The Use of Freaky Facts Cards As a Media to Improve Students Writing Skill in Composing Simple Present Tense ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 )

Tiono, Agus (2016) The Use of Freaky Facts Cards As a Media to Improve Students Writing Skill in Composing Simple Present Tense ( A Classroom Action Research for the seventh grade of MTS Satu Atap Salatiga in academic year 2015/2016 ). Other thesis, Fakultas Tarbiyah dan Ilmu Keguruan.

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Abstract

The goal of language teaching is to achieve bothAt school, it will be the primary requirement to be success. It also becomes a basic foundation of understanding knowledge beside the other comprehension like reading, speaking and listening, writing comprehension is one of substantial necessary. Many things begin with this acquisition. Picture is one of the solutions to teach writing. However, pictures should be implemented by many variations, to reduce boring and to gain optimal result. Application of the Freaky Facts Cards media in teaching learning English, hopefully can help the students to write a sentence or a paragraph easily. The objectives of the study are: to find out whether applying Freaky fact cards media in composing good simple present sentences can improve the students’ ability in writing, and to find out how far the use of Freaky fact cards media in composing good simple present sentences can improve students’ writing skill.The writer uses CAR as research method which is consisted 5 phases, namely : (1) planning; (2) acting; (3) observing; (4) reflecting; and (5) revising of planning. The researcher collected the data of the research using some techniques, they were: Descriptive Qualitative data namely: (1) observation; (2) interview; and (3) documents analysis, Quantitative data: used written product of the process of writing to measure the students' achievement in writing capability. Based on the findings, the writer concludes that freaky facts cards can develop the students writing capability effectively. Furthermore, in cycle 1 the students test of product writing improved less significant and it could be concluded that only 10 students or 38,4 % who have fulfilled the passing grade and 16 students or 61,6%. The researcher found 50% as the mistakes of omission suffixes –s or –es, 62% students were difficult to make adjective phrase, 4% students used double words in a sentence, and 88% of students were stuck in using same words. In cycle 2 the students test of product writing improved significantly and it could be concluded that 26 students or 100% who have fulfilled the passing grade and omission suffix –s or –es became 19%.adjective phrase decreased to be 20%, double word decreased to be 2%, and it was only 40 % of students were monotone.

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