show the definitions from some book

authors.

Regina et al, define that a journal is a space for people to record the

object they had observed and they then reflect what they have observed

on that journal.31

They can write anything they feel in that journal and

focus on the idea and insight that is going to develop. People, in writing

a journal, may also describe the conversation that they ever heard or

record and describe how it can be related to their own lives. When

people write in their journals, it can be seen as the way they are

thinking in writing.

In line with this explanation, in defining a journal, Ruetten, also

stated that journal is a notebook the people usually use to write and

share their thoughts, willingness, studies, and their live stories. By

31 Smalley, op. cit. p. 3

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writing journal, people can reflect on how well they write, whether the

writing is going easy or difficult. She also define that a journal is the

place where people can think about their lives and make observations of

the world around them. Then, from a journal writing, the important

thing is to write the topic that a writer cares about and to practice the

writing continuously.32 The ideas of writing that a writer interested may

influence his/her desire in keeping on writing.

In journal writing, people may write everything what they are

thinking, their problems, personal daily life experiences. They can write

privately about their secret, feeling, or something that ever embraces

them without worrying to be offending anyone else.

Some people see that a journal is similar to a diary. Diary is a

notebook that more likely to considers the time details or events and

also a report of what happened during the day, for example the detail of

where you have lunch, who you talk to, and so on. On the other hand,

Miller argues that “a daily journal is unlike diary. A diary is simply

used to record meetings and events whereas a journal is more personal

and reflective, focusing on how a writer reacts to experiences and it can

be designed in different ways with different motives in mind.”33

From

the explanation, it seems that according to Miller, a journal is different

with a diary because of the content and the way in writing both diary

and journal is also different.

Furthermore, Clouse also stated that a journal is not like a diary. A

diary is more likely notes of every single of daily activities instead, a

journal consists more about the ideas, thoughts, and reactions to the

event occurs around the writer. For example, the writer saw accident of

a motorcycle around him, he can record what he felt and response

toward the accident he had seen in a journal. Then, journal is also a

32 Mary K. Ruetten, Developing Composition Skills, Academic Writing and Grammar, 3th

edition, (Boston: Heinle, 2012), p. 26 33 Robert Keith Miller, Motives for Writing, 5th edition, (New York: McGraw Hill, 2005),

p. 9

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good place in thinking through writing about the events or problems

that trouble the writer himself or other people.34

Then, as stated on Reasoning and Writing well: rhetoric, research

guide, reader, and handbook, by Dietsch, “In some ways a journals is

similar to a diary, but journals often include a wider range of material.

A journal can be a private account of conversations, events,

perceptions, reactions, or anything else a writer cares to record. Some

writers save quotations, funny stories, or poem. Any of these items may

prove valuable for later writing.”35

The writer can record by writing

their private conversation that is important for them which they do not

want other people know. Then, they also can write any quotations that

are meaningful for them or about the dreams they have or discussion of

a problem and idea that is interesting to share. By having journal

writing, a writer is only write for her/himself and does not need to

worry for what other people think.36

Based on the few definitions of some authors earlier, it can be

concluded that a journal is a record, a notebook, or a space that people

or writers use to record, comment, and reflect to every single of what is

happening around them. It can be also as their response toward their

lives and problems in written form. For some people, a journal is same

as a diary but for some authors such as Miller, a journal is unlike a

diary. Both of them have differences in the form of writing.

After discussing the definition and understanding of journal writing,

there will be talked about the kinds of journal writing that some people

are familiar with these kinds of journal.

34 Clouse, Op. cit., p. 12 35 Dietsch, Op. cit., p. 30 36 Oshima, Op. cit., p. 266

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2. Kinds of journals

There are many kinds of journal writing. According to Suzanne F.

Peregoy and Owen F. Boyle, the types of journals are Personal Journal,

Learning Log, Buddy Journal, Dialogue Journal, and Project Journal.37

a. Personal Journal

This type of journal allows students to share their personal

thoughts and life stories. In writing personal journal, teachers do

not comment on students‟ writings unless they ask to do so.

Teacher may ask the students to write their journals three or four

times a week at a regular time in the day.

b. Learning Log

This kind of journal have purpose to help students develop sense of

direction and success in the class. It is also to help teacher evaluate

students‟ progress, help students articulate what is learned and ask

questions for self-assessment. This journal can be private or share

with the teacher.

c. Buddy journal

In buddy journal, students get used to the idea of writing each day.

Writing becomes a functional and meaningful activity, with almost

immediate audience. In this journal, students make conversation in

written form with another student. They can write and respond

each other about classroom topics or issues that concern them.

Then, the teachers can provide guidelines for responding to the

writing in their journals.

d. Dialogue Journal

In this kind of journal, there is conversation in a written form it can

be between one and another student or a student and teacher.

Then, when journal is used daily or often, teacher responds not to

the form but more to the content or to something the student high-

37 Suzanne F. Peregoy and Owen F. Boyle, Reading, Writing, and Learning in ESL. A

Resource Book for K-12 teachers, 2nd Edition, (New York: Longman, 2006), pp. 206-208

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lighted for the teacher. The writing used to communicate. Dialog

journal makes writing purposeful in school, gives students

audience for their writing and models how to the writing of others.

The aim of dialog journal is also to develop fluency and authentic

conversation on paper because they are meaningful. The teacher

also responds to their jobs and gives them the freedom to

concentrate on what they are saying rather than in how they are

saying it.38

e. Project Journal

Students keep journal with a specific task in mind; plans for

writing a story, notes for a social science paper, and measurement

for a math project. This kind of journal is aimed to assist students

with preparing for a project in English, science, etc.; students take

notes of plants growing in science class in preparation for a report.

They take notes of conversations in preparation for story they

might write.

3. Benefits of Journal writing

There are many reasons why teachers should ask the students to

keep their journals. It is because keeping on writing journals will

give many advantages for the students especially in improving their

writing ability and somehow, it also gives some benefits for the

teachers. The following explanation is about the benefits or

advantages of journal writing that has been mentioned by some

authors.

