The Use Communicative Approach and Scientific Approach in Teaching Writing Recount Text

CHAPTER I

INTRODUCTION

In this chapter, the researcher present an overview of this study. This chapter consists of background of the research, research questions & hypothesis, objective of the research, scope of the research, significance of the research, definition of key terms, and organization of research

A. Background of the research

English as one of the subjects in schools has an important role because English is a foreign language, an international language which is widely used in communication by people in most countries in the world. Furthermore, English is often used in writing science books, journals, or articles about knowledge and technology. Therefore, in order to be able to develop science, knowledge, and technology, and to communicate with people from other countries, English is taught in Indonesia as a foreign language from junior high schools until universities.

English is taught at schools in order that students are able to master the four skills, they are listening, speaking, reading, and writing. Harmer (2007: 265) states that we use language in terms of four skills-reading, writing, speaking and listening. These are often divided into two types. Receptive skills is a term used for reading and listening, skills where meaning is extracted from the discourse.

Writing skill is one of the productive skills that should be mastered in using a language. It is because writing skill has significances in improving a communicative competence of learning the language. Writing skill is one of the productive skills that should be mastered in using a language. It is because writing skill has significances in improving a communicative competence of learning the language.

The curriculum according to UUD Number 20 of 2003 article 1 paragraph 19 is a set of plans and arrangements regarding the purpose, content and material of learning as well as the methods used as organizers of learning activities to achieve certain educational goals. Whereas the 2013 Curriculum is a further step in developing a competency-based curculum that was initiated in 2004 and KTSP 2006 which covers the competence of attitudes, knowledge and skills in an integrated manner. 2013 curriculum based on character and competence was born in response to various criticisms of the 2006 curriculum, and in accordance with the development of needs and the world of work. 2013 curriculum is one of the government's efforts to achieve the superiority of the national community in mastering technology as outlined in the direction of the state. The development of the 2013 curriculum is based on thinking about the challenges of the future, perceptions of society's knowledge and pedagogy, future competencies, and negative phenomena that emerge.

Nowadays, English has become more and more important. Cahyono (2009: 91) states that English has become a tool for international communication in transportation, commerce, banking, tourism, process of technology, and scientific research.

Realizing the importance of English nowadays, our government states that English as a foreign language should become a compulsory subject at school. It is 2 taught from Elementary School to University and it becomes one of the subjects in National Test (UN). Students need to understand spoken and written English to communicate their ideas effectively. In Indonesian education curriculum or content based on curriculum, students have to master the four language skills: listening, speaking, reading, and writing. In this case, teaching English must be conducted in every education field in Indonesia from elementary to university. Nowadays, Indonesian education is using Curriculum 2013. The government of Indonesian Education has announced new regulation from Ministry of Education No. 32 Year 2013 showing the changing from the previous regulation (Ministry of Education No. 19 Year 2005) about the National Education Standards. The 2013 Curriculum quickly was implemented to all school in Indonesia after the new regulation has announced.

The facts above frequently happen in many schools. Based on the observation in a school in Cianjur, that is MTs At-tarbiyah at eighth grade, based on the teacher’s information that the students were rarely taught to write in English. They just did the assignment and discussed the answers together. When the students were asked to write, they were reluctant to write even a very simple text, and the products of their writings were far from the expectation. Actually students were expected to be able to write a good text with good content and coherence, but in fact, they could not do it well. Students did not have any ideas to write. In other words, they had blank minds when they were asked to write a text, for example a recount text. There is no media in teaching learning writing process. Teachers has no time to search for the suitable media for teaching-learning process. The teacher just used the tradisional way to teach.

Picture and picture are effective to be used in reaching the goal of teaching and learning process since they can help the students illustrate a topic and give the chronological steps in making or doing something.

Based on background above, the researcher used the title “The Use Communicative Approach And Scientific Approach in Teaching Writing Recount Text”. Improving the students’ writing recount text ability through picture series learning model in the eighth grade of MTs At-tarbiyah be my research model because this model can make students more interested in writing recount text. Students more interesting use this method.

B. Research Questions & Hypothesis

1. Research Questions

a. Is there any significant difference between Communicative Approach and Scientific approach in teaching writing?

b. How the implementation the use communicative approach and scientific approach in teaching writing recount text?

c. What are the difficulties faced by students’ to complete the question in the recount text?

2. Hypothesis

There are two hypotheses in research, which is the null hypothesis and alternative hypothesis. The difference between these two hypotheses is that there is a relationship or not between the variables. In this research, it only used one of the hypothesis, and that is the null hypothesis. The null hypothesis of this research is:

H0 = There is no significant difference in achievement and improvement between Communicative Approach and Scientific Approach in teaching writing recount text.

C. Objectives of Research

Based on the research question above, the aim of the research is as follows

1. To find out the achievement and improvement that will be obtained by students’ in writing recount text using communicative approaches and scientific approach.

2. To find out the implementation of learning writing recount text using communicative approach and scientific approach.

3. To find out the difficulties faced by students’ to complete the question in recount text.

D. Scope of Research

Communicative Language Teaching (CLT) is an approach to language teaching methodology that emphasizes authenticity, interaction, student-centered learning,task based activities, and communication for the real world, meaningfull purposes, Brown (2007).

Picture and picture method is a learning model based on the constructivism approach of Piaget and Vygotsky. Constructivism understands the essence of learning as a human activity of building or creating knowledge by trying to give meaning to knowledge according to experience (Nurohman: 2008). The PnP Method is a model designed to engage students in digging information and inquiring, conducting and finding, collecting data and analyzing and making their own inferences. In this model students are given the freedom in constructing thoughts and findings during the activity so that students do themselves without the burden, fun and high motivation so that learning will be more meaningful.

Picture and picture method of learning emphasizes the development of reasoning, model building, its association with real-world applications or everyday life and can make students have hands-on experience, so as to overcome learning problems such as difficulty in recalling the subject matter (Starrett and Morcos, 2001); (Raviv Daniel, 2004); And (Atles and Ali, 2011).

Characteristics of Picture and picture method are: independent, mutually supportive, happy, passionate learning, integrated learning, using multiple sources, active, fun, not boring, sharing with friends, critical and creative students. Picture and picture method can also provide an indepth appreciation of what is learned, so that what is obtained by students is not easily forgotten because students gain that knowledge directly through their own experience.

By learning Picture and picture method, students can appreciate the concepts taught by the teacher, the students can prove facts and concepts, and also encourage the students 'curiosity more deeply so that it tends to arouse students' desire to conduct research to gain observation and experience in the scientific process. Through the PnP method, students can also benefit from: increase interest, motivation, strengthen memories, can overcome problems of learning difficulties, avoid misunderstandings, get feedback from students and connect the concrete and abstract. (Weinberg, Ithaca and Thomas, 2009) and (Ivers and Whitney, 2009). In the implementation of learning with Picture and picture method is to be really effective need to pay attention to student learning activities.

Picture and picture method allows learners to be independent, courageous to ask questions, explore curiosity and become creative learners. A teacher can and should be able to give the student experience, at least ten minutes to the student where the student can feel, hear, see, and act on the subject to be taught for the rest of the time. This can create a fun atmosphere, reduce student boredom and learn more effectively.

E. Significance of Research

1. Pedagogically

For the teacher, teachers are easier and more comfortable teaching writing better.

2. Theoretically

For the researcher, the researcher be able to improve her knowledge and insight into the field of writing recount text and know how to deal with it with the picture series learning model.

3. Practically

For the student, the student able to improve their knowledge in writing recount text use picture series learning model.

