i

IMPROVING TENSE ACHIEVEMENT BY USING

INDUCTIVE APPROACH OF VII/A STUDENTS

AT SMPN 1RAMBIPUJI JEMBER IN THE

2009/2010 ACADEMIC YEAR

THESIS

By:

CAHYA RINI

NIM. 06 123 132

MUHAMMADIYAH UNIVERSITY OF JEMBER

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT

2010

ii

USING QUESTIONING TECHNIQUE TO IMPROVE RECOUNT

PARAGRAPH WRITING ACHIEVEMENT AT THE VIII A

CLASS STUDENTS OF MTS AL MUJAHIDI

GUMUKMAS JEMBER 2009/2010

ACADEMIC YEAR

THESIS

Presented to

Muhammadiyah University of Jember

In Partial Fulfillments on Requirement for

The Degree of Sarjana in English Language Education

By:

Miftahun Nafi

06 123 135

MUHAMMADIYAH UNIVERSITY OF JEMBER

TEACHER TRAINING AND EDUCATION FACULTY

ENGLISH DEPARTMENT

2010

iii

iv

AGREEMENT

This is to certify that the sarjana thesis of Miftahun Nafi has been approved by

the thesis advisors for further approval by the Board of Examiners.

Jember, July 2010

Advisor I

Drs. Taslim, M.Pd NIP. 196508061998021004

Jember, July 2010

Advisor II

S. Sapto Wahono, M.Pd NIP. 150397449

v

APPROVAL SHEET

This is to certify that the sarjana thesis of Miftahun Nafi has been approved by

Board of Examiners as the requirement for the degree of sarjana of English

language Education

Board of Examiners,

Dr. Hanafi, M.Pd Chair

NIP. 196708151992031002

Drs. Taslim M.Pd Member

NIP. 196508061998021004

S. Sapto Wahono M.Pd Member

NIP. 150397449

Acknowledged By

Dean, Faculty of Teacher Training and Education

Henri Fatkurochman, S.S, M.Hum

NIP: 1973022120050 11003

vi

PREFACE

Thesis is one of the important parts that cannot be separated from the

students of University. It is a requirement for the degree of Sarjana. So it has a

compulsory assignment for the students.

The title of this thesis is “Using Questioning Technique to Improve

Recount Paragraph Writing Achievement at the VIII A Class Students of MTs Al

Mujahidi Gumukmas Jember In The 2009/2010 Academic Year”. The result of

this research can be used for the readers, especially for English teachers as a

references teaching and learning process of English.

The writer realizes that the thesis is far from being perfect for my

weaknesses. Finally, the writer hopes that this research will be useful for the

readers.

The Writers

vii

ACKNOWLEDGEMENT

First of all, I would like to express my deepest gratitude to the supreme

God, Allah SWT, the Most Powerful, Forgive full and almighty, and gives me His

mercy and blossom, so that I can finally finish this thesis. My best gratitude is due

to our Prophet Muhammad SAW, for his Safaat and Leading us from the darkness

to the brightness.

I would like to express the deepest appreciation and sincerest thank to the

following person.

1. Henri Fatkurrochman, S.S, M.Hum, the Dean of Faculty of Teacher

Training and Education of Muhammadiyah University of Jember.

2. Drs. Taslim. M.Pd, as the first advisor, who always support, gives great

advice, and valuable suggestion in writing this thesis.

3. Sapto Wahono. M.Pd, as the second advisor, who always support, gives me

a great advice in writing this thesis.

4. All the lectures and the staff of Faculty of Teacher Training and Education

of Muhammadiyah University of Jember.

5. Drs. Harun Rasyd, the Headmaster of MTs Al Mujahidi Gumukmas, who

gives me permission to conduct this research.

6. Ellys Wardatun N, S.Pd, as the English teacher of MTs Al Mujahidi

Gumukmas, who space her time for me as the observer in my research.

7. The entire teachers and staffs of MTs Al Mujahidi Gumukmas, who helped

me in doing my research.

8. The students of MTs Al Mujahidi Gumukmas, especially VIII A class ,

thanks for your attention and cooperative work in this research.

Jember, July 2010

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THE DEDICATION

This thesis is especially dedicated to:

My beloved mother in memorial “St. Syamsiah”

My beloved father, “H. Abd. Syakur” and my beloved mother “Nur

Hayati” who gives me all their love and support, there is no words can

represent my praise and love to you all. You all my inspiration to do the

best in my life.

My beloved brother Iwan Inshofi and his family”, and “Andi Muhamad

Afif”, thank you very much for all the support and your love.

My nephew “Muhaimin” and “all my friends in Tidar “ thank you very

much for all your help.

My special friend, “Dodi”, “Hemas”, “Faiz Manyun, dkk”, and all my

close friends thank you for all your help, your support, and your attention

for me, so I can finish my thesis in time. I do hope we will be get the best

in the future.

My Almamater Muhammadiyah University of Jember “2006”, thank for

all.

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TABLE OF CONTENTS

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

LOGO .............................................................................................. ii

AGREEMENT ................................................................................. iii

APPROVAL SHEET ...................................................................... iv

PREFACE ....................................................................................... v

ACKNOWLEDGEMENT .............................................................. vi

DEDICATION ................................................................................ vii

TABLE OF CONTENTS ................................................................ viii

LIST OF APPENDICES ................................................................. xi

ABSTRACT .................................................................................... xii

CHAPTER I INTRODUCTION

1.1 Background of the Problem .................................................. 1

1.2 The Research Problem .......................................................... 4

1.3 Objective of the Research ...................................................... 4

1.4 Operational Definition Terms ................................................ 5

1.4.1 Questioning Technique .............................................. 5

1.4.2 Recount Paragraph ..................................................... 5

1.5 Significance of the Research .................................................. 5

1.5.1 Theoretical benefit ..................................................... 5

1.5.2 Practical benefit ......................................................... 6

1.6 The Scope of the Research .................................................... 6

CHAPTER II REVIEW OF RELATED LITERATURE & HYPOTHESIS

2.1 Review of Related Literature.................................................. 6

2.1.1 The Definition of Questioning Technique…………… . 6 2.1.2 Types of Questioning Technique..... ............................ 9

2.1.3 The Role of Questioning in CTL............ ..................... 11

2.1.4 Teaching Writing.................................. ....................... 12

2.1.4.1 Paragraph Writing............................ ............. 14

2.1.4.1.1.Development ............................................... 14

2.1.4.1.2 Unity ........................................................... 14

2.1.4.1.3 Coherence ................................................... 15

2.1.5 Genre Recount in the School Level Curriculum .......... 15

2.1.5.1 Recount Paragraph ........................................ 16

2.1.6 Kind of Writing Tests ................................................. 20

2.1.6.1 Multiple Choice Items .................................. 20

2.1.6.2 Error recognition items ................................. 20

2.1.6.3 Rearrangement ............................................. 21

2.1.6.4 Changing Words .......................................... 22

2.1.6.5 Blank Filling ................................................ 22

2.1.6.6 Broken Sentences ......................................... 22

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2.1.6.7 Sentence and paragraph completion .............. 23

2.1.6.8 Free Writing ................................................. 23

2.1.7 The strength of questioning technique. ........................ 24

2.1.8 Teaching Writing at MTs Al Mujahidi ....................... 24

2.2 The Hypothesis ..................................................................... 25

CHAPTER III RESEARCH METHOD

3.1 Kind of Research .................................................................. 26

3.2 The Research Design ............................................................ 28

3.5 The Research Procedure ........................................................ 29

3.5.1 Preliminary Study ....................................................... 29

3.5.2 Planning ..................................................................... 29

3.5.3 Acting ......................................................................... 29

3.5.4 Observing ................................................................... 30

3.5.5 Reflecting ................................................................... 31

3.6 Data Analysis Method ........................................................... 31

3.7 The Criteria of Success .......................................................... 32

3.8 The Research Instrument ....................................................... 32

3.8.1 Test ............................................................................ 32

3.8.2 Observation Checklist ................................................. 33

3.8.3 Field Notes ................................................................ 34

3.9 Developing of the Research Instrument ................................... 35

3.9.1 The Validity of Test .................................................... 35

3.9.2 The Reliability of Test ................................................. 35

CHAPTER IV THE RESULT OF THE RESEARCH

4.1 Description of Research setting .............................................. 39

4.1.1 The Description in Cycle 1…………………… ........... 39

4.1.1.1 Preliminary Study ................................................. 40

4.1.1.2 Planning ............................................................... 41

4.1.1.3 Acting ................................................................... 41

4.1.1.4 Observing ............................................................. 44

4.1.1.5 Reflecting ............................................................. 45

4.1.2 The Description in Cycle 2 ........................................ 45

4.2.1.2 Planning ............................................................... 45

4.2.1.3 Acting ................................................................... 46

4.2.1.4 Observing ............................................................. 48

4.2.1.5 Reflecting ............................................................. 49

4.2 Research Result ...................................................................... 49

4.2.1 The Result of the Observation Checklist cycle 1 ......... 50

4.2.2 The Result of the Observation Checklist cycle 2 ......... 50

4.2.3 The Result of the Paragraph Writing Test cycle 1 ....... 51

4.2.4 The Result of the Paragraph Writing Test cycle 2 ....... 51

4.2.5 The Result of the Field Notes cycle 1 .......................... 52

4.2.6 The Result of the Field Notes cycle 2 .......................... 53

4.2.7 The Result of the Reflection cycle 1............................ 53

4.2.8 The Result of the Reflection cycle 2............................ 54

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CHAPTER V DISCUSSION

5.1 Discussions ............................................................................ 55

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion………………………………………………. ...... 59