Firstly, Based on Miller, journal often helps writers to recall

events and ideas that they had somehow lost sight. Keeping a

journal also makes their writing more natural because they used to

write on their journals. He also said, that another advantage is that

you can explore responses to what has happened or what you have

38 Peregoy, op. cit., p. 208

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read-personal responses that you would be reluctant to discuss with

anyone, believing them too trivial, too personal, or too confusing.39

Next, other opinion about the benefits of journal writing comes

from Jeremy Harmer. The benefits of writing journals include not

only benefits of reflecting upon learning, but also the opportunities

for freedom of expression, the impact of journal writing on writing

ability in general, and the opportunity they provide for teachers and

their students to enter into a new and different kind of dialogue.40

a. The value of reflection

By keeping a journal, students can reflect and introspect

themselves toward what had happened around them, they

also can reflect their learning in the school whether they the

learning activity is gong easy or difficult, and why and how

they can get success on their learning activities. There are

good reasons for supporting that when writers have a chance

to reflect carefully on what they have done, they are more

likely to remember it than by simply discard experience the

moment it is over.

b. Freedom of expression

Journal is a place where people can write anything more

freely. Freedom of expression is one of the advantages of

journal writing because in a journal people can express their

feeling feely if they are not confident to express it in a

public or in front of the class. Then, because the act of

writing is less immediate than spontaneous conversation,

they have more time to access those feelings.

c. Developing writing skills

Like reading, the more people read, they become better

reader. It is also as writing does. The more people write the

39 Robert K. Miller, Motives for Writing, (New York: McGraw Hill, 2006), pp. 10-11 40 Jeremy Harmer, How to Teach Writing, (Edinburg: Pearson Education, 2004), p. 126

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more fluent and better they are in writing. Journal writing

contributes to a student‟s general writing improvement in

the same way as training enhances an athlete‟s performance:

it makes them fit.

d. Students-teacher dialogue

After writing the journal, students may give to the teacher

their journals to response for what they have written. They

also can write their questions, offering advices, or their

opinion toward the lesson they learn in the classroom, and

also write their secret and then ask the teacher to respond

them. So that in their journal, there will be conversation and

dialogue between the students and teacher. By having

journal and using it to have discussion with the teacher, they

will be closer to the teacher and have good communication

between student and teacher.

After the explanation above, it is seen that journal writing

has many advantages and benefits for students or writers

who write that journal. Journal writing is not only to

improve their writing ability but they also can enjoy their

writing on their journals. Since then, teacher also will get

easier to assist their students‟ ability on writing and students

can rouse creative introspection in their writing.

D. Related Study

Research about journal writing to school ages has been conducted by

many researchers. Some of the researches show that the use or applying of

journal writing has many advantages in teaching learning process. It is also

good and effective for students to improve their ability in writing, in

understanding stories, also in teacher-students relationship, and so on.

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Then, in this research, the researcher is going to present some of the

relevant studies to support this research.

Firstly, there has been research conducted by Wonget.al, entitled

Effects of Guided Journal Writing on Students' Story Understanding. In this

research, they investigated the effects of guided journal writing on

students‟ understanding of themes and main characters in a complex novel.

The students are divided into two groups; one is having writing condition

and another is no-writing condition. The writing group responds to the

novel they are reading into written form which is guided by the researchers.

The result shows that using guided journal writing helps the students on

understanding the story more than not using journal writing, and it is

showed that the journal is worthwhile endeavor. They also said that the

writing made them think more deeply about the story.41

Secondly, the research about journal writing comes from Mohammed

Farrahentitled Reflective Journal Writing as an Effective Technique in

theWriting Process. One of the basic problems of this research is that the

university students get some obstacles on writing because of lack of some

writing practices and also lack of getting idea in writing. Then, he applied

reflective journal writing to the students to see if it can advance students‟

writing fluency and increase their motivation in writing, enhancing

creativity and critical thinking skills among Hebron University students.

The sample consists of 120 male and female from four writing classes. The

results of this study indicated the positive effects of the use of reflective

journal writing in enhancing motivation and self-confidence, improving

learning in general and the writing skills in particular.42

Next, Anderson, et, al. also did a research related to the use of journal

writing. In this research, they compared the benefits and challenges of

implementing dialogue journals between behaviorally and academically

41 Bernice Y. L. Wong, et., al. Effects of Guided Journal Writing on Students' Story

Understanding, The Journal of Educational Research, Vol. 95, No. 3, 2002, pp. 179-191 42 Mohammed Farrah, Reflective Journal Writing as an Effective Technique in the

Writing Process, An - Najah Univ. J. Res. (Humanities). Vol. 26(4), 2012, pp. 999-1025

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challenged middle school students and their teacher for the purpose of

improving student-teacher relationships and, subsequently, reducing

students‟ problem behaviors. There are two students, as the participants of

this study, who are using the dialogue journal. Their behavior were

observed and recorded to see if their disruptive behavior would decrease

and their desired positive behaviors initiating conversations with the

teacher and complying with the teacher requests) would increase. The

result showed that for one student positive behavior increased and negative

behavior decreased. The second student‟s positive behavior increase but his

response to the intervention was somewhat less consistent. Implications of

the research with the respect to teacher practice and in relation previous

research findings are included.43

The last relevant study was conducted by Defianty. She conducted a

research about the applying of journal writing for the young learners. This

research is aimed to know whether or not teacher and students get some

advantages from a dialogue journal. In this research, there are five

participants who use dialogue writing. From the research, it can be seen

that dialogue journal writing is benefit for the teacher and also for the

students. The students have a better written production in the length and

fluency than non-participants do. Their vocabulary also increases through

writing journal. Then, the benefit of dialogue journal is also benefit for the

teacher. She is easily able to assess students‟ progress without causing

threatening situation as it often happened in traditional testing. By the

journal, she also knows the students individual needs in learning.44

43 Darlene H. Anderson, et, al. Using Dialogue Journals to Strengthen the Student-

Teacher Relationship: a Comparative case study. College Student Journal, 2001, p. 269 44 Maya Defianty, “Applying Dialog Journal in Young Learners‟ Class”, Presented in Lia

International Conference, Yogyakarta, 3-5 April 2009

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CHAPTER III

RESEARCH METODHOLOGY

A. Place and Time of the Study

The research was held in a junior high school named SMP Yayasan

Pelita Harapan Jakarta. This school is one of the private schools in Jakarta that

is located in Jl. Pupan No. 29 Kelurahan Pondok Pinang, Kecamatan

Kebayoran Lama South Jakarta. The study was conducted in the second grade

of this junior high school.

The research was done on the second semester of academic year

2013/2014 which was on March 17th

up to April 17th

2014.

B. Research Method

The method used in this research is Classroom Action Research (CAR).

As Burn said, CAR is one of the methods for teacher in improving students’

skill and understanding of the learning process and it is also to improve

teachers’ way to improve their teaching ability.1 As cited by Nolen and friends

that Mills defined CAR as any systematic inquiry conducted by teachers,

administrators, counselors, or others with avested interest in the teaching and

learning process, for the purpose of gathering data about how their particular

schools operate, how they teach, and how students learn.2

C. Research Design

The research design used in this research is Kurt Lewin’s design. In his

design, there are two cycles which has four phases for each cycle. The phases

are planning, acting, observing and reflecting. The design as following:

1 Ann Burns, Doing Action Research in English Language Teaching: A Guide for

Practitioners, (New York: Routledge, 2010), pp. 1-2 2 Amanda L. Nolen and Jim Vander Putten, Action Research in Education: Addressing

Gaps in Ethical Principles and Practices: Educational Researcher, Vol. 36, No. 7 (Oct., 2007),

pp. 401-407Published by: American Educational Research Association Stable URL:

http://www.jstor.org/stable/30136071 .Accessed: 12/01/2013

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Figure 3.1

Kurt Lewin’s Action Research Design3

3 Suhaimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009) p. 21

Planning Acting

Reflecting

Observing

Cycle 1

Planning Acting

Cycle 2

Observing Reflecting

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1. Planning

In this phase, the researcher prepares all things related to the

implementation of CAR. She prepares the lesson plans, observation

sheet, instruments for the research such as teaching aids and scoring

form.