F. Definition of Key Terms

1. The Communicative approach is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.

2. A Scientific approach is a learning approach for students to be more active in the class.

3. Writing is a skill in English lessons that must be taught by students and must be understood.

4. Recount text is a text that retells the past event. Its purpose to provide a description and when it occurred with sequence of events.

5. Picture and Picture method is a learning model that uses images and is paired / sorted into logical sequences.

G. Organization of Research

This chapter will be organized as follows :

1. Chapter I Introduction

This chapter consists of background of the research, research questions & hypothesis, objective of the research, scope of the research, significance of the research, definition of key terms, and organization of research.

2. Chapter II Literature Review

This chapter deals with the relevant theories to the purpose of the research to provide the information in conducting the research. The theories introduced in this chapter are about Communicative Approach, Scientific Approach, Writing Skill, and Recount Text. There is also the Previous Study that used as the comparative source in writing this research.

3. Chapter III Research Methodology

In this chapter the researcher designed about the research step that used in this research such as : research method, research design, population & sample, research instrument, research data collection and analysis.

4. Chapter IV Result & Discussion

This chapter consists of statistical result, the implementation of communicative approach and scientific approach, and student’s difficulties.

5. Chapter V Conclusions & Suggestion

This chapter consist of conclusions and suggestion.

CHAPTER II

LITERATURE REVIEW

A. Theorical Review

1. Communicatice Approach

a. Definition of communicative approach

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning when learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. For example practicing question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

In the classroom activities guided by the communicative approach are characterized by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skill than systems, lessons are more learner- centred, and there may be use of authentic materials.

Communicative approach originated from the changes in the British Situational language teaching approach dating from the late 1960s (Ricards & Rodgers, 2001) with a goal to develop learners’ “communicative competence”, it evolves as a prominent language teaching method and gradually replaced the previous .

The Communicative Approach to Language Teaching: “The King is dead! Long live the King!” IJES, vol. 4 (l), 2004 in University of Essex To argue that despite the Communicative Language Approach teaching in the original sense has long been theoretically dead, it has almost the same long ago at least there is potential in a new form continues to grow. Shazi Shah Jabeen “Implementation of Communicative Approach”. Vol. 7, No. 8; 2014. BITS Pilani, Dubai Campus, Dubai, UAE.

The proposed study was undertaken to assess the existing situation with regard to the use of the communicative approach in the teaching of the English language. The study has enabled us to establish that the basic principles of the system-activity approach to teaching foreign speaking are the principles of action, activity, continuity, integrity, psychological comfort, variability, creativity, communicative orientation.

b. Picture and picture

Language teachers have a role as communication teachers and, indeed, as a teacher in the broadest sense. It is important to have as wide rage of resources as possible in the classroom, so that the students can have a rich base and stimulus for this development. And the resources must include pictures. Learning is not only from what we hear and read but from what we see around us and from what we remember having seen. Picture are not just an aspect of method but through their representation of places, objects, and people they are an essential part of the overall experiences we must help our student to cope with.

There are various type of picture used in the English teaching and learning and one of them is picture and picture. Picture and picture is a sequence pictures of a single subject that is aimed to tell a story and also sequence of events.

Students earliest experience with literary texts is of the utmost importance. Literary picture books can provide a stress-free beginning. Practicing the skill of visual literacy means searching for meanings in pictures, and interpreting what the picture tell us. Students are good at finding meanings in pictures, and teachers can help children discover their abilities-whereby giving them confidence and pleasure in books.

The several approaches to using pictures books, one well-established approach focuses on their usefulness as a scaffolding context for language learning. The verbal text is seen as central, the pictures are motivating and supportive. A verbal text that is pattern-driven (e.g. with repetition and rhyme) and therefore predictable will effectively aid children’s language acquisition ( Linse 2006,75-77 . a second approach focuses specifically on the pictures and the development of the student’s aesthetic awareness. Fine arts picture books, such as those by current students’ laureate, Anthony Browne, are recommended for cross-curricular teaching in the primary school, and in the secondary school for subject-based bilingual teaching: art though the medium of English (Rymarczyk 2006,139).

The approach is based on concepts of reader-response theory, and the contribution of picture books to student’s personal growth. “Literary” literacy, i.e. taking pleasure in reading between the lines, is a vital complement to functional literacy, learning to read and write. The research behind this approach is centered on education as well as foreign language learning. Students talk their way into literacy in English, with the help of the mother tongue where necessary. Along the lines of this approach, I would like to consider five literary picture books. Strange as it may seem, the case for regarding picture books as literature rests largely on the pictures, or on the interplay between pictures and words. Looking at complex pictures, students wonder, compare, discover, infer, and comprehend. “These are central concerns of literary reading, the need to infer, which is a key skill for all learners to develop more widely” (hall 2005, 21). To encourage this skill, teachers can choose picture books that suggest different meanings and interpretations.

1) Advantages

According to Brown (2004: 226), picture activities offer a nonverbal means to stimulate written responses. It means that by giving students pictures, it is easier for them to get the idea. That was why the researcher adapted the materials with their interest and their ability.

Harmer(2004: 67) explains that some situations, particularly related to grammar and vocabulary work can be presented by pictures. Furthermore, they can also be used to provoke students to be creative or develop imagination. He also state that there are various number of writing tasks that students can be asked to undertake and one of them is students can be given a picture and picture which tell story and they have to write story based on the pictures. He then adds that giving the students sequence picture as the writing task will incite them to be creative writers.

2) Procedure

There are some activities which are introduced in this research as proposed Wright (1989: 68). Since technique used in this research is picture, more specially is picture and picture, the activities adapted are mostly about challenge to sequence. The procedures of the use of the picture and picture are presented below.

a) Jumbled sentences

Individual or pair work, jumbled sentences are given to the students. They write them out in the correct order, guided by a sequence of pictures.

b) Change some words

A text, a sequence of pictures and a number of alternative words for some those in the text are given to the students. They write out the text with their choice of words, guided by reference to the pictures.

c) Missing part

Individual or pair work, the students are given a story with the beginning, the middle, or the end missing. The students write out the given text and add the missing part, based on one or more pictures.

d) Picture guided story

Individual or pair work, a sequence of pictures us given and the students write the story without any other assistance ot guidance.

In conclusion, picture and picture are kind of technique used by the teachers due to their benefits of using picture. Furthermore, they can provide various activities to support the teaching and learning process.

2. Scientific Approach

In Undang-Undang Republic of Indonesia No.20 2013 about Sisdiknas that education is a conscious and planned business to realize a learning atmosphere and the learning process so that students actively developing potential themselves to have strength religious spiritual, self-control, personality, intelligence, noble character. And the skills needed by themselves, the people of the Nation and State (UU Sisdiknas No.20 2003).

In 2013, the Indonesia Government released the Curriculum 2013. The Curriculum 2013 is the development of the 2006 Curriculum or well known as Curriculum-based Competence. In the Regulation issued by the Minister of Education and Culture (Permendikbud) no. 81a/2013, it is state that the process learning according to the curriculum 2013 is a process of education provide opportunities for students’ to be able to develop any pattern learning that occurs inside the two way interaction between teachers and students, meaning that teacher do not have to always be the more dominant. The curriculum determines the process of educational outcomes. The strategy of and efficient curriculum implementation in learning is very necessary to achieve educational goals. Curriculum 2013 is based on the character education. Alibidin (2014: 125) said that scientific approach in teaching learning is a learning based on scientific approach which is oriented to develop the students’ ability to solve the problem by using integrated inquiry activities which demand to have a critical thinking, creative, to increase the students’ understanding.

