THE IMPLEMENTATION OF TRANSITION-ACTION-DETAILS STRATEGY TO IMPROVE THE STUDENTS’ WRITING ABILITY IN RECOUNT TEXT

Abstract

This research aimed to explain the improvement of the students’ writing ability and the students’ response through the implementation of “Transition-Action-Details” strategy in teaching writing. The researcher used a classroom action research principle to collect the data that consisted of two cycles. Each cycle consisted of four meetings. The findings of the research were the improvement of students’ writing ability in cycle I to  cycle II was 12.2%, and the other side, students’ participation or activeness at cycle I in the 1^st meeting was 45%, 2^nd meeting 59%, 3^rd meeting was 63% and 4^th meeting was 73 %. So the average score was 60%. Where in cycle II, in the 1^st meeting was 67%, 2^nd meeting was 72%, 3^rd meeting was 68% and 4^th meeting was 78%. There is a significant score in the average score (71.87%). Based on the average score above, it had improvement from cycle I to cycle II (11.64 %).