2. Acting

The next step the researcher does is acting. In this phase, the

researcher work collaboratively with the English teacher in

implementing the lesson plan. The teacher takes role as an observer

when the teaching and learning is done by the researcher in the

class.

3. Observing

The researcher then does the third step in implementing CAR. It is

observing. In this phase, the researcher observes the condition of

the students (subjects of the research) and also teaching and

learning process. The researcher takes note in this phase in order to

gather relevant data.

4. Reflecting

Reflecting phase is the phase where the researcher overview and

review the activity and also to see whether the action of the research

will be continued to the next cycle or not. If there is still found

some problems in this research and it does not finished yet, the

research should be done for cycle 2 or the next cycle.

D. Subject of the Study

The subject of this research is the students of second grade in SMP

Yayasan Pelita Harapan in academic year 2013/2014. There are 20

students in this class that consist of 9 male and 11 female.

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E. The Writer’s Role on the Study

In this research, the researcher takes the role as the observer and also a

teacher in that class. She makes the lesson plans, prepares for the test (pre

test and post test) for the subject of the research and also the interview to

the English teacher.

F. Classroom Action Research (CAR) Procedures

In conducting the design of Classroom Action Research, the researcher

uses the procedures as mention in the research design. The procedures are

planning, acting, observing and reflecting. The research is done in cycle

one to know the improvement of the action and it will be continue to the

second cycle until the research reaches the goal and the objective of the

research.

1. Planning

As mentioned before, the researcher makes the planning what to be

implemented in this research. In this phase, she prepares the lesson plans.

The lesson plans is also related to the syllabus that the students are

learning in the class. In having the plan of this cycle, the researcher

prepares the notes for observation because during the implementing the

research, the researcher has to observe the activity and also what happens

to the subject of the research along the research held. Then, all the thing

that needed in this research also planned and prepared by the researcher in

order that this research can run well.

2. Acting

After having the plans for this research, the researcher then does and

implements the plans of the research. She acts corroboratively with the

English teacher of the class in implementing the lesson plan. The

researcher takes the role as a researcher and also as the teacher who

implements the research. The teacher takes role as an observer when the

teaching and learning is done by the researcher in the class.

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Before applying the research, the researcher asks the students about

their experience, unforgettable experience, how they spent their holiday or

weekend, and so on. After that they are asked about recount text and what

they know about it. Next, the researcher then explains about recount text,

gives them the example, and teaches them how to write it well. Then the

students were asked to have their journal and their journal writing.

Moreover, the action will be discussed in chapter

3. Observing

In this phase, the researcher observes the students when the CAR

is implemented in this class. The students’ activity and also their

responses to the research will be observed and to be noted by the

researcher. The notes taken in this observation is also to gather relevant

data for the research.

4. Reflecting

Reflecting phase is the phase where the researcher overviews and

reviews the activity and also to see whether the action of the research

will be continued to the next cycle or not. If there is still found some

problems in this research and it does not finished yet, the research

should be done for cycle 2 or the next cycle.

G. Instrument of the Study

In conducting this research, the researcher used three instruments.

They are observation sheet, Interview guidelines and test.

1. Observation sheet

It is used during the observation in the class, in teaching and learning

process. This instrument is for getting the data from the teacher and

the students in learning process and also for the planning and the next

cycle.

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2. Interview guidelines

The other instrument used in this research is interview. It is carry out

before and after implementing CAR. The teacher and the students will

be interviewed. The interview is to complete the data in the research.

3. Test

This research also used test as one of the instruments. This test is to

measure the improvement of the students before and after having the

research of journal writing for the second grade of junior high school.

H. Technique of Collecting Data

The techniques in collecting the data in this research are by using

observation, interview and test.

1. Observation

Observation is one of the techniques of collecting the data in this

research. In this technique, the researcher observes the students and

the teacher in teaching and learning process. Observation in this

research used to see the problems of the learning process and also to

find out the solution of that problem. The researcher observe the

students of second grade of SMP Pelita Harapan, about their writing

ability, their understanding about recount text, and also to observe the

teaching and learning process in this class.

2. Interview

The researcher in this research conducts the interview to the

students also to the English teacher. The interview was conducted

before and after implementation of the research in improving students’

writing skill on recount text.

3. Test

In collecting the data, the researcher also uses test for the subject

of the research. This test is done to measure their improvement in

writing skill on recount text. The tests are pre test and post test which

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is meant that pre test is conducted before implementing the journal

writing and post test is done after implementation the journal writing.

I. Technique of Data Analysis

The researcher used observation during the teaching and learning

process and also the interview in analyzing the data of the research. Then,

she used numerical data to know how well the students reach the material

of the teaching and learning process and to know their improvement in

writing skill on recount text.

Related to the numerical data, the researcher uses the formula as

below:4

Mx = Mean

X = Individual Score

N = Number of the Students

After getting the mean of the students’ score, next is to know the

class percentage whether it passes the Kriteria Ketuntasan Minumim

(KKM). The KKM of the class is 65. The formula is:5

4 Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 8 5 Ibid, p. 43

—

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P = The Class Percentage

F = Total Percentage Score

N = Number of Students

Next, to know the improvement of the writing skill on recount

text, the researcher uses the formula as below:

P = The Percentage of Students’ Improvement

Y = Pre-Test Score Result

Y1 = Post–Test 1 Score Result

P = The Percentage of Students’ Improvement

Y = Pre-Test Score Result

Y2 = Post–Test 2 Score Result

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J. Criteria of the action success

Every research is hoped can reach its goal and be successful.

Then, this research is also mentioned to be a successful research. So, in

determining it, the researcher mentions that a successful research is if it

can improve the students’ writing skill from the pre test to pos test 1

and 2 in 75% from all of the students in the class. It means that the

subjects of this research can pass test after applying the classroom

action research with the journal writing for the students. The KKM of

the class is 70 (seventy). There should be 70% of the students who can

pass this KKM.

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CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Finding

This research was held in SMP Yayasan Pelita Harapan Jakarta and

the subject of the research the second grade of that school. It is done on

17th

of March to 17th

April 2014. The implementation of the research is

described in this chapter, from the beginning to the end of the cycle.

The implementations are planning, action, observing and reflecting.

Also about the instrument and the procedures of the research are

discussed in this chapter.

1. The Result of Pre- Action Test

In this research, the researcher conducted the pre test to the

subject of the research. This test is to see and to measure the

students’ writing skill on recount text and it is conducted before

implementing CAR.

Table 4.1

Students’ Pre Test Score (Before CAR)

Students'

Number Pre-Test

1 53

2 60

3 56

4 65

5 70*

6 63

7 57

8 60

9 72*

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10 62

11 60

12 80*

13 62

14 60

15 55

16 77*

17 58

18 65

19 66

20 75*

21 55

22 60

23 60

1451

Mean 63.09

Note * =who pass the KKM (70)

Then, the mean of the score is calculated as below:

The percentage of students who passed the KKM is:

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P = 0.22 x 100%

P = 22 %

The data showed that the result of mean from the pre-test is 63.09.