6.2 Suggestion ............................................................................ 61

REFERENCES .................................................................................. 62

xii

LIST OF APPENDICES

Appendix 1 Research Matrix ............................................................ 65

Appendix 2 Try Out Test 1 ............................................................... 66

Appendix 3 the Try out Test Score .................................................. 67

Appendix 4 the variant of tryout ....................................................... 68

Appendix 5 the reliability tryout ....................................................... 69

Appendix 6 Lesson Plan 1 Cycle 1 ................................................... 70

Appendix 7 Lesson Plan 2 Cycle 1 ................................................... 76

Appendix 8 The Test in cycle 1 ....................................................... 82

Appendix 9 Lesson Plan 3 Cycle 2 ................................................... 83

Appendix 10 Lesson Plan 4 Cycle 2 ................................................... 88

Appendix 11 The Test in cycle 2 ....................................................... 93

Appendix 12 The Result Observation Checklist in cycle 1 ................. 94

Appendix 13 The Average Observations Checklist Cycle 1 ................ 95

Appendix 14 The Result Observation Checklist in cycle 2 ................. 96

Appendix 15 The Average Observations Checklist Cycle 2 ................ 97

Appendix 16 The result of students’ test score in cycle 1 .................... 98

Appendix 17 The result of students’ test score in cycle 2 .................... 100

Appendix 18 The result of Field notes meeting 1cycle 1..................... 102

Appendix 19 The result of Field notes meeting 2 cycle 1 .................... 103

Appendix 20 The result of Field notes meeting 3cycle 2..................... 104

Appendix 21 The result of Field notes meeting 4 cycle 2 .................... 105

Appendix 22 The Previous students’ Writing Test score..................... 106

Appendix 23 The names of Respondent Try out Test ......................... 107

Appendix 24 The name of the Research subject ................................. 108

Appendix 25 r table ........................................................................... 109

Appendix 26 Sillabus ........................................................................ 110

Appendix 27 List of the students’ Presence in Seminar ..................... 111

Appendix 28 Surat Keterangan Try out 1 ........................................... 112

Appendix 29 Surat Penelitian ............................................................. 113

Appendix 30 Curriculum Vitae .......................................................... 114

Appendix 31 Pernyataan Keaslian Tulisan ......................................... 115

xiii

ABSTRACT

Nafi, Miftahun, 2010. Using Questioning Technique to Improve Recount

Paragraph Writing Achievement at The VIII A Class Students of MTs Al

Mujahidi Gumukmas Jember In The 2009/2010 Academic Year. Thesis,

the Faculty of Teacher Training and Education, English Department,

Muhammadiyah University of Jember. The Advisor:

(1) Drs. Taslim, M.Pd, and (2) Sapto Wahono, M.Pd

Key words: Questioning Technique, Recount Paragraph Writing Achievement

A preliminary study, during observation and interviewed with the English

teacher of MTs Al Mujahidi Gumukmas Jember, it found that students of VIII A

had the lowest mean score of writing since the mean score was 53.31 as stated in

students’ previous score in writing achievement administered by the English

teacher. while the passing grade score of the school is 65. It was because they had

difficulties in composing paragraph, and another problem was the students

participation was still low, to overcome the unsatisfactory condition state above,

the researcher proposes one of the teaching techniques in teaching writing using

questioning technique.

According to Nurhadi (2003: 45) states, questioning is a strategy that

actively used by students to analyze and explore ideas. Questioning is given

spontaneously to stimulate students to think, discuss, and speculate.

A recount is a text that tells about past experiences or events. They can be

based on the authors’ experience, on historical events or it can be imaginative,

whereby the author has no direct link to recalled events.

This study utilized a collaborative classroom action research design. The

subjects of this study were the VIII A Class students of MTs Al Mujahidi

Gumukmas Jember in the 2009/2010 Academic Year. This study was conducted

in two cycles by following the procedure of the action research: planning,

implementing, observing, and reflecting.

In conclusion the findings of the study indicated that the model of

questioning technique can improve the students' achievement and students

participation in writing recount paragraph, it can be seen from the mean score in

previous writing test was 53.31then up to 62.5 in post-test 1, meanwhile, the mean

score became 78.32 in post-test 2. While the average of students’ participations

was increased it was 44.3% in cycle 1 became 81.53% of the students who were

active participated in learning activities.

Finally following suggestions are proposed: (1) the English teachers are

recommended using questioning technique as one of the many alternative

techniques that can be used in teaching writing recount paragraph; (2) students are

recommended to practice writing recount paragraphs with various topics outside

the class hours, using questioning technique; (3) the researcher suggested to other

researcher conduct a classroom action research concerning the application of

questioning technique to improve the students’ achievement in writing.

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CHAPTER I

INTRODUCTION

1.1 Background of the Research

English is the most widespread language in the world which plays an

important role in every aspects of life; it is the language that is commonly used as

a medium of transferring science, technologies, culture and art. Due to the

important role of English in global era, several technique of teaching English

which has been compulsory subject in high and junior school Curriculum for

many years are developed. The aim of using technique is to enable students to

learn and practice English easily.

According to the school level curriculum the goal of teaching English is

that teaching learning process should indicate life skill integration since the skill

cannot be separated one to another, this goal could be achieved if the four English

skill, namely speaking, listening, reading, and writing are used as the basic of

teaching English itself.

Writing is one of the language skills that must be mastered by the students,

but writing is considered as one of the difficult skills to master. Farbain and

Whinch (1996: 61) state that writing is difficult and very few people have the

ability to write an essay at one sitting in a form that is adequate.

xv

In fact, the ability to write in English is very important and useful; it has

become the students’ immediate need since the students are expected to master the

four language skills. The mastery of language skills is intended to support the

ability to communicate both in oral and in written forms. In addition, Harmer

(1998:79) states that the reasons for teaching writing to students of English as a

foreign language are for reinforcement, language development, learning style, and

most importantly, writing is as a basic skill.

Based on the preliminary study, after observation and interviewed with the

English teacher of MTs Al Mujahidi Gumukmas Jember, it found that students of

VIII A had the lowest mean score of writing since the mean score was 53.31 as

stated in students’ previous score in writing achievement administered by the

English teacher. while the passing grade score for English subject in that school

was 65 or more. Further the English teacher said that students had problem in

composing paragraph, they had difficulties improving the ideas and they had

trouble coming up with interesting and relevant sentence that they can use to

support the topic. The technique which was used to teach writing by English

teacher, it was free writing technique, where the students were only given the

topic to write a paragraph and no others clues. In this research the researcher also

measures the active students’ participation during teaching and learning process.

While recount in this research was chosen because it was the text genre at the

second semester of the eighth grade of Junior High School and it had never been

taught yet in the previous semester in this class.

To overcome the unsatisfactory condition state above, the researcher

proposes one of the teaching techniques in teaching writing using questioning

xvi

technique. According to Nurhadi (2003: 45) questioning is a strategy that actively

used by students to analyze and explore ideas. Questioning is given spontaneously

to stimulate students to think, discuss, and speculate.

Questioning is also one of seven components of Contextual Teaching and

Learning since the school level curriculum concern on applying Contextual

Teaching and Learning, as according to Trianto (2008: 25) mentions that CTL

approach has seven major components: Constructivism, Inquiry, Questioning,

Learning Community, Modeling, Reflection, and Authentic Assessment.

The researcher here, using questioning technique in the form of WH and

Yes-No Question because it is appropriate with the knowledge and experiences of

the eight grade students of MTs Al Mujahidi Gumukmas Jember. In teaching

recount paragraph writing by using questioning technique, the teacher arranges

details as many questions as she or he can think of about the subject to stimulate

and generate the students’ ideas. The students are not given the actual text that

they will write, rather they are given a series of questions, and the answers are the

students’ guidance in structuring paragraphs. By using this technique, the students

use the answers of questions given as a draft to develop their paragraph easily.

In accordance with the above opinions, the researcher believes that

questioning technique may be applied in teaching of writing since it can be used

as a guide to help students write recount paragraphs. The students will be able to

write paragraphs based on the questions given. As result, students recount

paragraph writing achievement can be improved. Finally, the research entitled:

xvii

“Using Questioning Technique to Improve Recount Paragraph Writing

Achievement at the VIII A Class Students of MTs Al Mujahidi Gumukmas

Jember in 2009/2010 Academic Year”

1.2 Research Problems

Based on the background of the study, the problem of the research could be

formulated as follows:

1. “How can the use of questioning technique improve the students’

writing achievement at the VIII A class of MTs Al Mujahidi

Gumukmas Jember on recount paragraph?”

2. “How can the use of questioning technique improve the students’

participation at the VIII A class of MTs Al Mujahidi Gumukmas

Jember on recount paragraph?”

1.3 Objective of the Research

1. “To know how using questioning technique can improve the students’

achievement on recount paragraph writing at the VIII A class of MTs

Al Mujahidi Gumukmas in 2009/2010 Academic Year.”

