Writing Diary as an Alternative Technique in Teaching Written Recount Text
Writing Diary as an Alternative Technique in Teaching Written Recount Text - Writing is one way to communicate. It is a skill which
requires students to express their ideas in written form. Writing involves the
mastery of all elements in the target language such as grammar, content,
vocabulary, spelling and mechanics together. It involves complex process.
Consequently, students may have difficulties in doing this activity.
This study was carried out under the consideration that the
students often encountered problem in digging their idea and implementing thelanguage features of recount text in their writing. This final project aims to
find out whether there is any difference in the achievement in recount text
writing between the students who are taught by using diary (it means who wrote
diary as the source for the recount text writing) and those who did not use
diary as the source for the recount text writing. It was an experimental
research that used two classes as the subject of the study (control group and
experimental group).
The population of this study is the eighth grader of SMP N
II Bae, Kudus in the academic year 2009/2010. The subjects were 76 students.
There were four meetings during the experimental research. Before the
experimental research was conducted, a pretest was given (an essay test in the
form of writing a recount text in the short paragraph). The Post-test was given
after the treatment. The post test was the same as the pre test (an essay test
in the form of writing a recount text in the short paragraph). Besides,
questionnaire was also given to support the data.
The result of this research revealed that there was an
improvement of students’ achievement in writing recount who wrote diary as the
source for the writing. Students who wrote diary as the source for the recount
text writing had better achievement than those who did not use diary as the
source of the recount text writing. There was a significant difference result
of pretest and posttest. The means of the pretest score was 53.84 while the the
posttest score was 72.87. It means that writing diary can help students of the
eight grade students of SMP N II Bae, Kudus in the academic year 2009/2010 to
improve their ability in writing recount text.
From the findings, the writer can conclude that using diary
as the source in writing recount text is recommended that the teacher can use
diary writing as one of the alternative technique in teaching written recount
text. This is because writing starting from their everyday life is actually an
example of recount text. Hopefully, there will be further studies observing other
advantages of writing diary.
Writing Diary as an Alternative Technique in Teaching Written Recount Text
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