The students who passed the test are 5 students and the lowest score in

the pre test is 53. The students who passed the test are about 22 %

from all the students in the class.

Form the data, it can be seen that most of the students in the

second grade of junior high of this school are difficult in writing

recount text. There were only 5 of 23 students who passed the pre test.

2. Cycle One

a. Planning Phase

Planning is the first step in doing classroom action

research. In this phase/step, the researcher makes the plans

based on the student’s problem about writing skill and

understanding recount text. She arranges the lesson plan, the

material about recount text, understanding of journal, and the

writing assessment rubric, observation sheet.

b. Acting Phase

In this phase, the lesson plan is applied as it is created by

the researcher. She takes the role become a teacher and also as

the observer to the students and the learning activity. This

phase is done on March 31st,

2014. In this action, the researcher

started to ask the students about their experience last weekend

and had them to write the list of their activities. Then, some of

them read and tell their experience last weekend. After having

the students with this activity, the teacher then asked them if

they know about recount text. Because some of them have not

understood yet, so the researcher then explains it to the

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students. She explains about what recount text, concept and

also characteristics of the recount text, schematic structure and

all related to the material of recount text.

After explaining the topic and the material of recount text,

the researcher asked if the student understand and also gave

them some questions to make sure that they could get about the

recount text. Then, the researcher/teacher began to explain

about journal writing.

c. Observing Phase

The other thing that the researcher did is observing the

students in teaching and learning activity. In this phase, the

researcher tried to observe the students’ participation and

responses to the material and the activity.

After having the two meeting in this research, some of

the students understand the use of journal in writing recount

text. Some difficulties and obstacles that the researcher

found in the class, such as: they are difficult to start writing,

three of them were shy to say that they actually cannot write

English because they are not really understand about

English subject and also the material that have been

explained. Some of the students in this class are also lack of

mastering English vocabulary so they actively ask it to the

teacher as well. Then, the students are also tried to look

other students’ answer writing in the test.

d. Reflecting Phase

After having the pre test, post test 1, and action in the

class, the researcher conclude that not all of the students

understood about recount text and were not able to write

correctly in their writing. So that the researcher tried to

modify the action in order to the students can understand the

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material and can reach at least 75% of them pass the KKM.

In post test 1, there is only 47.82% who passed the KKM.

From the data that had been calculated, the researcher

found that from the score of post test 1 of applying journal

writing, the students had not reached the criteria of

successful research. Their scores are below the KKM.

Next, the researcher tried to reflect the use of journal

writing for the students. She asked the students to be more

active in asking if they had not understood and had more

practice in writing their experiences in their journals. The

researcher also helped them in deciding the theme of what

they would write, gave them more time in writing because

some of them said that they need more time to think what to

be written in their journal because they want to make their

journal writing and their recount text better.

The researcher found that the main changing in the first

cycle was about students’ understanding of the recount text

and mastering English vocabulary and their participation

and interests that were increased in two meetings. Based on

the explanation, the writer did the cycle 2 to overcome the

problem related to the students’ lack of vocabulary to get

better result. Moreover, revising or modifying the plan was

needed in order to achieve the criteria of success. Therefore,

some changes were done by the writer to make teaching

learning process more focus and clear when the teacher

delivering the material.

3. Cycle Two

a. Planning Phase

This is the second cycle of the research. Like in previous

cycle, the researcher also does the same step in the cycle one.

She revised and modified the lesson plan according to the

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reflecting of cycle one. In addition, the cycle two was modified

that the students could write their journal in groups. Even

though they wrote their own experiences for example, but they

can they can write their journals by helping each other in

maintaining the English vocabulary and its spelling if there is

student who cannot write in English. They also can share each

other their writing and experiences. Besides, the researcher

could control the students who had not understood about the

recount text and how to start their writing.

b. Acting Phase

In acting of cycle two, the researcher did and applied the

lesson plan based on reflecting of first cycle. In doing this, the

students were asked to make small group and gave them some

exercises related to the research. They were provided some text

about recount text. From that text, they had to answer

questions. The questions are to help them to understand about

recount text and also the schematic structure of recount texts. It

is also to help them mastering English vocabulary and can use

it in the next writing exercises.

c. Observing Phase

The other thing that the researcher did is observing the

students in teaching and learning activity. In this phase, the

researcher tried to observe the students’ participation and

responses to the material and the activity.

After having the two meeting in this research, some of

the students understand the use of journal in writing recount

text. Some difficulties and obstacles that the researcher

found in the class, such as: they are difficult to start writing,

three of them were shy to say that they actually cannot write

English because they are not really understand about

English subject and also the material that have been

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explained. Some of the students in this class are also lack of

mastering English vocabulary so they actively ask it to the

teacher as well. Then, the students are also tried to look

other students’ answer writing in the test.

d. Reflecting Phase

After having the pre test, post test 1, and action in the

class, the researcher conclude that not all of the students

understood about recount text and were not able to write

correctly in their writing. So that the researcher tried to

modify the action in order to the students can understand the

material and can reach at least 75% of them pass the KKM.

In post test 1, there is only 47.82% who passed the KKM.

From the data that had been calculated, the researcher

found that from the score of post test 1 of applying journal

writing, the students had not reached the criteria of

successful research. Their scores are below the KKM.

Next, the researcher tried to reflect the use of journal

writing for the students. She asked the students to be more

active in asking if they had not understood and had more

practice in writing their experiences in their journals. The

researcher also helped them in deciding the theme of what

they would write, gave them more time in writing because

some of them said that they need more time to think what to

be written in their journal because they want to make their

journal writing and their recount text better.

The researcher found that the main changing in the first

cycle was about students’ understanding of the recount text

and mastering English vocabulary and their participation

and interests that were increased in two meetings. Based on

the explanation, the writer did the cycle 2 to overcome the

problem related to the students’ lack of vocabulary to get

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better result. Moreover, revising or modifying the plan was

needed in order to achieve the criteria of success. Therefore,

some changes were done by the writer to make teaching

learning process more focus and clear when the teacher

delivering the material.

4. Result of Post–Test

In this part, the score of the test will be presented. Test in

cycle one and cycle two.

Table 4.2

Students’ Pre Test, Post-Test 1, Post Test 2 Score

Students'

Number Pre-Test Post-Test 1 Post-Test 2

1 53 60 70*

2 60 60 65

3 56 60 72*

4 65 70* 73*

5 70* 72* 75*

6 63 68 76*

7 57 62 66

8 60 72* 80*

9 72* 75* 81*

10 62 70* 75*

11 60 67 71*

12 80* 82* 85*

13 62 67 74*

14 60 60 67

15 55 62 70*

16 77* 80* 81*

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17 58 60 67

18 65 65 70*

19 66 70* 73*

20 75* 76* 80*

21 55 60 65

22 60 65 70*

23 60 68 72*

x 1451 1551 1684

Mean 63.09 67.43 73.04

*The students who passed the Minimum Mastery Criterion or Kriteria Ketuntasan

Minimal (KKM) which is 70.00.

