| dc.description.abstract | This Classroom Action Research was intended to improve the grade 8C
students’ recount text writing achievement by using Webbing technique at SMP
Negeri 7 Jember in the 2011/2012 academic year. This research subject was
determined purposively, because their writing achievement score was the lowest
among the five existing classes which has below the standard mastery of English of
the school that is 70. It was known from the result of the preliminary study by using
interview, classroom observation, and students’ previous writing score. Besides, they
also still faced difficulties in the areas of tenses or structure masteries, vocabulary,
mechanical skills, organization, and the content of the text. As the result, they faced
difficulties in composing writing in English. Finally, both of the researcher and the
English teacher agreed to apply webbing technique because this learning technique
was suitable to solve the students’ problems in writing.
This research was carried out in two cycles. Each cycle covered the stages that
include planning the action, implementation of the action, classroom observation and
evaluation, and analysis and the reflection of the action. These activities were
conducted in each cycle. The first cycle was conducted in three meetings including
the writing test. The data of the students’ writing achievement were collected through
the writing test. Meanwhile, observation was used to monitor the teaching learning
process of writing by using checklist.
The result of the students’ writing achievement in the first cycle showed that
the mean score was 68.32 and the percentage of the students who got score ≥70 was
48.84%. In addition, the results of observation in cycle 1 were only
51.16% out of 43 students were actively participated in the teaching learning process
of writing recount text by using webbing technique. Besides, there were 21 students
or 48.84% out of 43 students were passive in the teaching learning process. Based on
those results, it could be concluded that the action done in first cycle was not
successful yet. Therefore, the actions continued to the second cycle by revising the
lesson plans in the first cycle considering the students’ weaknesses and errors they
made in the writing test in the first cycle. In cycle 2, the researcher gave more
explanations about webbing technique, recount text, and past tense. Besides, the
researcher gave them opportunities to ask the problem they had faced.
The result of the students’ writing in cycle 2 showed that 77.5% out of 40
students got score ≥ 70. It improved from 48.84% in cycle 1 to 77.5% in cycle 2.
Besides, there was also an improvement of the percentage of the students’ active
participation in the teaching learning process recount text writing achievement by
using webbing technique. It improved from 48.84% in cycle 1 to 69.77% in cycle 2.
It means that both the students’ writing test and the students’ active participation in
the teaching learning process of writing by using webbing technique improved in the
second cycle and fulfilled the success criteria of this research. Thus, the action
research was ended.
Based on the result above, it can be concluded that the use of webbing
technique in the teaching learning process of recount text writing could improve the
students’ writing achievement in two cycles. It is suggested to the English teacher and
the students to apply webbing technique as an alternative technique in teaching or
practicing writing. It is due to the fact that webbing technique could improve the
students’ recount text writing achievement. At last, for the future researcher, this
research could be use as references to conduct further research dealing with the same
or different aspects of English skills, research area, or research design in other school
to develop the quality of teaching learning process of writing. | en_US |