Teacher’s perception of Scientific Approach also has the big role to attach the successful on teaching learning process. Rao and Narayan (1998: 329-330) stated that perception is the process where by people select, organize, and interpret sensory stimulation into meaningful information about their work environment. They argued that perception is the single most important determinant of human behavior, stating further that there can be no behavior without perception.

a. Instructional Approach

Scientific Approach can use several strategies such as learning contextual. The learning model is a form of learning that has name characteristics, syntax, setting, and culture for example discovery learning, project based learning, problem based learning, and inquiry learning (Permindikbud 103 of 2014).

The Scientific Approach is intended to give understanding to know, understand, practice what is being studied scientifically. Therefore, inside the learning process is taught so that seekers know from various sources through observing, asking, trying, processing, present, conclude, and create for all major (Sudarwan, 2013).

Important components in teaching using Scientific Approach (Mc Collum: 2009)

1) Presenting learning that can improve taste of curiosity (Foster a sense of wonder),

2) Improve the skill of observing (Encourage observation),

3) Perform analysis (Push for analysis) and

4) Communicate (Require communication).

3. Writing

a. Definition of writing

Writing is best regarded as both artistic and mechanical (Adnan, 2014), where by features of writing on one end will lead to more complex outcomes on the other (Abdullah, Rahman & Adnan, 2012). Brown (2001:335) explains that the development of writing needs some inquiries which make writing different with oral production. The inquiriesmeant that it wasthe abilities or techniques in writing. Therefore, those two definitions could be concluded that writing is an English skill to produce words that needsits own technique or method by the information they get. The technique of writing itself signed that writing could notbe done in instant way or it must step by step.

Writing according to Barton (2000:5) is a complicated and often mysterious process. Although the researcher may think of it as little more than arranging letters and words on a page, a few moments’ reflection reveal that is much more than that. Meanwhile, Meyers (2005:2) states that writing is a way to produce language that the researcher do naturally when they speak. Writing is speaking to other on paper or on computer screen. Writing is also an action or a process of discovering and organizing ideas, putting them on a paper and reshaping and revising them. Palmer (1994: 5) states that writing is recursive. It goes back and forth we plan a little, put words on paper, stop plan we want to say next, go back and change their minds altogether. Boardman (2002: 11) states that writing is a continuous process of thinking and organizing, rethinking, and reorganizing.

Another definition of writing skill is also defined by Urquhart and Mclver and also Harmer. Urquhart and Mclver (2005: 5-6) state that writing is a recursive process, which means students revise throughout theprocess, frequently moving back and forth among the stages. Then, students should learn strategies for invention and discovery, and teachersshould help students generate content and discover a purpose. Also, it is stated that readers, purpose, and occasion define all types of writing and effective writing fulfills the researchers’s intention and meets the readers’ needs.It means that writing is a complex process and it seems reasonable to expect, then, that the teaching of writing is complex as well.Moreover, Harmer (2004) states that writing encourages students to focus on accurate language use. It is because students consider the language use when the students engage in their writing process. This activity will provoke language development because the students resolve problems what writing puts in students’ minds.

Writing skill is one of the productive skills that should be mastered in using a language. It is because writing skill has significances in improving a communicative competence of learning the language. Writing is among the most important skills that foreign language students need to develop. It is the last stage in learning language, or it can be said that writing is indicator whether students have mastered all skills before or not.

Students learn and acquire language through both written and spoken ways so that they can improve their communicative competence. In the process of communication, ideally students know the rules on how to communicate to others, how to get information, and how to communicate about the language itself. When the students understand the knowledge of the language, it means that they have a language competence. In line with this, Brown (2000: 31) states the definition of a language competence as “one’s underlying knowledge of system of a language its rules of grammar, its vocabulary, and all the pieces of language and how those pieces fit together”. Furthermore, Bachman (1990: 87) divides the language competence into two parts: organization competence and pragmatic competence. Organization competence is ability to comprehend and form correct sentences, understand meaning of sentences and pour theses sentences into a text. Based on this statement, it can be concluded that writing is one part of the competencies.

Based on the definitions above, a definition of writing skill can be obtained. Writing is a productive process done through some stages. Firstly, exploring and transmitting ideas, thought and feeling into written form. Secondly, conducting a number of revising process to carry out a grammatically and orderly texts. The writing productions are in the forms of readable texts which should be meaningful to everyone who read the writing.

Furthermore, based on those definitions, it can be stated that writing skill is a complex activity in producing a qualified writing. The complex activity consists of stages as the steps in writing. To improve students’ writing skill, the teaching and learning process of writing needs to be done well with developed input and effective activities. As a result, teachers need to consider the teaching of writing skill well based on their student’s needs, ability and capacity.

b. Types of Writing

There are many kinds of written language that we can use. Brown (2001:302) states if there are truly several distinct sort of written text, a much wider types than found oral texts. Those types or genres can be formulated as follows: (1) nonfiction: report, editorial, essays and articles, reference (dictionaries, encyclopedias); (2) fiction: novels, short stories, jokes, drama, poetry; (3) letters: personal, business; (4) greeting cards; (5) diaries, journals; (6) memos (e.g., interoffice memos); (7) messages (e.g., phone messages); (8) announcements; (9) newspaper “journalese”; (10) academic writing: short answer test responses, reports, essays and papers, theses and books; (11) forms, applications; (12)

questionnaires; (13) directions; (14) labels; (15) signs; (16) recipes; (17) bills (and other financial statements); (18) maps; (19) manuals; (20) menus; (21) schedules (e.g., transportation information); (22) advertisements: commercial, personal (“want ads”); (23) invitations; (24) directories (e.g., telephone, yellow pages); (25) comic strips, cartoons.

From the whole types of written text, it may be everyone could name a few more. It depended to the researcher would be categorized. Mostly, the researchers would be helped of those types to decide what kind of written text they want to choose. A language is used for many kinds of purposes. Thus, it has many functions as well. Furthermore, there are two macro skills of a language; they are receptive and productive skills. English has four basic skills that are required to be mastered in order to communicative well, namely listening, speaking, reading, and writing.

c. Aspects of Writing

In writing, there are several aspects which should be considered by students in order to write well. Brown (2001) proposes six major aspects of writing that have to be required by a writer in producing a written text namely content, organization, discourse, syntax, vocabulary, and mechanics. Content deals with thesis statement, related ideas, development ideas, and the use of description. Organization covers the effectiveness of introduction, logical sequences of ideas, conclusion, rhetorical convention, reference, fluency, economy, and variation. Mechanics include the use of spelling, punctuation, citation of reference, and appearance.

Another explanation, Harris (1979: 68) proposes five aspects of writing namely content ( the substance of writing), form ( the organization of content ), grammar (the employment of grammatical form and syntactic pattern), and style (the choices of structure and lexical items to give a particular tone or flavor to the writing). Similarly, Jacobson (2003) mentions that in order to be effective, a piece of composition should meet the following qualities.

1) Content

Content refers to the substance of writing, the experience of main idea. i.e., group of related statements that a writer presents as unit in developing a subject. Content of the paragraph do the work of conveying ideas rather that fulfilling special function of transition, restatement, and emphasis.

2) Organization

Organization refers to the logical organization of content. It is scarely more than attempt to piece together all collection of fact and jumbled ideas. Even in early drafts it may still be searching for order, trying to make out patterns in its materials and working to bring particulars of its subject in line with what is still only a half-formed notion of purpose.

3) Vocabulary

Vocabulary refers to the selection of words those are suitable with the content. It begins with the assumption that writer wants to express the ideas as clearly and directly as he/she can. Choosing words that express his/her meaning is precisely rather than skews it or blurs it.

4) Language use

Language use refers to the use of correct grammatical form and synthetic pattern of separating, combining, and grouping ideas in words, phrases, clauses, and sentences to bring out logical relationship in paragraph writing.