Figure 4.1

The students’ improvement in Writing Skill on Recount Text

To compare the test result between pretest and posttest of each

cycle, the writer uses some steps. Those are calculating the students

mean score of the test, calculating the class percentage, and

0

10

20

30

40

50

60

70

80

pre action post-action 1 post-action 2

Series2

Series1

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calculating the students’ improvement score from pretest to

posttest1 and 2 into percentage.

The process of getting the mean of the pre-test, before journal

writing implementation, has been presented earlier where it is

63.09. The next step is to find the mean of post-test 1. The writer

uses the same formula as in pre-test.

After finding the mean of students’ pre-test score, next is to find

the percentage of the students that passed the minimum score in the

cycle 1. As the data showed above, there are eight students that pass

the minimum score (70).

To get the percentage, the writer uses the following formula:

100%

100%

47.83%

Based on the percentage above, there are eleven students or

47.83% of all students pass the minimum score. It can be clearly

seen that there are improvements made by students from pre-test

mean (22.00) to post-test 1 (47.83). The improvement is 25.83

points (47.83-22.00)

The next step is to count the improvement of students’ score

from pre-test to post-test 1. To get the percentage, the writer uses

the following formula:

100%

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100%

100%

After calculating the mean score, the percentage of students’

improvements in post-test 1, now the writer tries to calculate post-

test 2. To get the mean of post-test 2, the same formula as before is

used.

Next is to find the percentage of the students who passed

minimum score. There are nineteen students passing minimum

score. The same formula as before is used.

100%

100%

78.26%

Compared to post-test 1, there are some improvements. The

improvement is 14.7 points (78.26-67.43). Next is to calculate the

improvement from post-test 1 to post-test 2. The same formula as

before is used.

100%

100%

100%

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From the data analysis above, the writer tries to conclude the

result of the test. The students’ score mean in pre-test is

, in post-test 1 is 67.43, in post-test 2 are 73.04. The

percentage of students who passed minimum score in pre-test is

% (5 students), in post-test 1 is (11 students), in

post-test 2 is 78.26% (18 students). The improvement from pre-test

to post-test 1 is . The improvement from post-test 1 to post-

test 2 is .

B. Discussion

1. Interpretation of the Test Result

In the research, there were conducted test three times. They are

pre test (before implementing CAR), Post Test 1, and post test 2.

From the result of the tests, there shows that in pre test, the mean is

63.09 and in this test, there are only 5 students who `passed the

KKM. They are about 22% of the students in the class. The KKM

in this class is 70 (seventy). There are 18 students who have not

passed the KKM.

After applying journal writing to practice students’ writing

recount text, the researcher conducted the posttest 1 to the students.

The mean in this result is 67.43. The students who pass the KKM in

this test get the improvement. It is 47.82% and there are 11 students

but the target of successful of the research has not been reached.

The researcher then conducts the second cycle and in this cycle also

consists of posttest 2.

The result of post test 2 score shows the mean in this test is

73.04. The students who pass the KKM in this test are 18 students

or about 78.26%. This data can be concluded that the result of the

test had fulfilled the target of the successful research. The target is

75 % and the test in the cycle 2 (Post test 2) is 78.26%. Then from

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the result, this research that using Classroom Action Research

(CAR) is success and the cycle finish in cycle 2.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research is conducted to find out how journal writing improving students’

writing skill in recount text. There design of the research uses Classroom Action

Research. From the research, interview and the observation to the students, the

researcher finds that the students’ get some problems in writing recount text. They

are lack of English vocabulary, they are difficult in starting the writing, and some

of them are not interested in writing.

After applying the journal writing to the participants, it can be seen that the

journals can improve their writing ability especially in writing recount text. The

improvement also can be seen from the test result. It shows from the pre test,

thereare 5 students pass the KKM of English subject. The students in this class are

23 students. Then, in the post test 1 there are 11 students and the post test 2, there

are 18 students pass the KKM.

B. Suggestion

This research confirms that applying journal writing can improve writing

ability of second grade junior high school students on recount text. It can be

meant that writing journal is one of the ways in improving students’ writing

ability especially in recount text. However, the researcher would like to give

some suggestion as follow:

- Teacher

Writing is one of language skills that also need to be mastered by the

students. Event thought it is difficult for some students. They can practice

it freely to improve their writing ability. Then, applying journal writing to

the student can be one of the ways for the teacher to teach and to improve

their writing ability.

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- Student

Journal writing is also expected for the students to practice their writing

skills. They can write anything they had done, they can record their

activity on their journals, they can share their story, feeling, ideas, and

thought in the journal. Doing more practice on journal writing will

improve their writing skill because practice makes perfect.

- Future researcher

For the next or the future researcher, it is recommended to use journal

writing to improve writing ability. Since every language skills need

practice to make the skill better and perfect. Journal writing is also able to

use in the other research that related to writing ability and so on.

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REFERENCES

Amanda L. Nolen and Jim Vander Putten. Action Research in Education: Addressing

Gaps in Ethical Principles and Practices: Educational Researcher, Vol. 36,

No. 7 (Oct., 2007). http://www.jstor.org/stable/30136071 .Accessed: 2013.

Anderson, Mark and Kathy Anderson. Text Types in English Type 1. Australia:

Macmillan, 2003.

Arikunto, Suhaimi. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara, 2009.

Bernice Y. L. Wong, et., al. Effects of Guided Journal Writing on Students' Story

Understanding, The Journal of Educational Research, Vol. 95, No. 3, 2002.

Burns, Ann. Doing Action Research in English Language Teaching: A Guide for

Practitioners. New York: Routledge, 2010.

Clouse, Barbara Fine. 265 Troubleshooting Strategies for Writing Nonfiction. New

York: McGraw-Hill, 2005.

Creswell, John W. Research Deign, Qualitative, Quantitative, and Mixed Methods

Approaches 3rd

Edition. Los Angeles: SAGE Publication, 2009.

Darlene H. Anderson, et, al. Using Dialogue Journals to Strengthen the Student-

Teacher Relationship: a Comparative case study. College Student Journal,

2001.

Dietsch, Betty Mattix. Reasoning & Writing Well: A Rhetoric, Research Guide,

Reader, and Handbook. New York: McGraw-Hill Company, 2006.

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-----. Reasoning and Writing Well: a rhetoric, research guide, reader, and handbook.

3rd

Edition, New York: McGraw-Hill, 2003.

Harmer, Jeremy. How to Teach Writing. Edinburg: Pearson Education, 2004.

Hasan, M. Iqbal. Pokok-Pokok Metode Penelitian dan Aplikasinya. Jakarta: Ghalia

Indonesia, 2002.

Heaton, J.B. Writing English Language Test, 2nd

Edition. London and New York:

Longman, 2001.