2. “To know how using questioning technique can improve the students’

participation on recount paragraph writing at the VIII A class of MTs

Al Mujahidi Gumukmas in 2009/2010 Academic Year.”

xviii

1.4 Operational Definition Terms

In this research, the writer needs to formulate operational definition that is

related directly to the term and variables of this research. The function of

operational definition is to make the same perspective between the writer and the

reader about the variables of the research.

1.4.1 Questioning Technique

Questioning technique is a technique in teaching of writing in which

students are given a series of question related to the topic that build a coherent

paragraph. After answering the question given, they can combine their answers

into a simple paragraph. Morgan and Saxton (in Brualdi, 1998: 1).

1.4.2 Recount Paragraph

A recount is a text that tells about past experiences or events. They can be

based on the authors’ experience, on historical events or it can be imaginative,

whereby the author has no direct link to recalled events. RIC (2003, 2)

1.5 Significance of The Research

There are two kinds of advantages, namely theoretical and practical

benefit. The expected result of the study both theoretical and practical are as

follows:

1.5.1 Theoretical Benefit

The result can be used as the reference for those who want to conduct a

research and it can be used as alternative technique in teaching learning especially

in teaching writing recount paragraph.

xix

1.5.2 Practical Benefit

The writer hopes that the result of this research will be useful for teachers

and readers, in order that they can use it in teaching learning process, to make the

students more interested in studying English.

1.6 Scope of the Research

The research only focuses on using questioning technique to improve

recount paragraph writing achievement. The subject of the research is the VIII A

Class students of MTs Al Mujahidi Gumukmas Jember.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND HYPHOTHESIS

2.1 Review of Related Literature

2.1.1 Teaching Writing

Writing is one of language skill other than listening, reading, and

speaking, used to express human feeling and thoughts. According to burke (1983,

10) writing is an actualization or dramatization of the thought process trough

transcription. Writing is also a process of communicating with others in which the

writer send his ideas and thoughts in written forms to the reader, this is in line

with Wingersky (1996 : 4) states writing is process thought which the writer

discover, organizes, and communicates his or her thoughts to the reader. While

Fairbairn and winch (1996:32) confirm that writing is about conveying meaning

by using words that have been chosen and put together in written or printed form.

It means that writing becomes an essential skill as it has important role to send

information and express ideas. In short, writing is a tool of communication. The

activity of writing itself needs at least two participants; they are the writer and the

reader, because the writer cannot communicate his ideas without the existence of

the reader.

According to that statement above writing in English language teaching

(ELT) is important as Harmer (1998, 78) states the reason for teaching writing to

student of English as a foreign language because: (1) some of the students acquire

xxi

languages from seeing the language written down namely reinforcement, (2) some

others can go along to learn by the actual process of writing or language

development, (3) writing is appropriate to learn for slower learners learning style

since it can be a quite reflective activity instead of interpersonal face to face

communication, and at last (4) for the rest of the learners, writing is the most basic

language skill. They need to know how to write letters, report, reply

advertisement and use some writing’s special conventions such as punctuation and

paragraph construction.

Further Raimes (in Susilo, 2005: 10) states that writing is an important

skill for students because of some reason. First, writing strengthens the students’

grammatical structure, idiom, and vocabulary. Second, writing gives a chance to

students to apply the language they have learnt. Third, writing reinforces students

to express their ideas in correct words and sentences. Therefore, students will be

involved both in writing and thinking process.

2.1.1.2 Paragraph Writing and its Elements

Bram (1995: 13) defines a paragraph is a group of sentence which contain

relevant information about one main or central idea. Meanwhile Langan (2001:11)

confirms that a paragraph is a series of sentence about one main idea or point.

Furthermore, Wingersky et al. (1999:24) defines that the topic sentence is the vital

sentence that serves as a commitment for the writer to provide an explanation or

illustration of this main idea. Then the topic sentence is developed in the

supporting sentence and the last it is developed in concluding sentence.

Langan (2000 : 2) states that paragraph is a series of sentences about one

main idea or point. A paragraph typically starts with a point and the rest of the

xxii

paragraph provides specific details to support and develop that point. from those

above definitions, it can be inferred that a paragraph is a group of sentences that

should have a main idea that is expressed in a topic sentence and several sentence

that focus and support the main idea.

2.1.1.2.1 Development

Writer should include the specific details and all the information the reader

needs. Paragraph adequate developments when it fully covers a limited topic to

achieve the writer’s purpose, there development has to do with specific details and

examples.

2.1.1.2.2 Unity

A good paragraph should have unity. According to Carino (1991:158),

paragraph has unity when it has one topic and does not shift from that topic even

though the examples may differ.

2.1.1.2.3 Coherence

In addition, Carino (1991:160) explains that coherence occurs when each

sentence follows logically and clearly from one sentence to the following

sentences. In other words, coherence means that the ideas and sentences.

2.1.2 Recount Paragraph

A recount is a text that tells about past experiences or events. They can be

based on the authors’ experience, on historical events or it can be imaginative,

whereby the author has no direct link to recalled events. RIC (2003, 3).

According to Barwick (1999: 7) defines that Recount describes an event

that has occurred in the past, so it is always written in the past tense. Even though

xxiii

a text follows a basic structure the relationship between the text and the reader,

the subject matter and whether the text is spoken or written affects the language

that is used.

Further, Barwick (1999: 8) mentions that there are different types of

recounts with varying levels of language and content according to the audience

and purpose. There are as follows:

1) Personal Recount

Personal recount is a paragraph which retells an activity that the writer or

speaker has experienced. It has personal and emotive comments and anecdotes

added and may take the form of an oral story. a letter or a diary entry. It is written

in the first person using personal and pronouns, I and we.

Example:

Dear Mum and Dad..

On Friday, we went on an excursion to observe plants.

First we went to Pasir Putih beach there were not many plants because of

the salt and the sand, then we got back on the bus.

Next we went to Arak Arak. We sat on a hill and observed the

plants. We saw bushes and grass. Not many plants grow because of the

pollution. After that we got back on the bus and went back to school. We

arrived at school at 12 o’clock. Then we went into school and talked about

our excursion.

We had great fun!!!

(Farah Tsaqila).

(http://texttypes.co.cc/2009/08/contoh-recount/)

xxiv

2) Factual Recount

Factual recount is a paragraph which records the particular of incident; it is

series of events sequentially and evaluates their significance. This can be

presented as a historical recount, film or sport report. It uses the third person

pronouns such as him, her, it and them. In factual recount, details are selected to

help the students reconstruct the activity or incident accurately. In this case,

explanation and justification can be included:

For Example:

Amy, a young woman, prepared her wedding party at her house in

Sidoarjo. She had bought food and wedding dress and sent invitation to her

friends. Unfortunately, hot mud from lapindo brantas, a drilling oil company

in sidoarjo, damaged Amy’s house. Her wedding party was cancelled because

of mud. She was very sad because her planning failed.

She could do nothing but rescued her family and moved to Surabaya.

All she can do is hope and pray. She hopes the government solves the

problem caused by lapindo.

(http://whywine.wordpress.com/2010/05/05/contoh-recount-text)

3) Imaginative Recount

Imaginative recount is a paragraph which is placed in a realistic context.

Character development is emphasized with the narrator responding emotively to

the events. The sequence of details may be changed but who, what, when and

where are still included. It is usually use written in the first person using I or we,

xxv

for example a day in treasure island. It is written in the first person. In this

recount, it may be appropriate to include personal reactions.

Example:

The journey was beyond my imagination. I went to the “admiral

benbow” in where some sailors came to find out treasure island. My friend,

jim, was the owner’s son. We were talking about his father when a man came

in. he was a stranger , pale, and unlike a sailor. He wanted to meet captain

bill who spent the night at the “admiral benbow” inn. He was called black

dog.

(http://texttypes.co.cc/2009/08/contoh-recount)

According to School Level Curriculum (KTSP) in Junior High School, the

material of students writing is about personal recount. They write their

experiences. Writing personal recount is interesting because they are related to the

students’ life.

2.1.3 The Definition of Questioning Technique

Questioning technique is one of the oldest methods in teaching learning

process. According to Nilson (1993: 137) questions launch and carry discussion,

one of the oldest and most commonly used students-active teaching technique.

According to Frazee and Rose (1995: 241) questioning is the oldest and the

most common teaching technique and it is fundamental to outstanding teaching

and it functions to ignite students’ thought process.

Meanwhile, questioning technique also can motivate student, according to

Morgan and Saxton (in Brualdi, 1998: 1) it can motivate learners to enhance their

xxvi

writing ability because while answering the questions students have opportunity to

openly express their ideas, opinions, and thoughts.

According to Nurhadi (2003: 45) questioning is a strategy that actively

used by students to analyze and explore ideas. Spontaneous questions asked of

students can use to stimulate students to think, discuss, and speculate. Teachers

can use the technique by modeling the curiosity to ask the students and encourage

students to ask questions.