5) Mechanic

Mechanic refers to the use graphic convention of the language, i.e., the step of arranging letters, words, paragraphs by using knowledge of structure and some others related to one another.

Based on the categories of writing aspects above, it can be concluded that generally aspects of the writing are classified into five aspects, namely, content, organizing, vocabulary, language use, and mechanic. Students can makes a well-organized text by those aspects.

d. Teaching Writing

1) Principle of teaching writing in Junior High School

Harmer(2004) stated : “Teaching writing means teaching how to generate ideas into correct English sentences or paragraph, and how to arrange the paragraph into good organization”.

The important thing that must be considered by teachers in teaching writing in the Junior High School level is that the success of teaching writing to teenager students seem more likely determined by the learning styles and the purposes. As he result, the teaching and learning writing must be designed also to help the students develop their writing strategies so that they will able to improve their writing skill. Brown (2000: 346) mentions principle for designing writing technique, they are :

a) Incorporate practices of “good” writers,

b) Balance the process and product,

c) Account for cultural/literacy background,

d) Connect reading and writing,

e) Provide as much authentic writing as possible,

f) Frame the technique in terms of prewriting, drafting, and revising.

Teacher have a number of crucial tasks to perform when helping students to become better writers. Harmer (2004: 41) explain that there must be five steps at least in teaching writing. The steps are the task which teachers have to perform before, during, and after student writing . They are demonstrating, motivating and provoking, supporting, responding, and evaluating.

The very first in this case is demonstrating. In this stage, teachers give student examples of a text that is going to be learned. They are explained in details, like it purpose, social function, and grammatical feature. Students are given an understanding related to the differences among text types.

After demonstrating, the second stage to go is motivating and provoking. Here teacher are about to provoke and motivate students in finding ideas with fun ways. Before entering class, it will be better for teachers to prepare what they will do in order to stimulate students’ ideas. For example, teachers prepare some pictures to be shown. From the pictures, students can find their ideas. They can ask teachers for the correct sentences after they get ideas.

The third step in teaching English writing well is supporting. Actually, students need a lot of help from teachers. Therefore, teachers should be available anytime students need their help in classroom. In writing process, students must have many questions to ask. They will ask about grammar, vocabulary, punctuation, and anything dealing with writing features.

The fourth step to do after supporting is responding. In this step, teachers give suggestions to students’ works so far. It is about how the researcher their writing is. Here, teacher will not make correction symbols on students’ works. Once again, it is about giving comments or suggestions rather than filling their works full of correction symbols. For example teachers say : you have to be careful to your past tense. You are able actually. It just about your carefulness.” The italic sentence is an example of suggestions from teachers in responding student’s works.

The last step but not least is evaluating. It is considered as a must in every task or activity. In evaluating, teacher judge students’ work as the final product. When evaluating, teachers will get each student’s score. Teachers usually give correction symbols on student’s work. It can also be used as learning opportunity. After students receive back their scripts that already filled with correction symbols, they can learn where they made mistake and how to revise them.

2) The roles of the teacher

The success of students in teaching writing is also determined by the teacher’s performance in helping them teach writing. It means that in the process of teaching writing, the teachers has to help the students to understand and learn how to write effectively, give clear explanations and instructions and guide the students in each step of the writing process. Although teacher needs to deploy some or all of the usual roles when students are ask to write, the ones that are especially important are as follows (harmer,2001: 261)

a) Motivator

One of teachers’ principal roles in writing task will be to motivate the students, creating the right condition for generations of ideas, persuading them of the usefulness of the activity, and encouraging the to make as much efforts as possible for maximum benefit. For example when some students get difficulties in generating ideas, teacher may suggest or at leas prompt the students eith teacher’s ideas.

b) Resource

Teacher should be ready to supply information and where necessary. Teacher need to tell students that they are available and be prepared to look at students’ work as it progresses, offering advice and suggestion in a constructive and tactful way.

c) Feedback provider

Teacher should response positively and encouragingly to the content of what the students have written.As summary, teachers hold importance roles toward the students’ success in learning writing so they have to be responsible in guiding and facilitating the students’ writing by being good motivators, resource and feedback providers.

3) Teaching Writing in Junior High School

The students of junior high school are categorized into teenager learners who are in the age of transition, confusion, self-consciousness, growing, and changing bodies and minds. Most of Junior High School students are around the age of twelve who grow intellectual capacity which adds abstract operational thought. Therefore, some sophisticated intellectual processing in increasingly possible and complex problem can be solved by logical thinking. They also have developed their attention spans as the result of their intellectual maturation but those can be easily shortened since there are many diversion within teenagers’ life.

The characteristic of teenager state previously will become teachers’ concerns in teaching their students. According to Brown (2001: 92), one of the most important concerns of the secondary school teacher is to keep self-esteem high by 1) avoiding embarrassment of students at all costs,2) affirming each person’s talents and strengths,3) allowing mistakes and other errors to be accepted,4) de-emphasizing competition between classmates, and 5) encouraging small-group work where risks can be taken more easily by a teen. Besides, secondary school students are becoming increasingly adult. As in teaching adults, care must be taken not to insult then with stilted language or to bore them with over analysis.

In the teaching and learning process of English, writing has important roles for junior high school student as it is stated in the school based curriculum (Kurikulum 2013). Generally, the teaching and learning process in junior high schools is aimed to make student achieve the functional level of level of literacy, which is to communicate orally and textually, in order to accomplish daily issues.

The teaching of English in junior high school has some purposes to : (1) develop the students’ communicative competence in oral and written form to achieve the functional level of literacy,(2) gain their awareness about the nature and importance of English to further the nations’ capability to compete in the world’s global society, and (3) develop the students’ understanding about the relationship between language and culture. One of the aspect of English in junior high school is ability to understand and to create various short functional text, monologues, and essay in the form procedure, descriptive, recount, narrative, and report.

4. Recount Text

a. Definition of Recount Text

“Recount text is a text which retells the events or someone’s experiences in the past” (Yahya Sidiq & Aryuliva Adnan, 2019). According to Saragih et al (2014), recount text is a written text which consists of a report or information about an experience of a series of related event. Kristono in Hafis et al (2018) states, “Recount text is a text that retells the past experience chronologically in order to inform or entertain readers.” Based on the definition above, it can be concluded that recount text is defined as a text containing someone‟s experiences or events that happened in the past, and its purpose is either to inform or entertain the readers.

b. Generic Structure of Recount Text

Generic Structure of Recount Text consists of three parts; 1) Orientation, this part consists of the introduction of the participants, place, and time. 2) Events, this generic struture consists of the events or experiences which happened in the past. 3) Reorientation, this part is optional, it can state the personal comment of the researcher to the story.

In addition, Boardman in Saragih et al (2014) also devides the generic structure in developing writing recount text into 3 parts. First paragraph that is called orientation gives the background information about who, what, and when. The next paragraph consist of the events which usually recounted in chronological order; event 1, event 2, event 3, and so on.The last paragraph is named re-orientation which “rounds off” the sequences of events or retells about what happened in the end. Reorientation can be a personal comment and/or evaluative remarks, which are interspersed throughout the record of events.

c. Language Features of Recount Text

According to Boardman (2008), the are six language features which are usually found in a recount text. They are: 1) Use of nouns and pronouns to identify people, animals or things involved. 2) Use of past action verbs to refer the events. 3) Use of past tense to located events in relation to speaker‟s or researcher‟s time. 4) Use conjunctions and time connections to sequence the events. 5) Use of adverb and adverbial phrases to indicate place and time. 6) Use of adjectives to describe nouns. He also adds the significant common of grammatical patterns of recount text include: First, focus on the specific participant. Second, use of material process or action verb. Third, circumtance of time and place. Last, use past tense and focus on temporal sequences.

d. Constructing in Written Recount text

Boardman (2008:287) stated that the steps for constructing of written recount text are :

1) The first paragraph that give background information about who, what, where, and when. It is called on orientation.