Hyland, Ken. Second Language Writing, Series Editor Jack Richards. Cambridge:

Cambridge University Press, 2003.

Janet E Dyment, O’connel, and Timothy S., Journal Writing in Experiential

Education: Possibilities, Problems, and Recommendations, 2012.

http://ericdigests.org/2005-2/journal.html

Kementerian Pendidikan dan Kebudayaan, Kurikulum 2013 Kompetensi Dasar-

Sekolah Menengah Pertama (SMP)/ Madrasah Tsanawiyah (Mts): 2013.

Knefel, Don. Writing and Life, ‘a Rhetoric for Nonfiction with Reading’ 3r,d

. New

York: Holt, Rinehart, and Winston Publishing, 2001.

Langan, John. College Writing Skill. 6th

Edition. New York: MacGraw-Hill, 2005.

Maya Defianty, Applying Dialog Journal in Young Learners’ Class,” Presented in

Lia International Conference, Yogyakarta, 3-5 April 2009.

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57

Miller, Robert Keith. Motives for Writing. 5th

edition. New York: McGraw Hill, 2005.

-----. Motives for Writing. New York: McGraw Hill, 2006.

Mohammed Farrah, Reflective Journal Writing as an Effective Technique in the

Writing Process, An - Najah Univ. J. Res. (Humanities). Vol. 26(4). 2012.

Moloeng, Levy J. Metodologi Penelitian Kualitatif I. Bandung: Rosyda Karya, 2007.

Oshima, Alice and Hogue, Ann. Writing Academic English. 4th

Edition. New York:

Pearson Education, 2006.

Peregoy, Suzanne F. and Boyle, Owen F. Reading, Writing, and Learning in ESL. A

Resource Book for K-12 teachers. 2nd

Edition. New York: Longman, 2006.

Primary National Strategy. Improving Writing with a Focus on Guided Writing,

2007. (http://dera.ioe.ac.uk/6649/2/Guided_writing_materials.pdf), Retrieve,

March 2014.

Raimes, Ann. Technique in Teaching Writing, 3rd

ed,. New York: Oxford University

Press, 2003.

Reid, Joy M. The Process of Paragraph Writing. 3rd

Edition. Englewood Cliffs,

New Jersy: Prentice-Hall, 2002.

-----. The Process of Composition. 3rd

Edition. New York: Longman, 2000.

Richard, Jack C. and Willy A Renandy. Methodology in Language Teaching: An

Anthology of Current Practice. New York: Cambridge University Press, 2002.

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58

Richard, Keith. Qualitative Inquiry in TESOL. New York: Palgrave, 2003.

Robson, Christopher. Real World Research a Resource for Social Scientists and

Practitioner Researchers. Oxford: Blackwell Publisher, 2011.

Ruetten, Mary K. Developing Composition Skills, Academic Writing and Grammar.

3th Edition. Boston: Heinle, 2012.

Scott, Martin G., Guide to Writing, (New York: McGraw-Hill, 2005

Smalley, Regina L., et al., Refining Composition Skills, Academic Writing and

Grammar. 6th

Edition. Boston: Heinle, 2012.

Sudijono, Anas. Pengantar Statistika Pendidikan, (Jakarta: PT Raja Grafindo

Persada, 2008.

Thoreau, Mary. Write on Track- a Guide to Academic Writing. Rosedale, New

Zealand; Pearson Education New Zealand, 2010.

Vicky A Lambert and Clinton E Lambert, Qualitative Descriptive Research: an

Acceptable Design, Pacific Rim International Journal of Nursing Research,

December 2012.

Weigle, Sara Cushing. Assessing Writing. Cambridge: Cambridge University Press,

2002.

White, Fred D. The Writer’s Art, A Practical Rhetoric and Handbook. New York:

Wadsworth, 2000.

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SILABUS PEMBELAJARAN

Sekolah : SMP Yayasan Pelita Harapan

Kelas/Semester : VIII (Delapan)/2 (Genap)

Mata Pelajaran : Bahasa Inggris

Standar Kompetensi : 11. Menulis

Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan recount yang berkaitan

dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

1. Teks:

narrative

recount 2. Structure of

the text:

narrative (identification – descriptions)

recount ( orientation events – reorientation)

3. Language

1 Menanyakan semuahal yang berhubungan dengan materi (kejadian, acara,dll)

2 Menjelaskan kosakata yang berhubungan dengan topic (teks narrative dan recount).

3 Memberikan teks berbentuk narrativee dan recount. Memberi tugas kepadasiswa

1. Mengidentifikasi topic dan informasi factual dalam teks narratif yang dibacakan

2. Mengidentifikasiciri kebahasaan(language features) yang terdapat dalam teks narratif/ recount.

3. Mengidentifikasi tujuan komunikasi teks yang dibaca.

4. Mengidentifikasi

Tes tulis

Tes tulis

essay

essay

Listen to your

teacher reading

the following text

carefully.

Then, find the

meanings of the

underlined words

in Indonesian.

Use your

dictionary if

necessary.

Read the

4x40

menit

Buku teks

Yang

relevan

Student’s coursebook

L

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descriptivedan recount.

features in

narrative and

recount text.

4. Kosakata

yang

berhubungan

dengan jenis

teks.

yang berhubungan dengan teks.

tokoh daricerita yang dibaca.

5. Mengidentifikasi main idea dari sebuah paragraph.

following text

carefully. Then

identify its

characteristic

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Transcription of Interviewing the Teacher

1. Researcher : Bagaimana tanggapan siswa dalam pembelajaran Bahasa

Inggris di kelas?

Teacher : Variasi yaa,,, ada yang serius belajar, walaupun gak

banyak, namun yang mengalami kesulitan juga lumayan.

Mereka yang merasa sulit menjadi kurang tertarik untuk

belajar Bahasa Inggis tapi kadang-kadang mereka juga

bersemangat.

2. Researcher : Skill apa yang sering dialami siswa Bapak sulit ketika belajar

Bahasa Inggris?

Teacher : Skill dalam hal writing, listening, dan reading kadang-

kadang. Beberapa diantara mereka ada yang tertarik

speaking sehingga jika saya kasi pertanyaan sering siswa

itu-itu saja yang menjawab. Untuk writing kebanyakan dari

mereka agak kesulitan dalam hal writing. Lebih suka

mengerjakan soal pilihan ganda dari pada ditugaskan

menulis dalam tulisan Bahasa Inggris.

3. Researcher : Berapa standar KKM Bahasa Inggris di kelas dua ini?

Teacher : Untuk Bahasa Inggris, KKM kita di sekolah itu 70 (Tujuh

Puluh).

4. Researcher : Jenis text apa yang sudah dipelajari siswa di kelas dua ini?

Teacher : Kemaren sih udah belajar tentang Narative text dan

recount text.

5. Researcher : Strategi apa yang sudah atau sering bapak lakukan di kelas

dalam mengajar bahasa inggris?