Further, Painter (1995) also states that questioning is a valuable part of

teaching learning process because it enables participants (teacher and students) to

establish what is already known, to use and extend this knowledge and then to

develop new ideas. The questioning process can help the students to:

1.Extend thinking skills

2.Clarify understanding

3.Gain feedback on teaching and learning

4.Provide revision strategies

5.Create links between ideas

6.Enhance curiosity

7.Provide challenges

A key component in the success of discussion in teaching learning process

is to ask and answer questions effectively. To learn effectively students need to

learn actively, and one way to encourage active learning is to ask questions. Good

questioning skills are the most important teaching techniques to develop. The

effective questioning will enable teacher to:

1. Gain an insight into the students’ level of understanding

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2. Develop the communication skills of the students

3. Extend students’ analytical skills

4. Develop critical thinking

5. Develop relationship with students

6. Provide recognition the reward to students

7. Promote an environment in which students learn actively

Further according to Orlich (in Nurhadi, 2003: 46) mentions the

importances of questioning technique in teaching learning process are as follows:

a. Questioning is a common teaching strategy, and can be applied in

learning anything.

b. Use and development of systematic questioning technique tends to

improve the quality of students in learning.

c. By classifying the questions according to a particular system, teachers

can determine the cognitive and affective levels should be done by

student and professional in the learning process.

d. Through systematic questioning technique, the teacher can determine the

initial level of students' knowledge to the fields of specific lesson

content.

e. Strategy used to ask the teacher can be applied for all teaching situations.

Strategy to ask can occur almost in all learning activities between students

with students, teachers with students and vice versa. The activity was also found

when students asked to discuss, work in groups, when having difficulties, etc.

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2.1.4 Types of Questioning Technique

Morgan and Saxton in Brualdi (1991: 1) state that teachers ask questions

for several reasons, such as the act of asking questions, which helps teachers keep

students actively involved in lessons and while answering questions, students

have the opportunity to openly express their ideas, opinions, and thought, etc.

These two reasons imply that asking questions fosters interaction between the

teacher and the students. Besides, the students get meaningful chance to produce

language in written form.

According to Doffs’ idea (1998, 5), they are three types of questions:

1. WH Questions

A WH question is a question that contains an interrogative pro-form. Also

known as content question, question word question, information question

examples:

a. Who did she meet ?

b. What is the meanind of this tern ?

c. When will we have lunch ?

d. Where do you live ?

e. Why hasn’t tara done it ?

f. How this mechine works ?

2. Yes or No Questions

A yes or no question is a question for which an answer of yes or no is

acceptable. A yes or no question is a question that can be answered with yes or

no. They normally begin with an auxiliary verb or modal verb:

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a. Do you want to come ?

b. Have you seen her

c. Can you come ?

d. Will they be interested?

They can also begin with main verbs like be and have

a. Is she in?

b. Was rama at home?

3. Alternative question/ choice question

An alternative question is a question that present two or more possible

answers and presuppose that only one is true. Examples:

a. Would you like chocolate, vanilla, or strawberry ice cream?

b. Do you like coffe or tea?

c. Is it cold or hot ?

In this research, the types of questions used were based on doff idea’s in

the form of WH and yes – no question because they are appropriate with the

students’ level. WH and yes –no question require the students to think about the

answer and to give reasons. They do not merely choose one of two answers like

what they do in alternative question. Thus by using WH and yes-or no question,

the students are expected to develop their ideas in chronological order so that

they have a good piece of writing.

2.1.5 The Role of Questioning in CTL

Recently the school level curriculum concern to apply contextual teaching

and learning, meanwhile according to Johnson (in Nurhadi, 2003: 12) Contextual

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teaching and learning itself is a conception of teaching and learning that helps

teachers relate subject matter contain to real world situations and motivation

students to make connections between knowledge and it’s applications to their

lives as family members and as citizen.

Further, based on the Washington State Consortium for CTL (in Nurhadi

2003 : 12) contextual teaching enables students to reinforce, expand, and apply

their academic knowledge and skills in a variety of in school and out of school

settings in order to show simulated or real world problems.

Based on Nurhadi (2003: 13) CTL occurs when students apply and

experience what is being taught referencing real problems associated with their

roles and responsibilities as family members, citizens, students and workers. CTL

and learning emphasize higher level thinking knowledge transfer across academic

disciplines and collecting, analyzing and synthesizing information and data from

multiple sources and views points. Moreover Trianto (2008: 25) mentions that

CTL approach has seven major components: Constructivism, Inquiry,

Questioning, Learning Community, Modeling, Reflection, and Authentic

Assessment.

Form the statement above, we know that questioning is also part of

contextual teaching and learning. Further, Questioning technique is the basic of

Contextual teaching and learning, as states by Nurhadi (2003: 45) questioning is

the basic of contextual learning strategies, asking questions is a technique used to

analyze and explore the ideas, questions spontaneously can be used to stimulate

students to think about, discuss and speculate

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2.1.6 The Strength of Questioning Technique in Teaching Writing

Frazee and Rose (1995: 241) states questioning is the oldest and the most

common teaching technique and it is fundamental to outstanding teaching and it

functions to ignite students’ thought process. Moreover, it is stated that

questioning strategies are central to interactive teaching.

In teaching and learning process, including in writing class, questioning is

one of the teachers’ activities in the classroom. According to Morgan and Saxton

(in Brualdi, 1998: 1) states it can motivate learners to enhance their writing ability

because while answering the questions students have opportunity to openly

express their ideas, opinions, and thoughts.

Further, the teacher uses questions in the writing activities to lead students

to topic being written or to generate ideas related to the topic. By answering

questions, the students develop their thinking skills and express their ideas.

Questions are also used in drafting stage in which the students answers questions

and arrange their answers into paragraph.

Moreover, teachers’ questioning is a useful means to evoke classroom

interactional between the teacher to the students and the student to other students.

For students questioning is a way to generate their ideas into a good paragraph

and it’s also leads students toward the development of a concept.

2.1.7 Teaching Writing at SMP Islam Gumukmas Jember

In SMP Islam Gumukmas, the English subject was taught three times a

week, it applies KTSP 2006, furthermore, there are 2 teachers who teach English

in the school but there is only one teacher who teaches the second grade students

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in two classes. In the teaching learning process the teacher usually use LKS, it

was consist of paragraph completion, organize the jumbled sentences, and free

writing. The teacher usually gives a chance for the students to open their

dictionaries when they found out some difficult words; in addition, she also gives

an opportunity to work in a group while they are learning English.

2.2 The Hypothesis

1. Using questioning technique can improve the student’s achievement on

recount paragraph writing at the VIII A Class of SMP Islam Gumukmas

Jember in 2010/2011 Academic year, it is because while answering the

questions students have opportunity to openly express their ideas,

opinions, and thoughts (Morgan and Saxton in Brualdi, 1998: 1).

2. Using questioning technique can improve the students’ participation on

recount paragraph writing at the VIII A Class of SMP Islam Gumukmas

Jember in 2011/2011 Academic year, because it helps teachers keep

students actively involved in lessons. (Morgan and Saxton in Brualdi,

1998: 1).

.

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CHAPTER III

RESEARCH METHOD

3.1 Kind of Research

Kind of the research is Classroom Action Research (CAR). According to

Carr and Kemmis in Wijaya (2009: 8) says that action research is a form of self

reflective enquiry undertaken by participants (teacher, students or principle) in

social (including educational) situation in order to improve the relationally

rationality and justice of (1) their own social or educational practices, (2) their

understanding of these practice are carry out.

In this research, the data collected in the term of main data and supporting

data, the scores of the students’ on recount paragraph test as main data. While the

data of field note and the data of observation checklist during the observation in

teaching learning process as supporting data.

3.2 The Research Design

Classroom action research design was chosen for this study because it aim

at improving the student writing achievement on recount paragraph by using

questioning technique at MTs Al Mujahidi Gumukmas Jember in 2009/2010

Academic year .

According to McMillan (1992: 12), a classroom action research is a type

of applied research with the purpose of solving a specific classroom problem or

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making decision at a single local site. In this research the action given to the

subject is teaching recount paragraph writing using questioning technique. It

means that if the first fails, the design should continue to the next cycle until the

criteria of the success of the research are achieved in good criteria.

Classroom action research is intended to solve the class problem and

improve the quality of teaching and learning process in the classroom. Therefore,

this classroom action research was intended to overcome the students’ problem on

recount paragraph writing achievement. In this research, the four main steps were

preceded by preliminary study and identification of the problem. The researcher

uses Kurt Lewin action research model. The design of this classroom action

research is illustrate in the following diagram:

Step 1 Step 2 Step 3 Step 4

Picture 3.1 the Research Action Model (Source: adopted in Wijaya, 2009: 28)

3.3 The Research Subject

Research subject are the persons who give some respondents or answers to

the researcher’s questions either orally or in the written form (McMillan,

1992:217). There were two classes of the eighth grade of MTs Al Mujahidi

Gumukmas Jember, namely: VIII A, VIII B, which consists of 34 and 35 students.

From the preliminary study and interview with the English teacher, the subject of

Planning Acting Observing

Reflecting

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this research were VIII A, the subjects were choosen based on the consideration

that their writing achievement need to be improved since they had the mean

English score was 53.31 as stated in students’ previous score in writing

achievement administered by the English teacher.

3.4 The Research Area

The area of this research was determined by using purposive method.

According to Arikunto (1998:127), a purposive method is a method employed in

choosing area based on certain purpose or reason. This research would be

conducted at MTs Al Mujahidi Gumukmas Jember. This school was determined

purposively for some considerations:

1. As informed by the English teacher in the preliminary study, the eighth

grade students class VIII A still had problem in writing achievement.