2) A record of events usually recounted in chronological order, named: event 1, event 2, event 3.

3) A personal comment and or evaluative remarks, which are interspersed throughout the record of events named evaluation.

4) A reorientation which “rounds off” the sequences of events or retell about what happened in the end.

Boardman (2008:287) the language features usually found in a recount :

1) Use of nouns and pronouns to identify people, animals or things involved.

2) Use of past action verbs to refer the events.

3) Use of past tense to located events in relation to speaker’s our researcher’s time.

4) Use conjunctions and time connectives to sequence the event.

5) Use of adverb and adverbial phrases to indicate place and time.

6) Use of adjectives to describe nouns.

According Boardman (2008:287) in making of functional grammar, the significant common grammatical patterns of recount include :

1) Focus on specific participant.

2) Use of material process or action verb.

3) Circumstance of time and place.

4) Use past tense and focus on temporal sequences.

Recount text has certain generic structure which includes three parts: orientations, events, and re-orientation. Moreover, to know whether the recount genre which was made in effective or not, the teacher could measure it from some criteria, such as :

1) There are three parts of generic structure in the text that are orientation, event, and re-orientation.

2) The use of simple sentences including subject (S), predicate (P), and object (O). it was also used to avoid the ambiguous sentences in the students’ writing.

If those criteria can be reached, it will make the students’ writing are effective enough to express their idea. At least it had fulfilled the criteria as short simple recount genre.

5. Hypothesis

H_{o :}µ1=µ2, there are no differences between communicative approach and scientific approach.

H1 : µ1≠µ2, there are differences between communicative approach and scientific approach.

B. Previous Study

Previous studies about communicative approach.

1. The first journal is titled “We Could Communicate In English, Could We? The Communicative Approach Practice, A Critical View” by Hosam Darwish 2016. The term of communicative approach is an umbrella for all teaching methods whose goals are improving students abilities to communicate. It embraces all kinds of teaching approaches.

2. The second journal is titled “The Influence of Implementing Communicative Approach in the Language Teaching Process on Students Academic Achievement” by Bambang Budi Wiyono, Muhama gipayana, Ruminiati 2017. This research is aimed at determining the effect of implementing communicative approach in language teaching on the students learning outcome. The result indicated that implementing communicative approach in the language teaching did not significantly influence the students learning outcomes in the national examination. If it was seen from the items of activities which had been performed in the learning process through communicative approach, there were some items that have significant influence toward students learning outcomes in social science.

3. The third journal is titled “Communicative Approach: An Innovative Tactic in English Language Teaching” by Mohd. Yasin Sharif 2012. In 1970 a completely new approach in language teaching and learning with innovative attributes was introduced, which came to be well known as Communicative English. In the light of the above-mentioned problems, the study proposes how to innovative and unfamiliar contents and technique can be made operative as an instructional method.

Previous studies about scientific approach.

1. The first journal is titled “Implementing Scientific Approach to Teach English at Senior High School in Indonesia” by M. Zaim 2017. Scientific approach is a teaching strategy using scientific steps in teaching subject matter at senior high school in Indonesia. Scientific approach has the characteristics of “doing science” that allows teacher to improve the process down into steps which contain detailed instruction for conducting student learning.

2. The second journal is titled “Scientific Approach: An English Learning-Teaching (ELT) Approach in the 2013 Curriculum” by Intan Siti Nugraha and Didi Suherdi 2017. The primary focus of the study is to investigate the practice of a teacher implementing scientific approach in English learning-teaching in one junior high school in Bandung and reveal the difficulties encountered by the teacher in the process. In particular, this study portrays the occurrence of activities and the quality of the teaching process through pedagogical microscope.

3. The third journal is titled “The Effect of Scientific Approach on Students English Achievement for Junior High School Level in Riau Province, Indonesia” by Abdullah Hasan February 25, 2018. The main goal of this study is to determine the effect of the scientific approach trough Information Communicative Technology (ICT) of curriculum 2013 on students English achievement. The research utilized a quasi-experimental study of the pretest-posttest of non-equivalent group design. The scientific approach with three aspects of attitude, skill, and knowledge competencies through ICT were used for the treatment of the study.

CHAPTER III

RESEARCH METHODOLOGY

In this chapter the researcher designed about the research step that used in this research such as : research method, research design, research instrument, population and sample, research data collection and analysis.

A. Research Method

According to Creswell (2014), the research method is an inquiry that has three types, which are qualitative, quantitative, and mixed methods approach that provides a specified direction for procedures in research design. In this research, the researcher uses quantitative designs.

Quantitative research methods can be interpreted as research methods which is based on the philosophy of positivism, used to research in a particular population or sample, the technique of taking samples in generally done randomly, using data collection research instruments, quantitative/statistical data analysis with the purpose of testing the predetermined hypothesis, Sugiyono (2013: 13).

James H. McMillan in his book of the title Research in Education, Quantitative research technique emphasize a prior categories to collect data in the form of numbers. The goal is to provide statistical descriptions, relationships, and explanations. Quantitative technique are used with experimental descriptive, and correlational design as a way to summarize a large number of observations and to indicate numerically the amount of error in collecting and reporting the data.

B. Research Design

In conducting this research, there is a plan consisted some steps that the researcher will take. Consequently, the design of the research should be suitable for the research condition. For these reasons, the researcher has to follow the research design to make the research successful.

According to Tavakoli (2012: 546) a research design is the arrangement of conditions for collection an analysis of data in manner that aims to combine relevance to the research purpose. In fact, the research design is conceptual structure within which research is conducted; it constitutes the blueprint for the collection, measurement, and analysis data. As such, the design includes an outline of what the researcher will do from the formulation of the research questions and hypothesis to reporting the research findings.

Research design is a work plan to do in conducting a research to complete the research, it just not a plan work but also detail about what has to be done to complete the research. . (David A. de Vaus, 2001) said that the function of research design is to ensure that the evidence obtained enables us to answer the initial question as unambiguous as possible.

This research is purposes to compare Communicative Approach and Scientific Approach in teaching writing recount text, to know which approach is better and to know what effective approach to improve students in writing recount text.

In preparing this research paper, the appropriate data and information are needed with the nature of the data and information obtained are sufficient complete is used as a basis in discussing existing problems methods, the method used in this research is quantitative and the model is quasi experimental.

The researcher used a quasi-experimental research design in this research, quasi-experiment is using several treatment groups, having each receive a unique treatment, and then measuring and measures the result to assess whether the different treatments resulted in significant differences between the groups on outcome variables of interest (Gefen and Ridings, 2002).

C. Location and Time of The Resesarch

The location of this research is at MTs At-tarbiyah Cilaku-Cianjur that took place on Ciangsana, Ciharashas, Cilaku-Cianjur, West Java 43285. The researches in January until Februari 2019.

D. Population and sample

The population and Sample of this research is:

1. Population

(McMillian) in (Sadikin & Saleh, 2016) stated that “A population is a group of element or cases, whether individuals, object, or evens that conform to specific criteria and to which we intended to generalize the result of the research”. The population of this research, the researcher takes the student of eighth grade MTs At-tarbiyah Cilaku-Cianjur academic in year 2018-2019.

2. Sample

Based on (McMillian) in (Sadikin & Saleh, 2016), the sample can be selected from a larger group or persons, identified as the population or it can simply refer to the group or subjects from whom data are collected (even though the subjects are not selected for the population).