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Teacher : Saya biasanya mengajar materi yang ada di silabus dan

juga yang ada di LKS. Kadang saya pakai group work untuk siswa dalam

mengerjakan tugas. Tapi yang aktif juga itu-itu saja karena mengandalkan

yang pintar dan aktif saja.

6. Researcher : Bagaimana hasil writing siswa khususnya di bidang skill

writing?

Teacher : variasi. Ada yang 70 ke atas… di atas KKM. Tapi masih

banyak yang dpaat nilai di bawah KKM karena bagi mereka Bahasa

Inggris itu masih sulit.

7. Researcher : Kesulitan apa biasanya yang dihadapi oleh siswa dalam

belajar tentang writing?

Teacher : Sering sulit dalam memulai menulis. Mereka sering gak

punya ide untuk mulai menulis. Kadang saya kasi klu dan kagi gambaran

untuk mau menulis apa.

8. Researcher : Pernahkah Bapak menggunakan teknik menulis jurnal?

Teacher : belum sih. Paling di buku mereka aja. Lagi saya juga

jarang menugaskan writing ke siswa. Hanya sekali-kali. Lebih sering

untuk tugas saya kasi tugas yang ada di LKS mereka agar lebih mudah

dipahami dan dikerjakan walaupun dalam bentuk pekerjaan/tugas rumah

(PR).

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Transcription of Interviewing the Students

1. Researcher : Bagaimana menutut kamu tentang pelajaran Bahasa Inggris di

sekolah?

Student 1 : biasa aja Miss. Kadang-kadang seru. Kadang-kadang

bosenin, Miss.

Student 2 : seru-seru aja sih, Miss. Kadang gurunya lagi seneng, kita

dikasi games kadang sampe dikasi hadiah. Cuma kadang-kadang sih gitu,

bosen ada kadang.

2. Researcher : Berapa nilai KKM kamu di sekolah dan berapa nilai yang

biasa kamu peroleh di sekolah untuk pelajaran Bahasa Inggris??

Student 1 : 70 (Tujuh Puluh), Miss. Kalo Bahasa Inggris yaaa gitu

miss. Kadang ya di bawah KKM, kadang di atas. Seringnya sih di 60an

nilai saya miss. Hehe.

Student 2 : KKM 70 (Tujuh Puluh), Miss. Sesekali saya nilai nya 70an

miss. Kadang-kadang 60an. Cuma pernah juga nilai 80 sama 85an gitu

miss. Yaa lumayan lah… hehe…

3. Researcher : Skill apa yang kamu anggap sulit dalam mempelajari Bahasa

Inggris?

Student 1 : semua, Miss. Saya gak terlalu suka Bahasa Inggris jadi

bawaannya susah belajar bahasa inggris. Kadang-kadang kalau lagi seu

sih, seru Cuma kadang udah sulit jadi bikin bosen, Miss.

Student 2 : Writing kalo saya miss. Saya sering males nulis cerita-

cerita pake Bahasa Inggris. Gak tau vocab nya miss. Nanya ke gurunya,

kadang di jawab. Tapi kadang ngak, dsuruh cari di kamus.

4. Researcher : Teks apa yang sudah kamu pelajari dalam pelajaran Bahasa

Inggris?

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Student 1 : Lupaa, Miss. Narrative sama ceritaain kaya pengalaman

gitu apa yaa,,, recount yaa. Recount text, Miss.

Student 2 : Narrative sama recount text, Miss. Ini lagi pelajari

recount text sih, Miss.

5. Researcher : Kesulitan apa yang kamu rasakan dalam mempelajari Bahasa

Inggris tersebut?

Student 1 : Nulis recount text, Miss? Saya sering gak ada ide.

Vocabulary Bahasa Inggris saya juga dikit, Miss. Jarang dikasi tugas

writing juga jadi jarang nulis akhirnya, Miss.

Student 2 :

6. Researcher : Menurut kamu apa yang menyebabkan kesulitan tersebut?

Student 1 : Jarang Nulis, Miss. Jarang praktek, jarang latihan.

Belajar Bhasa Inggris nya juga agak bosen kadang. Kalo tugas sering

yang dari LKS aja, Miss.

Student 2 : Saya kalau nulis lama mikirnya, Miss. Idenya agak sussah.

Kadang kalau gurunya ngasi cerita dikit sama contohnya idperjelas baru

saya ngeh, baru kadang dapet idenya. Kalau vocab kadang-kadang juga

agak belum bisa, Miss. Vocab saya masih minim.

7. Researcher : Apakah kamu pernah mendengar teknik menulis jurnal?

Student 1 : belum, Miss.

Student 2 : Pernah, Miss. Intinya nulis-nulis gitu sih kalau yang aku

tau, Miss.

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Pre-Test

Name :

Class :

Guidelines in Pre-Test Writing Recount Text

1. What did you do last holiday?

2. Where were you last holiday?

3. With whom were you last holiday?

4. How long did you spend your holiday?

5. Where did you go to spend your holiday?

6. What did you do in that place?

7. What did you do in every morning along your holiday?

8. What time did you get up in the morning and go to bed along your holiday?

9. How do you feel in having holiday?

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Post-Test 1

Name :

Class :

Complete the story below!

Last weekend, my friends and I went to the school together. We went there

because we had to celebrate Isra’ Mi’raj day in our school. There were so many

teachers and students came to the school to join that event. We had some

interesting events in the school …………………………………………

………………………………………………………….…………………

……………………………………….……………………………………………

…………….………………………………………………………….……………

…………..…………………………….……………………………………………

……………..………………………………………………………….……………

………………

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Post-Test 2

Name :

Class :

Day/date :

Tell your own experience and story.

In your writing, remember that you have to tell:

When and where it happened

Who are in the story

What happened in your story

Tell the story or the event in sequence

Finis your writing with the good ending

You can choose the topic from provided topic below:

Tell about your experiences in Ramadhan month

Your experience in your field trip of the school event

Your experience in the event of Indonesia Independence Day

Your own story

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Students’ Pre Test, Post-Test 1, Post Test 2 Score

Students'

Number Pre-Test Post-Test 1 Post-Test 2

1 53 60 70*

2 60 60 65

3 56 60 72*

4 65 70* 73*

5 70* 72* 75*

6 63 68 76*

7 57 62 66

8 60 72* 80*

9 72* 75* 81*

10 62 70* 75*

11 60 67 71*

12 80* 82* 85*

13 62 67 74*

14 60 60 67

15 55 62 70*

16 77* 80* 81*

17 58 60 67

18 65 65 70*

19 66 70* 73*

20 75* 76* 80*

21 55 60 65

22 60 65 70*

23 60 68 72*

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x 1451 1551 1684

Mean 63.09 67.43 73.04

*The students who passed the Minimum Mastery Criterion or Kriteria

Ketuntasan Minimal (KKM) which is 70.00.