2. It was accessible; it means that both the headmaster and the teacher gave

the researcher permission to conduct the research.

3.5 The Research Procedure

According to Lewin (in Wijaya, 2009: 28) there are four steps in

implementation classroom action research, they are planning, acting, observing

and reflecting. Before the researcher starts the research, the researcher must be

done the step of preliminary study or previous study.

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3.5.1 The Preliminary Study

Before implementing the classroom action research the researcher

conducting the preliminary study, the purpose is to find some problems that faced

by student in teaching learning activities in classroom. This step is used by using

classroom observation and interview that has been conducted with the English

teacher.

3.5.2 Planning

Planning of the action in this study referred to any preparation dealing

with activities of the research. The preparation in this research covers the

following activities:

1) Constructing the lesson plan collaboratively with the English teacher.

2) Selecting the English texts taken from the students’ text book and internet.

They are chosen on the themes and sub themes taken from 2006 KTSP.

3) Preparing the supporting instruments of observation checklist, and field

notes.

4) Determining the criteria of success.

5) Constructing writing tests to measure recount paragraph writing

achievement of students.

3.5.3 Acting

The implementation of this research is carried out during the school hours,

in the second semester in 2009/2010 Academic year. The actions were teaching

recount paragraph by using questioning technique. In this case, researcher carried

out the actions in the first cycle, if the target failed then it was continued to the

xxxvii

second cycle. Meanwhile, the English teacher was as collaborator who observed

and make notes about everything that happen during the teaching learning

process. The time allocation for each meeting was 80 minutes. The actions would

be conducted in which cycle covered six meetings in two cycle including the test

in the third meeting in cycle I and fifth meeting in cycle 2. It was carried out

within two weeks.

The actions procedure of teaching on recount paragraph writing would be

done in second cycle if the result of the first cycle did not achieve the target

minimum score levels. It means that if the result of the mean score below 65 and

achieved less than 75% of students, the second cycle will be conducted with some

revising on the technique of the first cycle lesson plan.

3.5.4 Observing

Observation is done to observe the students’ activities and the application

of the action. Meanwhile the researcher implement the action by using

questioning technique during teaching learning process, the observation will be

done by the English teacher as observatory. The researcher conducted the

observation to get the supporting data by using the guide of observation in the

form instrument of field note and check list. The observation checklist is used to

observe the students participation during teaching and learning process of writing

trough questioning technique. In this case, the observation sheet in the form of

checklist containing about the activeness and passiveness of the students. While

field note is used as the feedback from the English teacher about the main

problem face by the researcher during teaching learning process.

xxxviii

3.5.5 Reflecting

Reflection is conducted to reflect the result of the action in the first and

second cycle gained from the result of the observation check list and the students

writing test. The researcher and the English teacher reflected the result of the

action after analyzing data in each cycle, the function of reflection is to know

whether there is weakness or strength in each cycle. Then, the researcher and the

English teacher discuss a solution to solve the problem. Then, the result of

reflection would be used as a guide to revise what were the shortages in the

lesson plans in cycle I in order to get the target.

3.6 Data Analysis Method

To analyses the percentage of students’ writing achievement used

formula as follow:

E : X 100%

E: The students’ percentage of the students’ writing achievement by

using questioning technique

n: The total number of students who get score 65 or more

N: The total number of student

(Adopted from Ali, 1993:186)

n

N

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3.7 The Criteria of Success

The criteria of success are used to know whether the implementation of

the action achieved or success. Based on the interview with the English teacher

the standard passing grade of English in MTs Al Mujahidi is 65 or more and it

must be achieved by 75 % of students.

3.8 Research Instrument

According to Arikunto (2006:149), research instrument are some tools

used when a research is conducted in particular method. In this research the

instrument uses in gathering data that included of the students’ learning activities

and the students’ scores. The main data are collected from the result of the writing

test and the supporting data collected from the observation checklist and field

notes.

3.7.1 Test

According to Arikunto (2006: 150), test is a set question of exercises or

instrument that is used to measure the skills, knowledge and intelligence owned

by the individual or group.

In this CAR, the test applied is achievement test. According to Heaton,

(1988: 14), a test of achievement should be measuring the student’s mastery of

what have been taught (but not necessarily what has actually been taught).

Generally there are two form of tests based on the methods of scoring, there are

objective test and subjective test (Hughes,1996: 19). If no judgment is required on

the part of the scorer than the scoring is objective. If judgment is called for, the

scoring is said to be subjective.

xl

The test that is used to measure the students’ writing achievement by using

questioning technique is subjective test. The researcher asked to the subjects to

make a recount paragraph based on the questions given. The test will be done

individually, and the researcher will collaborate with the English teacher to

construct the test. The materials that will be included in the test are based on the

themes and sub theme in the school level curriculum for Junior High School. The

test is done in the third meeting in cycle 1 and in the fifth meeting in cycle 2. The

provide time for doing the test is 2X40 minutes of each cycle.

3.7.2 Observation Checklist

McMillan (1992: 128) explains that observation allows the researcher to

take into account important contextual factors that may influence the

interpretation and use of the results. The observation will be focused on student’s

active or passive participation in the rating achievement during the teaching

learning process.

The best way for doing observation is using observation instrument

(Arikunto, 2006:156). The instruments that will use in this research are checklist

paper. The checklist paper is used to record the students’ activities in teaching

learning process to observe whether they were active or passive. The checklist

covered the following indicators: 1). Asking questions, 2) Answering questions,

3). Pay attention to the lesson, and 4). Being enthusiastic in the teaching learning

process. In this research the observation will be guided by an observation

checklist to make it more focus and manageable. The aspects that will be observed

area as follows:

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Table. 3.1 The Observation Checklist

NO NAME

PARTICIPANT ACTIVE PASSIVE

1 2 3 4

1

2

Notes:

d. Refers to asking questions

e. Refers to answering questions

f. Refers to paying attention to the lesson

g. Being enthusiastic in the teaching learning process.

In this research, the students are categorized active if they fulfill at least

three of four aspects above.

3.7.3 Field Notes

The most common method of recording the data collected during

observation is field notes. Hatch (2002:77) states that observers need to make

record of what they observe in the setting are studying and these records usually

that the form of raw field notes that are written on the spot while the reseacher is

in the setting. Field notes are usually discription of contexts and actions.

xlii

3.9 Developing of the Research Instrument

3.9.1. The Validity of Test

According to Arikunto (2006:168) states that an instrument will be valid if

it measures accurately what is attended to measure. It means that, a test should

measure whatever it is supposed to measure and nothing else. In addition

McMillan (1992: 100) states validity is a judgment or decision that the result from

the scores generated by the measure. In this research, content validity is used

since the test is constructed to represent the indicators to be measured.

According to Purwanto (1985:136) states that the test has content validity

if the test concern to the curriculum. Based on the above statements, the test

which is used in this research is based on the school level curriculum (KTSP

2006).

Table. 3.2 the Standard Competence of Writing in the School Level Curriculum

Kompetensi Dasar Indikator

12.2 Mengungkapkan makna dan langkah retorika

dalam esai pendek sederhana dengan

menggunakan ragam bahasa tulis secara

akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar

berbentuk recount dan narrative.

Menulis sebuah paragraph pendek

berbentuk recount.

3.9.2. The Reliability of Test

According to Hughes (1996 : 29) that a test is reliable if it has the same

result when it is given at another time. In addition Arikunto (2006:178) states that

reliability is determined by the carefulness of evaluation instrument and the

important of reliability consistence, how far of the test or instrument can be

believed. To know whether the test is reliable or not the researcher uses alpha

xliii

formula. Arikunto (2006:196) states that alpha formula is used to know the

reliability of the instrument, which the score is not 1 and 0.

The formula as follow:

Where:

: Reliability of the instrument.

K : Number of Question item.

: Variant item.

: Total variant

The criteria coefficient of correlation:

0.00-0.20 : Very low correlation

0.21-0.40 : Low correlation

0.41-0.60 : Enough correlation

0.61-0.80 : High correlation

0.81-1.00 : Very high correlation

(Ali, 1993:190)

Based on the calculation as presented (appendix 5) according to Arikunto

in r- table with N: 30 and significance 95 % is 0,361 then the result tryout is 0, 83

it can be concluded that the test is reliable and the coefficient correlation is very

high correlation.

In addition concerning with the scoring system, the scoring applied in

scoring the students writing test is analytical method. Hughes (1996:91) defined

analytical method of scoring which requires a separate score for each number of

xliv

task aspects. The aspects of scoring students’ writing test will be based on the

measurement of Model Penilaian Kurikulum Tingkat Satuan Pendidikan (KTSP

2006).

Table. 3.3 the Writing Scoring Based on the School Level Curriculum

No Aspects of Scoring

Score

1 2 3 4

1 Structure

2 Diction

3 Format

4 Appropriate to the topic

Maximum Score 16

Note;

1: Poor The Students’ score:

2: Fair Students’ score

3: Good Maximum score

4: Excellent

It can be explained as followed:

A. Structure

4: There no errors of structure.

3: There are no errors of structure which do not, however interfere with

comprehension.

2: Errors of structure frequent the reader most of them rely on own

interpretation.

1: Errors of structure so frequent, the reader most of them rely on own

interpretation.

X 100

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B. Diction

4: Using effective words choice

3: Occasional errors in word choice

2: Errors of word choice so severe

1: Errors of word choice so severe as o make comprehension virtually

impossible.