The sample of this research was 60 students of two classes of eighth grade MTs At-tarbiyah Cilaku-Cianjur in academic year 2018-2019, and why the researcher chooses MTs At-tarbiyah Cilaku -Cianjur because in this junior high school there are many classrooms of eighth grade. The researcher uses quasi-experimental with random class, this school is the only one that qualified for the researcher research.

Table 3.1

Research Sample

No	Class	Total	Type of Group
1	VIII A	30	Experimmental
2	VIII C	30	Control

E. Research Instrument

In quantitative research, validity might be improved through careful sampling, appropriate, instrumentation and appropriate statistical treatments of the data (Tavakoli : 2012). In this research, the researcher is using test of validity and reliability. It to know the instruments it can be usedd or not for the respondents. Before that, the researcher will show the theories of validity and reliability, as follows:

1. Observation

The researcher used this technique to describe the subject activity in the class at a particular time and gain some data about the effect of the treatment that is implemented to students. The researcher observed teaching and learning process before, during and after the treatments in the class. The observation technique provided field notes data about the whole condition during the research to gain information about students’ condition and behaviors, also to record the research process itself.

Table 3.2

Observation Sheet

ACTIVITIES	YES	NO	EVIDENCE
The students were angaged in the activity
the students participated actively in the activity
The students understood the target language with ease.
The students could construct the writing
The students understood the writing instruction
The students faced some difficulties on accomplishing the task
The students solved the problem in writing
The students able to worked in pair or group
The students shared their writing with friends enthusiastically
The students comprehended the material
The students able to transfer the materials
The students summarized or reflected the lesson

Table 3.3

PRE-ACTIVITY
WHILST-ACTIVITY
POST ACTIVITY
ACTION SUGGESTED

Over All Comments

2. Interview

The researcher conducted interviews to gain the information related to the teaching and learning process. To obtain the data, she used interview guidelines the students to collect complete data about how they see the problems happened in class and the effect of the teaching technique used. The data was in the forms of interview transcripts.

Interview was conducted before, after, and during the research. At the beginning of the research, interview was conducted to gain any information needed for the research. At the end of the teaching and learning process, the interview asked students’ feedback related to process in teaching writing. The interview questions are as follows:

Table 3.4

Interview Guidelines (Before Implementation)

Question for interview

No	Content	Sub – Content	Theory	Question
1	Teaching writing	Type of classroom writing performance	Brown ( 2001 : 343 )	-Kesulitan apa yang kamu temukan dalam menulis ? -Kegiatan apa saja yang diberikan guru ketika pelajaran menulis ?
2		Role of the teacher	Harmer (2007:330)	-Bagaimana pendapatmu tentang cara guru menyampaikan materi? -Apakah proses belajar mengajar dapat berjalan dengan menyenangkan?
3	Technique	Picture and picture	Wright ( 2004 : 2 )	-Apakah guru pernah menggunakan teknik gambar dalam mengajarkan menulis ?
4	Recount text	Structure of recount text	Anderson (1997: 53)	-Apakah kamu mengetahui recount text ?

Table 3.5

Interview Guidelines (After Implementation)

No	content	Sub-content	theory	Question
1	Teaching writing	Type of classroom writing performance	Brown (2001:343)	Apakah kegiatan menulis kali ini dapat diikuti dengan baik? Apakah kalian menemukan kesulitan dalam menulis?
2		Role of the teacher	Harmer (2007;330)	Bagaimana pendapatmu tentang cara guru menyampaikan materi ? Apakah proses belajar mengajar dapat berjalan dengan baik ?
3	Technique	Picture and picture	Wright (2004 : 2)	Apakah penggunaan gambar dapat membantu kalian dalam menulis ?
4	Recount text	Structure of recount text	Anderson (1997:53)	Apakah kamu mengerti tentang generic structure dan language features yang digunakan dalam recount text ?

3. Tests

Tests are classified into pre-test and post-test. Pre-test is the test carried out before treatment and Post-test is carried out after treatment, but the test will be same in terms of level of difficulties.

Writing pretest and posttest were instruments to get information about students’ writing scores. Both pre- and post-test showed the students’ score included mean, median, modus. The researcher compared the score taken within pre-test and post-test to pull the conclusion out. Both tests measured how treatments affect the students’ writing skill. Writing pretest gave information about students’ writing score before the treatments, while prost-test was use to measure the students’ writing scores after the treatment.

Below are examples of questions test given to participants both in pre-test and post-test.

Table 3.6

Test Example

Pre-Test & Post-Test

Write a story about your experience during your holiday with minimal three paraghraph. Your writing will be assessed based on : idea and development, organization, vocabulary, sentence structure, and capitalization and punctuationYou have 40 minute to write it.

4. The Technique of Data collecting and analysis

There were some steps taken in analyzing the data collected. (1) analyzing the data of pre-test and post-test considered of preparing the data, describing data by using tables, testing the hypothesis, and interpreting the data. The computation of pre-test and post-test data was calculated by using SPSS 22 software; (2) analyzing the result of the interview by calculating the frequency of students’ responses; (3) interpreting the research finding in order to explain the result of the study by looking at the calculation of the research findings

The data from pre-test and post-test scores was analyzing through the IBM SPSS version 22 software. After the pre-test and the post-test was employed, pair T-test was used to differentiate the significant improvement between the test score (Hatch and Farhady, 1982). After having the result of pair T-test, normality test was conducted. To know both test were normally distributed or not, it was computed Kolmogorov-Smirnov test at level og significance 0.05.

a. Normality test

Normality test is a test that is used to determine if a set of a data is normally distributed. In this research, the normality test is analyzing by Kolmogorov Smirnov test and Shapiro-Wilk test technique with SPSS24. Supported by Field (2009: 144) “If the test (p > 0.05) it tells that the distribution of the sample is probably normal.”Uyanto (2009:40) describes the hypothesis of normality test is described, as follow;

: Population with normal distribution

: Population with not normal distribution

The steps were using SPSS version 21 to measure the normality test as follow:

1) Open file

2) Click analyze – descriptive statistics – explore on the menu tollbar

3) Click and input the score of reading comprehension – depend list and input the other variable on the factor list

4) Click statistics and choose 95% as the descriptive confidence interval for mean

5) Click continue until back the menu

6) Click plots – checklist normality plots with test

7) Continue– OK

b. Homogeneity Test

Kaswan and Suprijadi (2016: 115) has defined, homogeneity is the degree which the variances of two or more samples are similar or homogeneous. To determine whether variance on two groups of scores is equal or similar or does not differ significantly, the writer is used SPSS 20.

Table 3.7

If the Significance Score < 0.05 is rejected.

If the Significance Score > 0.05 is accepted.

Criteria of Homogeneity Test

The steps were using SPSS version 21 to measure the normality test as follow:

1) Open file

2) Click analyze – Descriptive Statistics – explore on the menu

3) Click and input score of reading – dependent list and input the other variable in factor list

4) Click statistics and choose 95% as descriptive confidence interval for mean

5) Continue – OK

c. Significant Test

1) T-Test

Kaswan and Suprijadi (2016: 122) explains “t-test or student’s t-test is a parametric test which is used to discover whether there are statistically significant differences between the means of two groups”. The t-test used by the researcher to determine whether there is significant influent of reading comprehension in the experimental class. Field (2009:144) has stated that “if the test is significant probability value less than 0.05 (p< 0.05).” If the data normal and homogeny, the test will be continued with T-Test. If the data normal but no homogeny the test will be continued with T^’-Test, and if the data is not normal the test will be continued by using the Mann Whitney U test.