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Chart of the Test Result

(The Improvement of Students Reading Score during CAR)

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Pre-test

Post-test1

Post-test2

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RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

CYCLE 1

Nama Sekolah : SMP YPH Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan) / II

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana

berbentuk recount, dan narrative untuk berinteraksi

dengan lingkungan sekitar

Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima yang

berkaitan dengan lingkungan sekitar dalam teks berbentuk

recount dan narrative

Jenis Teks : Monologue

Tema : Recount text

Aspek/Skill : Menulis

Alokasi Waktu : 2 x 40 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Membaca dan memahami makna teks bacaan

b. Mengidentifikasi langkah retorika dan ciri kebahasaan dalam teks naratif.

c. Menemukan ide pada teks recount

d. Dapat menuliskan cerita dalam bentuk recount text

2. Materi Pembelajaran

a. Generic Structure of recount text

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b. Elements of recount text

c. Social function of recount text

3. Metode Pembelajaran: Three-phase technique and pairs work

4. Langkah-langkah Kegiatan

a. Kegiatan Awal

Greeting (member salam dan tegur sapa)

Mengabsen siswa

Tanya jawab berbagai hal terkait kondisi siswa

Brainstorming dengan memberi pertanyaan yang berhubungan dengan

tema

b. KegiatanInti:

Siswa menyimak guru bercerita tentang cerita – cerita singkat

tertemakan pengalaman pribadi.

Siswa diberikan materi serta penjelasan yang berkenaan dengan

recount text.

Siswa diminta menyusun paragraf dalam sebuah recount text dengan

urutan yang benar.

Siswa dibagi menjadi beberapa kelompok dalam home group yang

terdiri dari 4-5 orang dan masing – masing kelompok diberi recount

text.

Siswa diberikan beberapa vocabulary yang berkaitan dengan topic

yang akan dibahas

Siswa dibagi menjadi beberapa dalam kelompok expert ( 2-3 orang

setiap kelompok)

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Siswa membaca recount text yang diberikan secara berkelompok ,

berdiskusi tentang cerita dan menjawab pertanyaan dalam teks tersebut

.

Siswa menganalisa struktur kebahasaan dan pola pada recount text.

Siswa ditugaskan membuat dan menuliskan text recount text

berdasarkan pengalaman mereka sendiri.

c. KegiatanPenutup

Dalamkegiatan penutup:

Guru memeriksa hasil pekerjaan siswa.

Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.

Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.

Guru bersama siswa bertanya jawab meluruskan kesalahan

pemahaman, memberikan penguatan dan penyimpulan

Guru bersama-sama dengan siswa membuat rangkuman/simpulan

pelajaran.

Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang

sudah dilaksanakan secara konsisten dan terprogram

Guru menyampaikan rencana pembelajaran pada pertemuan

berikutnya.

5. SumberBelajar

a. English for Students (VIII Class)

b. LKS Bahasa Inggris SMP Kelas 8.

c. Kurikulum KTSP Bahasa Inggris kelas VIII

d. Silabus SMP Kelas VIII

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6. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilai

an

Bentuk

Instrume

n

Instrumen/ Soal

1. Mengidentifikasi

berbagai informasi

dalam teks

monolog recount

text.

2. Mengidentifikasi

berbagai makna

dalam teks recount.

3. Mengidentifikasi

langkah retorika,

unsur – unsur, dan

ciri kebahasaan

teks recount.

Tes

tulis

Isian

Terlampir

Jakarta, 17 Maret 2014

Guru Mata Pelajaran, Mahasiswa Penelitian,

(Rahmat Febri, M.A) (Rahmi Azizah)

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RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

CYCLE 2

Nama Sekolah : SMP YPH Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan) / II

Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana

berbentuk recount, dan narrative untuk berinteraksi

dengan lingkungan sekitar

Kompetensi Dasar : 11.3 Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima yang

berkaitan dengan lingkungan sekitar dalam teks berbentuk

recount dan narrative

Jenis Teks : Monologue

Tema : Recount text

Aspek/Skill : Menulis

Alokasi Waktu : 2 x 40 menit

7. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Membaca dan memahami makna teks bacaan

b. Mengidentifikasi langkah retorika dan ciri kebahasaan dalam teks recount.

c. Menemukan ide pada teks recount

d. Dapat menuliskan cerita dalam bentuk recount text

8. MateriPembelajaran

d. Generic Structure of recount text

e. Elements of recount text

f. Social function of recount text

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9. Metode Pembelajaran: Three-phase technique and pairs work

10. Langkah-langkah Kegiatan

a. Kegiatan Awal

Greeting (member salam dan tegur sapa)

Mengabsen siswa

Tanya jawab berbagai hal terkait kondisi siswa

Brainstorming dengan memberi pertanyaan yang berhubungan dengan tema

b. KegiatanInti:

Siswa menyimak guru bercerita tentang cerita – cerita singkat

tertemakan pengalaman pribadi.

Siswa diberikan materi serta penjelasan yang berkenaan dengan

recount text.

Siswa diminta menyusun paragraf dalam sebuah recount text dengan

urutan yang benar.

Siswa dibagi menjadi beberapa kelompok dalam home group yang terdiri

dari 3-4 orang dan masing – masing kelompok diberi recount text tentang

Siswa diberikan beberapa vocabulary yang berkaitan dengan topic yang akan

dibahas

Salah satu dari siswa yang ada di kelompok membaca recount text yang

diberikan secara berkelompok, berdiskusi tentang cerita dan menjawab

pertanyaan dalam teks tersebut.

Siswa menganalisa struktur kebahasaan dan pola pada recount text

Siswa ditugaskan membuat list aktivitas mereka sesuai dengan tema cerita

yang akan dituliskan di tulisan jurnal mereka berkaitan dengan recount text.

Siswa menyusun cerita pengalaman pribadi mereka di journal mereka dengan

menggukanan kata-kata yang ada didalam list sebelumnya sesuai dengan

kaidah langkah retorika dan ciri kebahasaan dalam teks recount.

Siswa menulisan cerita pengalaman mereka di buku journal mereka di rumah

dan menjadikannya seperti catatan harian mereka dan dibawa pada

pertemuan selanjutnya.

c. KegiatanPenutup

Dalamkegiatan penutup:

Guru memeriksa hasil pekerjaan siswa.

Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.

Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.

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Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

Guru bersama-sama dengan siswa membuat rangkuman/simpulan pelajaran.

Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten dan terprogram

Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.

11. SumberBelajar

e. http://www.englishdirection.com/2012/05/contoh-example-of-recount-text-king.html

f. LKS Bahasa Inggris SMP Kelas 8.

g. Kurikulum KTSP Bahasa Inggris kelas VIII

h. Silabus SMP Kelas VIII

12. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilai

an

Bentuk

Instrumen Instrumen/ Soal

2. Mengidentifikasi

berbagai informasi

dalam teks monolog

recount.

3. Mengidentifikasi

berbagai makna

dalam teks recount.

4. Mengidentifikasi

langkah retorika,

unsur – unsur, dan

ciri kebahasaan teks

recount.

Tes

tulis

Isian

Terlampir

Jakarta, 14 April 2014

Guru Mata Pelajaran, Mahasiswa Penelitian,

(Rahmat Febri, M.A) (Rahmi Azizah)

UIN JA

KARTA