C. Form

4: Relevant and accurate text information; Transfer all story element needs.

3: Mostly relevant and accurate text information Transfer mostly of story

element needed,

2: Irrelevant or limited text information transfers few. Story element

needed.

1: Irrelevant or limited text information.

D. Appropriate to the Topic

4: Focused on central idea with an organized and elaborated text.

3: Central idea but not evenly elaborated and some digressions

2: Not a focused idea or more than idea and much digression

1: No clear idea

xlvi

CHAPTER IV

RESULT RESEARCH

4.1 Description of Research Setting

SMA 1 Bondowoso was founded in 1958, it was located at Jl. Curahdami

no. 1294, Bondowoso. MTs Al Mujahidi was built on village treasury land, the

boundary of school in the north is public buildings, in the east is plant field, In the

south public buildings, and in the west is main road.

The teaching learning process at MTs Al Mujahidi started at 07.00 and

finished at13.30 WIB. The total numbers of the students were 460 students in the

2010/2011 academic year. The personals of MTs Al Mujahidi were a principal, 45

teachers, 15 office employees, and 2 gardeners.

The school facilities of MTs Al Mujahidi Gumukmas Jember that

supported the teaching learning process consisted of school office, computer lab,

and eighteen classrooms there are class VII A, VII B, VIII A, VIII B, IX A and IX

B, 1 library, badminton and volley ball field.

The research conducted at the students of X.6 class. The research consist of

two cycles, in the first cycle the research did on 19th, 20

th, and 21

th of May 2010

and the second cycle the research did on 27th

, 3th, and 4

th of June 2010. The

implementation of the action did on every Thursday and Friday, and then the test

did on Saturday.

xlvii

4.1.1 The Description of Implementation in Cycle 1

4.1.1.1 Preliminary Study

Before the researcher did classroom action research, the researcher did

some preparation before the action. There were interview and conducting try out.

The researcher did the interview on 15th of April 2011, based on interview

informally with the English teacher it was found they had problem in composing

paragraph they had difficulties improving the ideas and they had trouble coming

up with interesting and relevant sentence that they can use to support the topic.

The score of writing test of class X.6 as presented on the table 4.1 (appendix 22)

showed that it need to be improved since the mean score was 53.31 as stated in

students’ previous score in writing achievement administered by the English

teacher. While the passing grade score for English subject in that school was 65 or

more. Another problem that faced by the English teacher was the f students’

participation in teaching learning process was not involved.

The researcher did try out to know the reliability of the test; this test would

be used in the end of each cycle to measure the students’ paragraph writing

achievement. The try out was held on 17th May 2010, followed by 30 students at

the eighth grade of MTs Al Majidi Bangsalsari, Tanggul, Jember and the material

of the test were taken from hand out of the eighth grade students of Junior High

School which was used in the school. The test was subjective test. And the test

had been already known the reliability, it was concluded that the test was already

good to used.

4.1.1.2 Planning

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Planning of the action research was discussed with English teacher before

researcher implementation of the action to students; it was done to decide how

many meeting that the researcher wanted to improve students’ recount paragraph

writing achievement using questioning technique. The next step was researcher

and English teacher discussed about choosing the topic and selecting suitable

material for students that could make the class would be more enjoyable. After

discussed with English teacher the researcher arranged the material for the student

that had given by the English teacher before. The researcher prepare the material,

observation checklist, field notes and lesson plan before implementing the

technique to the students in this research, the implementation of the action in 3

meeting each meeting did in 80 minutes.

4.1.1.3 Acting

The implementation of the action covered three meeting it was based on

the time allocation of teaching material in semester programs, there were two

meeting for implementing the technique and one meeting for students’ test and in

each meeting did in 80 minutes. The schedule of implementing the action could be

seen in the table below.

Table. 4.2The Schedule of Cycle 1.

Activity Dates Times

Meeting 1 26th May 2010 10.00 - 11.20

Meeting 2 27th May 2010 10.00 - 11.20

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Test 1 29th May 2010 07.0 - 08.20

The first meeting did on 26th May 2010 was based on the lesson plan I see

(Appendix 6) made by the researcher. Before starting the main activities the

researcher leading some questions to the student about past experience and told

that experience was one of personal recount, then the researcher distributing

example of personal recount entitled “My last picnic”, next the researcher asked

to the students mentioned the action word of past tense of the text and the

researcher asked some students to make an example of sentence in the form of

past tense and write on white board, in this instruction students look still passive

only one or five students who were had initiative to come forward, after that the

researcher and the students discussed the students’ answer. Next the researcher

assisting the students about the topic by giving them some guiding questions

orally in the form of WH questions to understand the generic structure of the text

for example who did go to picnic?, when it was happen?, and where did they go?,

continued to the next questions asking about the events for example; what did

they do first?, what did they do then, what did they do next, and etc. Then it

continued to reorientation question for example; what they feel after picnic?. In

this instruction less of students who were answer the questions then the teacher

asked to some students to answer the teachers’ question, then from the students’

answers that write on the white board the researcher discussed and explains about

the generic structure of recount. In the last session the researcher distributing

some questions to the students and asked the students to answer the questions

given. From the answers the researcher asked to the students to write a rough draft

and asked to the students to make a good paragraph based on the draft. The

l

students giving attention and did the instructions , Finally the researcher asked

some students performed their work in front of class, and the researcher discussed

the work together with the students. In closing session the researcher discussed

about the students’ difficulties and the material.

The implementation of the second meeting on 27th

May 2010 was based on

the lesson plan II (Appendix 7). In this meeting the researcher gave leading

questions what is recount, and asked to the students to mention the generic

structure of recount, some students had initiative to answer the teachers' question,

but others still silent then the researcher distributing the example of personal

recount entitled “a tour to the botanic gardens by nida”. Next the researcher

assisting the students about the topic by giving them some guiding questions

orally in the form of WH questions and yes or no questions to understand the

orientation of the text for example, what is the text about?, Did Nida tell what

Year Eight students do?, and etc, continued to the questions related to the events

for example what did they do first?, where did the grade eighth go next? etc, and

the last questions asked about the reorientation for example, how did they feel

after the tour?. In this instructions students giving better response and some

students more active in answer the questions, after that the researcher discussed

and explain about the students answer and the generic structure of the text. Then

the researcher distributing some questions to the students and asked the students

to answer the questions given. After that from the answers the researcher asked to

the students to write a rough draft and asked to the students to make a good

paragraph based on the draft. Finally the researcher asked some students

performed their work in front of class, some students had initiative to forward in

li

front of class, and then the researcher discussed the work together with the

students. In this session some students make a noised especially the students who

sitting I back by talked with their friend, next at closing session the researcher

discussed about the material and. the students’ difficulties in teaching learning

process.

In the end of the cycle I, it was test I held on 29th

may 2010, the researcher

gave the test (Appendix 8) to the students to compose personal recount based on

the pictures with series of questions.

4.1.1.4 Observing

As researcher teaching paragraph writing by using questioning technique,

the English teacher did the observation by sitting at the back of the students’ seats

in the classroom. It was done along with the teaching learning process by using

checklist to observe the activeness and passiveness of the students’ participation

and field notes to note some problems in interaction between the researcher and

the students in teaching learning process. It focused on the students’ involvement

in teaching learning process of writing by using questioning technique.

The observation checklist consists of some aspects were: asking question,

answering question, paying attention, being enthusiastic in teaching learning

process. The students were considered to be active when they fulfilled at least

three of the indicators.

The result of observation in teaching learning of meeting 1 and 2 in cycle I

can be seen on the table 4.4 in (appendix 12) and the average result of students’

involvement can be seen on the table 4.5 in (appendix 13).

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4.1.1.5 Reflecting

This part discuss about the analysis of the implementation of the action

during the research. It is cover the result of class observation and the result of the

test in this analysis, the researcher collaborated with the English teacher to

analyses how effective the implementation of the action. It was based on the class

observation and the test. The analysis of the class observation result of the first

meeting up to fourth meeting done after the test on the 29th May 2010.

4.1.2 The Description of Implementation in Cycle 2

4.1.2.1 Planning

Based on the reflecting in the first cycle, it is needs such kind of activities

to revise plan and the action that was done. The steps and activities in the second

cycle has different step with the first cycle. The different of both cycles are in the

purpose of the activities, in the second cycle the purpose was revise the action in

the first cycle.

The researcher can identified some following problems and notes it as

follows:

1). The students still have difficulties using questioning technique because it

was a new experience for them using question on writing paragraph.

2). The students could not use the simple past tense correctly.

3). The students’ participation was still low.

4). Some students make a noise so it caused the class was not conducive.

Therefore, this action was needed to solve the problems found in cycle

one. In this implementation of cycle 2 there some action applied to get better

result there are as follows:

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1). Using media a series of pictures.

2). Giving bracket to the word which was in the form of past tense in the

sentence.

3). Giving rewards to the students who were active in the class.

4). Rolling the students’ seat to reduce the class noised.

5). Asked students to revise their rough draft into good paragraph with their

friends in group.

It was expected that this technique would assist the students in writing a

personal recount paragraph so that they would be more motivated to improve their

recount paragraph writing.