The steps were using SPSS version 21 to measure the significants test as follow:

a) T-Test

i. Open file

ii. Click analyze – Compare Means - Independent Sample T-Test

iii. Click and input score reading – test variable(s)

iv. Click other variable – grouping variable – define groups and fill in group 1 and groups 2

v. OK

b) T’-Test

i. Open file

ii. Click Analyze – Independent sample T-Test

iii. Click and input reading score – test variable(s)

iv. Click other variable – grouping variable – define groups and fill in group 1 and group 2

v. Checklist Mann-Whitney U

vi. OK

c) Mann Whitney U Test

i. Open file

ii. Click analyze - nonparametric test - legacy dialogs - 2 independent samples

iii. Click and input score reading test - variable(s)

iv. Click the other variable - grouping variable - define groups and fill in group 1 and group 2

v. Checklist Mann-Whitney U on test type

vi. OK

2) Validity

Validity is the most important consideration in developing and evaluating the measuring instrument. Ary (2006:225) defines validity as the extent to which an instrument measured that it claimed to measure. In other words, validity can be defined as an instrument that measures what is supposed to be measured. In this research, to ensure test validity the researcher used content validity and construct validity.

3) Content validity

Content validity means there is the correspondence between curriculum objectives and the objectives being tested. It means that the test is said to have content validity if its objectives are same with the curriculum objectives. It is sometimes called curriculum validity. The test will be valid if the objectives of the test do not outside from the curriculum objectives that have been set by educational policy.

The relevancy of the test and content of the test items shows the content validity at the test (Isnawati, 2013 : 270). In this case, the researcher also checked the curriculum set to know what students must be able to do at a certain level, especially in junior grade. The researcher found that students in eighthh grade of junior high school should be able to write around three genres: descriptive, narrative and recount. In this case, the researcher used recount text as the topic.

4) Construct Validity

A test is said to have construct validity if it can be demonstrated that it measures just the ability which is supposed to measure (Isnawati, 2012 : 29). Construct validity is capable of measuring certain specific characteristic in accordance with the theory of language behavior and learning. In this research, the researcher tested the students writing ability based on five aspects of writing, they are content, organization, vocabulary, grammar, and mechanic. In this case, the researcher used analytic scoring rubric adapted by Anderson (2003:92).

5) Face validity

In line with face validity, Ary (2010) mentioned that face validity refers to the extent to which examines believe the instrument measuring what is supposed to measure. Test that does not have face validity by consulting the experts (English Teacher).

Item-Total Statistics
	Scale Mean if Item Deleted	Scale Variance if Item Deleted	Corrected Item-Total Correlation	Cronbach's Alpha if Item Deleted
Content	10.17	3.499	.925	.779
Organization	10.54	3.726	.674	.853
Vocabularies	10.77	4.358	.561	.874
Grammar	11.40	4.718	.645	.859
Mechanics	10.37	4.064	.734	.833

Table 3.8

The Result of Validity

Based on the table above, the value of Corrected Item-Total Correlation of content, organization, vocabularies, grammar, and mechanics was higher than 0,3. It means that the test was valid.

6) Reliability

A reliable test is consistent and dependable. If the students are given the same test on two different occasions, the test should yield similar results. The word “similar” is used here because it is almost impossible for the test takers to get exactly the same scores when the test is repeated the following day (Isnawati, 2011:18).

The try-out test was about making a paragraph of recount text with the topic given by the researcher. The items of try-out were the same as the items of pre-test and post-test. The purpose of try out was to make sure whether the instrument was reliable or not.

The researcher used inter-rater reliability where the two scores did the scoring and the two set scores taken from the try out were calculated to get the correlation coefficient. The two scores were the researcher herself an English teacher of Mts At-tarbiyah Cilaku-Cianjur. The try-out was done on February, 4^th 2019. The researcher conducted try out in VIII-A class of MTs At-tarbiyah Cilaku-Cianjur. The class consists of 30 students.

To check the reliability of the test, the researcher used IBM SPSS 22 for windows. The reliability of the instrument was the result of a measurement that can be trusted. It was necessary to get the data based on the purpose of measurement.

Table 3.9

Intraclass Correlation Coefficient

	Intraclass Correlation^s	95% Confidence Interval		F Test with True Value 0
	Intraclass Correlation^s	Lower Bound	Upper Bound	Value	df1	df2	Sig
Single Measures	.981^a	.963	.990	105.621	34	34	.000
Average Measures	.991^c	.981	.995	105.621	34	34	.000

The Result of Reliability

The table shows that inter-rater was significant because the P value (sig = 0.000) of the average measures was smaller than 0.05 and the instrument was stated high reliability, is shown by the interclass correlation of the average measure is above 0.8.

7) Implementation

The plan is one that carefully considered which involves deliberate intervention into the teacher teaching’s situation that the teacher applies during the agreed period of time, and the teacher created the test items for both pre-test and post-test and also constructed statement for questionnaire. The researcher implementing treatment for the experimental group using Picture and Picture as a strategy and Scientific Approach for the control group. In post-test was conducted in both classes.

8) Students difficulties

Based on the data analysis, it was found that students got difficulties in using language features of recount text. First, students got difficulties in using simple past tense. Based on the data of students’ test, it was found that students have poor ability in using simple past tense in their writing. It was proven by the data that students did mistakes 36% in using simple past tense.

The next difficulty that the students got in writing recount text was choosing correct action verb. Students did errors 35% in using action verb. The use of action verb relates with the use of simple past tense. When the students use simple past tense as their tense in their writing, it means that students have to use action verb in form of past tense. On the other hand, based on students’ writing test, it was found that students have poor ability in using action verb.

The last cause of students’ difficulties in writing recount texts was intralingual transfer. Based on the data, all of students did grammar errors in their writing recount texts. Students did many errors in choosing correction verb, linking verb, pronoun and using correct simple past tense. Because of lack of grammar, students wee not able to write their story in a good form. Their lack understanding about grammar made their writing became mess and their writing were difficult to be understood by readers.

CHAPTER IV

RESULTS AND DISCUSSION

In this chapter the researcher showed research findings which consist of the statistical result, descriptive statistics, the analysis data, observation, interview, method implementation, student difficulty, and discussion as prove that the researcher has done researches and give the result of this research.

A. Result

1. Statistical Result

The researcher collected data through pretest and postest. Firstly , the researcher processed data of pretest and postest result by students’ performed the oral test during teaching writing using communicative approach in experimental class and scientific approach in control class. And the significant result determination found after calculated by ‘T-test’ formula if this research data are normally distributed or calculated by ‘Man-Whitney U-Test; formula if the data are not distributed.

a. Descriptive Statistics

Table 4.1

Descriptive Statistics
	N	Minimum	Maximum	Mean	Std. Deviation
Pre-Test Experimental	30	37	70	55,00	9,266
Post-Test Experimental	30	57	89	71,33	8,268
Pre-Test Control	30	37	70	55,60	9,919
Post-Test Contrrol	30	55	89	69,53	8,169
Valid N (listwise)	30

Based on the data, related to the pre-test score of experimental class and control class that is displayed above, it can be seen that in experimental class the mean score is 55,00 and in control class the mean score is 55,60. It defines that the mean score of the pre-test from the experimental class is lower than the control class.

Based on the data related to the post-test score of experimental class and control class that is displayed above, it can be seen that in experimental class the mean score is 71,53 and in control class, the mean score of post-test is 69,53. It defines that the mean score of the post-test from the experimental class is higher than the control class.

b. The Result of Experimental and Control Group Pre-Test and Post-Test Score

Table 4.2

The score of Experimental Group Participants.

