| dc.description.abstract | Based on the preliminary study that was done on 24
t h
September 2010, most
of the eighth year students of SMPK St. Petrus Jember especially class VIII-A faced
some difficulties in writing a text in terms of organizing the ideas and applying
tenses. This was proven by their writing score, which showed that 11 (55%) of the
students got <66 and the mean score was 64.60. This score is below the required
score of the school for the English subject that is 66.
The classroom action research was implemented in this research because
this research was intended to improve the eighth year students’ writing achievement.
In this research, the researcher has collaborated with the English teacher of the eighth
year of SMPK St. Petrus Jember. It was conducted in the eighth A year students of
SMPK St. Petrus Jember consisting of 20 students. The observation and the writing
test were the methods that were used in collecting the data. The obtained data of the
writing test were analyzed quantitatively, while the result of observation described
qualitatively.
The action was conducted in two cycles in order to achieve the objectives of
this classroom action research. The first cycle was done in two meetings and followed
by a test. The results of the classroom observation indicated that 68.42% in meeting 1
and 70% in meeting 2 of the students were active during the teaching learning
process. It showed that there was an improvement of the students’ active participation
from meeting 1 to meeting 2, but it had not achieved the objective of the research that
was 70%. In addition, the result of the writing test in the first cycle had not achieved
the criteria of success of the research that was 70% of the students got 66 or more in
the writing test. The percentage of the students who got score 66 was only 13
students or 68.42% of 19 students.
Based on the results of the first cycle above, the second cycle was
necessary to be conducted to solve the problems found in the first cycle. Some
modification had been made on the aspects of time and teacher’s explanation. The
process and product evaluation in the second cycle indicated an improvement. In the
process evaluation, the students’ participation showed that 80% in meeting 1 and
84.21% in meeting 2 of the students who are actively involved in the teaching
learning process. So, the result of the observation in meeting 1 and meeting 2 had
achieved the objective of the research. In the product evaluation, the percentage of the
students who got score 66 in the writing test was 15 students, or 75% of 20
students. Based on those results, it could be concluded that the actions in the second
cycle were successful because the results of process and product evaluation achieved
the objectives of the research.
Finally, it could be summarized that the use of story mapping could
improve the eighth year students’ achievement in writing a recount text and the
students’ active participation in teaching learning process at SMPK St. Petrus Jember
in the 2010/2011 academic year. | en_US |