4.1.2.2 Acting

In second cycle was done in three meeting, two meeting was done to

implemented the technique and a meeting was used to the students tests, each

meeting was 80 minutes. The schedule of implementing the action could be seen

in the table below.

Table. 4.3 The Schedule of Cycle 2

Activity Dates Times

Meeting 3 2th June 2010 10.00 - 11.20

Meeting 4 3th June 2010 10.00 - 11.20

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Test 2 5th June 2010 07.00 - 08.20

The third meeting did on 2th June 2010, it was based on the lesson plan

III, see (Appendix 9) that has been revised. The implementation of the action

started with introducing the topic by distributed a series of picture to the students,

and then the researcher asking to the students answer the questions based on the

picture given. Next the researcher assisting the students to understand the topic by

giving WH questions to understand the generic structure of recount, the first

questions was orientation questions for example; who were they?, where did they

go?, and etc, after that continued to the series of event question for example; what

did they do first?, what did they do then?, what did they do after?, and etc. in the

last question was reorientation question for example; what did they feel in the end

of the event?. In this instruction students answer the questions by their initiative

without asking first by the resereacher, the following steps were the researcher

asked to the students to mention the word in the form of past tense in the bracket

of the text entitled “Bad weather at the park”, and asked to them mentioned

another example of word in the form of past tense. Students gave their answer

easily and more students giving the answers. The students’ answers make the

class noisier but under control, then it continued to discussion and explanation

about the generic structure of recount. In the last session the researcher asked to

the students make a rough draft form the answer of questions given, continued

asked to them to make good paragraph by revising the draft in group. Some

students talking with their friends and disturb other students, In the end some

students by their initiative shared the work by writing on the white board, after

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that the researcher discussed the work together with the students. In closing

session the researcher discussed about the material and the students’ difficulties.

The fourth meeting did on 3th

June 2010, based on the lesson plan IV

(appendix 10), in this meeting the researcher continued the explanation and did

the same steps and technique like in the previous meeting but different topic. In

the last meeting it could be concluded that the whole process of teaching learning

was running well, the students cooperate with the researcher, almost of students

had initiative by their selves to give questions and answers. But when students

revise the draft in group some students still talked by themselves, but it was under

control by the researchers’ instruction.

The last meeting was test 2 (appendix 11), did on 5th

June 2010, the

researcher gave the test to the students to compose personal recount based on the

pictures with series of questions.

4.1.2.3 Observing

The activity in class observation of the cycle 2 done in the same ways in

cycle 1. As the researcher teaching writing by using questioning technique, the

English teacher did the observation by sitting at the back of the students’ seats in

the classroom. It was done along with the teaching learning process by using

checklist to observe the activeness and passiveness of the students and field notes

to note some problems in interaction between the researcher and the students in

teaching learning process. It focused on the students’ involvement in teaching

learning process of writing by using questioning technique. The observation

checklist consist of some aspects were : Asking Question, Answering question,

Paying attention, being enthusiastic in teaching learning process. The students

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were considered to be active when they fulfilled at least three of the indicators.

The result of observation in teaching learning of meeting 3 and 4 in cycle

II on the table 4.6 in (Appendix 14) and the average result of students’

involvement on the table 4.7 in (appendix 15).

4.1.2.4 Reflecting

This part will discuss about the analysis of the weakness and the strength

of the implementation of the action during the research, It is cover the result of

class observation and the result of the test in this analysis, the researcher

collaborated with the English teacher to analyses how effective the

implementation of the action. It was based on the class observation and the test.

The analysis of the class observation result of the third meeting up to fourth

meeting done on the 5th

June 2010.

4.2 Research Result

4.2.1 The Result of the Observation Checklist Cycle 1

The observation was done by using checklist. It was done a long with the

teaching learning process by using questioning technique. It focused on the

students’ activeness and passiveness. The indicators of the students’ participation

were: 1. asking questions, 2. answering questions, 3. paying attention to the

lesson, 4. being enthusiastic to the lesson. The students were considered to be

active when they fulfilled at least three of the indicators.

Based on the observation checklist on table 4.4 (appendix. 12) there were

31 of 34 students in the first meeting and 32 of 34 students in the second meeting

who were followed teaching learning process, 2 students were absent and a

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student was sick in the first meeting while in the second meeting 2 students were

absent. In the first meeting in cycle 1 there were 11 of 31students (35.48%) who

were actively participated or 19 0f 31 students (61.29%) who were passively

participated. Mean while in the second meeting there were 18 0f 32 of students

(53.12%) who were actively participated or 15 of 32 students (46.87%) who were

passively participated. The researcher concluded that the average result of the

observation checklist in cycle 1 (appendix 13) were 44, 3% students actively and

54, 08% students passively in teaching learning activity. The observing in cycle 1

could be said that it fail because less than 75% the students active in teaching

learning process.

4.2.2 The Result of the Observation Checklist Cycle 2

Based on the observation checklist table (appendix 14) there were 32 of 34

students in the third meeting and 33 of 34 students in the fourth meeting who were

follow the lesson. In the third meeting in cycle 1 there were 26 of 33 students

(81.25%) who were actively participated or 7 0f 32 students (21.87%) who were

passively participated. Mean while in the fourth meeting there were 27 0f 33 of

students (81.81%) who were actively participated or 6 of 33 students (18.18%)

who were passively participated. The researcher concluded that the average result

of the observation checklist in cycle 2 see (appendix 15) there were 81, 53%

students actively and 20.02% students passively in teaching learning activity. It

can be said that the observing in cycle 2 was success because more than 75%

students active in teaching learning process.

4.2.3 The Result of the Writing Test in Cycle 1

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The writing test in cycle 1 conducted on 29th May 2010 to know how far

the students improve in paragraph writing achievement after implementing the

action by using questioning technique. The test was administered in the last

meeting and it followed by 33 of 34 students, because a student was absent. In this

research the minimum score of the students must be achieved the standard

minimum mean score requirement was ≥ 65 and it must be achieved by 75 % of

the students.

Based on the table 4.8 presented (appendix16) the result of writing test in

cycle 1 showed that the mean score was 62.5 and the percentage of students was

45.45%, it means that the standard minimum score requirement had not been

achieved. Therefore, it was necessary to continue the action into cycle 2 because

less than 75% of the students could not achieve the target mean score ≥ 65.

4.2.4 The Result of the Writing Test in Cycle 2

The wiring test in cycle 2 conducted on 28th

June 2010. There were 32 of

34 students who did the test because a student got sick.

Based on the table as presented in (appendix 17) the result of writing test in

cycle 1 showed that the mean score was 78.32 and had been achieved by 81.25%

of the students. Therefore, it is not necessary to continue the action into next cycle

because more than 75% of the students could achieved the target mean score ≥ 65.

4.2.5 The Result of the Field Notes in Cycle 1

These field notes were taken by the English teacher as observatory while

the researcher implements the action. This note take to know what are the

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difficulties faced by the teacher and to help them to make the teaching English

learning more effective. In the first cycle the result of some notes from the first

and the second meeting those are:

1. The researcher should explain more about how to make sentence in the

form of past tense.

2. Because it was a new experience for students using questioning

technique in writing, the researcher need explain more the steps of using

questioning technique to make a paragraph.

3. The researcher should briefly to handle and manage the class in the

teaching learning process.

4. The researcher needs to enhance the students’ participation in the

implementation of the action.

5. The researcher should make the class conducive because some students

who were sitting in the back talked by themselves.

6. Using media a series of picture will help students to construct the

sentence into good paragraph.

Based on those note the researcher could concluded that there are several

problems that researcher have to revised in the next cycle. So the researcher hopes

that while teaching and learning process in the next cycle have to be better than

the action in cycle 1.

4.2.6 The Result of the Field Notes in Cycle 2

The English teacher as observatory in cycle 2 gives conclusion that the

teaching learning process was better than previous cycle in the second cycle the

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result of some notes from the third and the fourth meeting those are:

1. The students seem to be more comfortable and familiar with the

researcher in teaching learning process.

2. The students gave good attention and enthusiasm to the researcher

explanation, the students were all active.

3. The students were very cooperative to the teacher.

4. Some of them keep talking to their friend but it was not so noisy and

under control when revising the draft with their group.

5. Better if the researcher choose various topic that suitable with the

students’ context life so it make students motivated to implement the

questioning technique in out of class to improve writing skill.

4.2.7 The Result of the Reflecting in Cycle 1

Based on the result of writing test 1 (appendix 16), the mean score was

62.5 and had achieved by 45.45% of the students, it means that the minimum

standard mean score ≥ 65 and the percentage requirement of paragraph writing

achievement 75% of the students in this research had not been achieved yet.

While in this cycle the average of students’ active participation also did not

involved as presented on the table 4.4 (appendix 12) there were only 44.3% who

were active participated and 54.08% of the students were passive. So, it could be

said that the technique of teaching writing trough questioning technique in cycle 1

was not got the target. It was because the students did not use past tense correctly,

then the students’ participation was still low and the students still had difficulties

using the technique because it was a new experience for students to made

paragraph writing by using questioning technique. To solve these problems the

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researcher made revision on the lesson plan that will be used in the cycle 2, there

were giving bracket in word of past tense, using model of recount text with series

of picture as media and giving reward to the students who were active in the class

was one way to enhance the motivation and participation of the students in

teaching learning process.

