USING TAD (TRANSITION-ACTION-DETAILS) STRATEGY TO IMPROVE THE EIGHTH GRADE STUDENTS’ ABILITY IN WRITING RECOUNT TEXTSAT SMPN 2 DEPOK IN THE ACADEMIC YEAR OF

摘要

This research was aimed to improve the eighth grade students’ ability in writing recount texts through the use of TAD (Transition-Action-Details) strategy.udThe subjects of the research were 32 students of VIII B class at SMPN 2 Depok in the academic year of 2013/2014. The data were collected by observing the teaching and learning process during the implementation of the action, interviewing the students and the English teacher, giving pre-test and post-test to the students, and taking pictures of the teaching and learning process. The data were in the form of interview transcripts, field notes, and students’ writing. The validity of the data was obtained by applying democratic validity, outcome validity, process validity, and dialogic validity.udThe results of the two cycles showed that the use of the TAD strategy is believed to be effective to improve the students’ ability in writing recount texts. The students’ writing problems can be minimized by applying the TAD strategy. The TAD strategy also facilitatedthe students to construct and build their own ideas to become a recount text,thenexplore their words into a systematic schema. Then for the correction-analysis stage, it providedfeedbacks that facilitate the students to correct their mistakes in the writing aspects, namely content, organization, vocabulary, language use and mechanics. In reference the students’ writing scores, the students’ ability in five aspects of writing improved after the TAD strategy was applied. It was proved by the mean score of their recount text writings in the post-test (73.96), which was higher than that in the pre-test (63.64). Furthermore, the students’ activeness increased during performing the Transition-Action-Details (TAD) Strategy from the first until the last meeting. They were free to express their ideas that related to the topic.