4.2.5 The Result of the Reflecting in Cycle 2

In the second cycle, the reflection was done after the result of writing test

and the result observation was known. From the result of writing test 2 (appendix

17) the mean score was 78.32 and the percentage of students who got the

standard mean score was 81.25%, it means that the minimum standard mean

score ≥ 65 and the percentage requirement of paragraph writing achievement it

was 75% of the students in this research has been achieved. While the average

students active participation as presented on the table 4.7 (appendix 15) there

were 81.53% of the students who were active participated and 20.02% of the

students who were passive participated, more over there were improvements of

the result of average students’ active participation in cycle 1 it was 44, 3% up to

81, 53% in cycle 2, while the mean score in cycle 1 was 62.5 became 78.32 in

cycle 2. It could be said that the technique of teaching writing by using

questioning technique in cycle 2 was on the target. It means that the questioning

technique can improve both the writing achievement and students’ participation at

the VIII A class of MTs Al Mujahidi Gumukmas Jember.

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CHAPTER V

DISCUSSION

5.1 Discussion

Based on the research result in chapter IV, it was found that there was a

gradual improvement on the students’ paragraph writing achievement that could

be seen from the result of the mean score and the percentage result in the first and

the second cycle, in the first cycle the mean score was 62.5 and achieved by

45,45% of the students, because it did not achieved the standard minimum score

requirement, then it was continued in the second cycle, in this cycle the mean

score was 78,32 and the percentage of the students’ writing achievement was

achieved by 81,25% of the students, it mean that the research was success because

the result of writing test had been achieved the target of standard minimum score

requirement that was the mean score ≥ 65 and must be achieved by 75% of the

students. Meanwhile the average of students’ active participation in each cycle

had improved; it was 44, 3% in cycle 1 up to 81, 53% in cycle 2.

Moreover the participation of the students during teaching learning

process in cycle 1 were as presented on the table 4.4 in (appendix 12) in the first

meeting there were 11 of 31students (35.48%) who were actively participated or

19 0f 31 students (61.29%) who were passively participated. Mean while in the

second meeting there were 18 0f 32 of students (53.12%) who were actively

participated or 15 of 32 students (46.87%) who were passively participated. The

researcher concluded that the average result of the observation checklist in cycle 1

presented on the table 4.5 (appendix 13) there were 44, 3% of students active

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participated and 54, 08% of students passive participated in teaching learning

activity. The observing in cycle 1 could be said that it fail because less than 75%

of the students active in teaching learning process.

Further the result of writing test in cycle 1as presented on the table 4.6 in

(appendix 14) showed that the mean score was 62.5 and achieved by 45,45% or

only 15 of 33 students, it means that the standard minimum score requirement had

not been achieved. Therefore, it was necessary to continue the action into cycle 2

because less than 75% of the students could not achieve the target mean score ≥

65.

Cycle 2 was conducted as revision of cycle 1; there were some revision

that the researcher and the English teacher discussed in lesson plan in this cycle

there were as followed:

6). Using media a series of pictures.

7). Giving bracket to the word which was in the form of past tense in the

sentence.

8). Giving rewards to the students who were active in the class.

9). Rolling the students’ seat to reduce the class noised.

10). Asked students to revise their rough draft into good paragraph with

their friends in group.

The result of writing test in cycle 2 as presented on the table 4.8 in

(appendix 16) showed that the mean score was 78.32 and achieved by 81.25% or

26 of 32 students, it mean that the action was stop and it was not necessary to

continue the action into next cycle because more than 75% of the students could

achieved the target minimum mean score ≥ 65.

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Based on the observation checklist in cycle 2 on the table 14 in (appendix

14) In the third meeting in cycle 2 there were 26 of 33 students (81.25%) who

were actively participated or 7 0f 32 students (21.87%) who were passively

participated. Mean while in the fourth meeting there were 27 0f 33 of students

(81.81%) who were actively participated or 6 of 33 students (18.18%) who were

passively participated. The researcher concluded that the average result of the

observation checklist in cycle 2 see on the table 12 in (appendix 16) there were

81, 53% students actively participated and 20.02% of students passively

participated in teaching learning activity. It can be said that the observing in cycle

2 was success because more than 75% of students active in teaching learning

process.

From the result data above it could be conclude that there were

improvement of the result in each cycle as presented table below:

Table. 5.1 the Improvement of Students’ Writing Test Achievement and the Average of

Students’ Active Participation in Each Cycle

Cycle Mean score Percentage The average of students active

participation

1 62,5 45,45% 44, 3%

2 78,32 81,25% 81, 53%

From the table above, it prove the theory that asking questions will help

teachers keep the students actively involved in the lesson (Morgan and Saxton in

Brualdi, 1991:1). With this strategy, the students had desire and were interested in

learning recount paragraph writing. Questioning technique could help the learners

to increase their recount paragraph writing achievement and the students’ active

participation in teaching learning process.

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Further the improvement of the students writing achievement was in line

with the experts’ statement that written questioning technique is an important

method to teaching (Kam Yin Wu in Brualdi, 1993: 49). It can motivate learners

to enhance their writing achievement because while answering the questions the

students have opportunity to openly express their ideas, opinion, and thoughts

(Morgan and Saxton in Brualdi, 1998:1). In addition, WH and Yes-No questions

also could help the students to give more detail information and answer the

questions by organizing and mapping their ideas of the text. It is suitable with the

theory which stated that a WH question is a question that contains information

questions or content questions (Doff, 1999: 57). The teacher should let the

students to guess the answer by themselves. It could be done by giving further

questions as a clue, so that the students could think step by step to acquire the

right answer. By this step, it could help the students to openly express their ideas

and thought.

In relation to the improvement of the students writing achievement the

research hypothesis which says as follows:

1. Using questioning can improve the students’ recount paragraph writing

achievement at the VIII A class of MTs Al Mujahidi Gumukmas Jember in

2009/2010 Academic year.

2. Using questioning technique can improve the students’ participation at the

VIII A class of MTs Al Mujahidi Gumukmas Jember in 2009/2010

Academic year.

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CHAPTER VI

CONCLUSION AND SUGGESTION

6.1. Conclusion

6.1.1 The Students’ Writing Achievement Conclusion in Cycle 1 and Cycle 2

Based on the result and discussion, it can be conclude that the use of

questioning technique can improve the VIII A class students on recount paragraph

writing achievement of MTs Al Mujahidi Gumukmas Jember, it can be seen from

the result of the mean score in previous writing that administered by the English

teacher the mean score was 53.31 then after the implementation of the action the

mean score up to 62.5 in post-test cycle 1, meanwhile, in post-test cycle 2, the

mean score became 78.32 further the percentage was 45.45% in cycle 1 became

81.25% in cycle 2, The improvement of the result of mean score and the

percentage of writing recount paragraph occurred because there were some

revisions in lesson plan in cycle 2, the researcher discussed with the English

teacher about the acting of the technique, there were some revision in

implementing the technique in cycle 2 : 1) using a series of picture, 2) Giving

bracket to the word which was in the form of past tense in the sentence, 3) Rolling

the students’ seat to reduce the class noised, and 4) Asked students to revise their

rough draft into good paragraph with their friends in group. Finally from the

revisions above the result of students’ writing achievement on recount paragraph

had achieved the target of standard mean score requirement.

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6.1.2 The Students’ Participation Conclusion in Cycle 1 and Cycle 2

Then the use of questioning technique also can improve the VIII A class of

students’ participation in teaching learning process of recount paragraph writing,

there were it can be seen from the result of the average of the observation

checklist in cycle 1, there were 44, 3% students actively and 54, 08% students

passively in teaching learning activity. It could be concluded that the students’

participation failed in cycle 1 because less than 75 % of students’ who were active

participation. While in cycle 2 there were improvement of the students’

participation 81.25% of the students’ who were active and 21.87% of the students’

passive in teaching learning activity. The active participation of students increase

in cycle 1 to cycle 2 it was 35.8 % of the students, and the passiveness of the

students reduced from cycle 1 to cycle 2 it was 32.21 % of the students.

From the finding research above the researcher found out that using

questioning technique which was applied by the researcher can be an alternative

to solve the students’ difficulty in composing recount paragraph because it could

effectively help the students, while answering the questions the students have

opportunity to improve their ideas and giving relevant sentences to support their

topic in writing recount. Further the questioning technique also can improve the

students’ participation in teaching learning process. More over it can motivate

learners to enhance their writing ability because while answering the questions

students have opportunity to openly express their ideas, opinions, and thoughts.

(Morgan and Saxton in Brualdi, 1998: 1)

lxviii

Mean while it could be concluded that using questioning technique can

improve recount paragraph writing achievement and the students’ active

participation.

6.2. Suggestions

By considering the results that showed questioning technique could

improve the eight grade students’ recount paragraph writing achievement and the

students’ motivation in learning recount paragraph writing, some suggestions are

proposed for the following people:

a) The English teacher

The English teachers are recommended to consider the model of

questioning technique or strategy developed in this study as one of the many

alternative techniques that can be used in teaching writing recount paragraphs for

Junior High Schools level;

b) The students

The Students are recommended to practice writing recount paragraphs with

various topics outside the class hours by using questioning technique

c) The Further Researchers

Future researchers or other English teachers who have the some problems

with the teaching of writing are suggested to conduct a classroom action research

concerning the application of questioning technique to improve the students’

achievement in writing.