Participant	Pre-Test	Post-Test	N-Gain	Categorisation of N-Gain
Student 1	57	67	0,23	Low Gain
Student 2	47	67	0,38	Medium Gain
Student 3	57	77	0,47	Medium Gain
Student 4	47	57	0,19	Low Gain
Student 5	67	80	0,39	Medium Gain
Student 6	60	77	0,43	Medium Gain
Student 7	70	77	0,23	Low Gain
Student 8	37	67	0,48	Medium Gain
Student 9	47	70	0,43	Medium Gain
Student 10	57	60	0,07	Low Gain
Student 11	57	70	0,30	Low Gain
Student 12	67	80	0,39	Medium Gain
Student 13	47	77	0,57	Medium Gain
Student 14	60	70	0,25	Low Gain
Student 15	50	60	0,20	Low Gain
Student 16	50	57	0,14	Low Gain
Student 17	67	80	0,39	Medium Gain
Student 18	67	81	0,42	Medium Gain
Student 19	60	73	0,33	Medium Gain
Student 20	47	63	0,30	Low Gain
Student 21	40	60	0,33	Medium Gain
Student 22	47	70	0,43	Medium Gain
Student 23	57	75	0,42	Medium Gain
Student 24	57	73	0,37	Medium Gain
Student 25	70	89	0,63	Medium Gain
Student 26	60	85	0,63	Medium Gain
Student 27	50	75	0,50	Medium Gain
Student 28	57	71	0,33	Medium Gain
Student 29	57	63	0,14	Low Gain
Student 30	37	69	0,51	Medium Gain
Total	1650	2140	0,32
Mean	55	71,33	0,36
Max	70	89	0,63
Min	37	57	0,32

From the table above, the researcher found out that the participant score got an improvement from the pre-test and the post-test. The minimum score of the pre-test is 37, while the maximum score is 70 In the post-test score, the minimum score is 57, and the maximum score is 87 The mean score of the pre-test is 55 while the post-test is 71,33 There is a 16,33 point of difference in the mean score.

Table 4.3

The Score of Control Group Participants.

Participant	Pre-Test	Post-Test	N-Gain	Categorisation of N-Gain
Student 1	50	60	0,20	Low Gain
Student 2	55	75	0,44	Medium Gain
Student 3	47	57	0,19	Low Gain
Student 4	67	85	0,55	Medium Gain
Student 5	70	75	0,17	Low Gain
Student 6	57	60	0,07	Low Gain
Student 7	53	60	0,15	Low Gain
Student 8	43	55	0,21	Low Gain
Student 9	57	70	0,30	Low Gain
Student 10	63	70	0,19	Low Gain
Student 11	68	76	0,25	Low Gain
Student 12	37	70	0,52	Medium Gain
Student 13	53	70	0,36	Medium Gain
Student 14	53	71	0,38	Medium Gain
Student 15	57	65	0,19	Low Gain
Student 16	47	70	0,43	Medium Gain
Student 17	41	60	0,32	Medium Gain
Student 18	37	60	0,37	Medium Gain
Student 19	70	89	0,63	Medium Gain
Student 20	67	75	0,24	Low Gain
Student 21	50	70	0,40	Medium Gain
Student 22	53	65	0,26	Low Gain
Student 23	60	65	0,13	Low Gain
Student 24	70	77	0,23	Low Gain
Student 25	67	80	0,39	Medium Gain
Student 26	59	71	0,29	Low Gain
Student 27	60	70	0,25	Low Gain
Student 28	45	70	0,45	Medium Gain
Student 29	47	65	0,34	Medium Gain
Student 30	65	80	0,43	Medium Gain
Total	1668	2086	-0,27
Mean	55,60	69,53	0,31
Max	70	89	0,63
Min	37	55	0,29

From the table above, the researcher found out that the participant score got an improvement from the pre-test and the post-test. The minimum score of the pre-test is 37, while the maximum score is 70. In the post-test score, the minimum score is 55, and the maximum score is 89. The mean score of the pre-test is 55,60 while the post-test is 69,53 There is a 13,93 point of difference in the mean score.

Table 4.4

N-Gain Score Improvement

Range	Describe
0.0 – 0.30	Low
0.31 – 0.70	Medium
0.71 – 1.00	High

(Kaswan et al : 154.2019)

2. Analysis of data

In the analysis of data, several test were carried in the IBM SPSS version 22 of the results from the pre-test, post-test, and n-gain values, The tests used were normality tests, homogenity, t-test, and the Mann Whitney U test.

a. Pre-Test

1) Normality Test

Table 4.5

Normality Test of Pre-Test

	Learning Method	Kolmogorov-Smirnov^a			Shapiro-Wilk
	Learning Method	Statistic	Df	Sig.	Statistic	Df	Sig.
Pre-test	Communicative	,185	30	,010	,940	30	,089
Pre-test	Scientific	,108	30	,200^*	,953	30	,207
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Based on the table above, it showed that the normality test of Communicative Pre-Test score was 0,089 while Scientific Pre-Test was 0,207 which is bigger than the significance of 0,05 (0,089 > 0,05 ; 0,207 > 0,05). It means that the Pre-Test data with the use Communicative Approach and Scientific Approach are normally distributed.

2) Homogeneity Test

Table 4.6

Test of Homogeneity of Variance

		Levene Statistic	df1	df2	Sig.
Pre-Test	Based on Mean	,197	1	58	,659
	Based on Median	,459	1	58	,501
	Based on Median and with adjusted df	,459	1	57,270	,501
	Based on trimmed mean	,217	1	58	,643

Based on the table above, it showed that the homogeneity test was 0,659, which is bigger than significance of 0,05 (0.659 > 0.05). It means that the Pre-Test data with the use Communicative and Scientific is homogeneous.

3) T-Test

Table 4.7

Independent Samples Test
		Levene's Test for Equality of Variances		t-test for Equality of Means
		F	Sig.	t	Df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
									Lower	Upper
Pre-Test	Equal variances assumed	,197	,659	-,242	58	,810	-,600	2,478	-5,561	4,361
	Equal variances not assumed			-,242	57,733	,810	-,600	2,478	-5,561	4,361

BaBased on the table above, it showed that the T-Test was 0,810, which is bigger than the significance of 0,05 (0,810 > 0,50). It means that H₀ is accepted in the Pre-Test data with the use of Communicative and Scientific Approach.

b. Post-Test

1) Normality Test

Table 4.8

Tests of Normality.

	Learning Method	Kolmogorov-Smirnov^a			Shapiro-Wilk
	Learning Method	Statistic	Df	Sig.	Statistic	Df	Sig.
Post-Test	Communicative	,087	30	,200^*	,973	30	,634
Post-Test	Scientific	,156	30	,060	,960	30	,317
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Based on the table above, it showed that the normality test of Communicative Post-Test score was 0,634 which is bigger than the significant 0,05 (0,634 > 0,05), while Scientific Post-Test score was 0,060 which is bigger than the significant 0,05 (0,317 > 0,05). It means that the Post-Test data of Communicative and Scientific are normally distributed.

2) Homogeneity Test

Table 4.9

Homogeneity Test

Test of Homogeneity of Variance
		Levene Statistic	df1	df2	Sig.
Post-Test	Based on Mean	,151	1	58	,699
	Based on Median	,208	1	58	,650
	Based on Median and with adjusted df	,208	1	57,292	,650
	Based on trimmed mean	,113	1	58	,738

Based on the table above, it showed that the homogeneity test was o,699, which is bigger than significance of 0,05 (0.699 > 0.05). It means that the Post-Test data with the use Communicative and Scientific is homogeneous.

3) T-Test

Table 4.10

T-Test of Post-Test

Independent Samples Test
		Levene's Test for Equality of Variances		t-test for Equality of Means
		F	Sig.	t	Df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
									Lower	Upper
Post-Test	Equal variances assumed	,151	,699	,848	58	,400	1,800	2,122	-2,448	6,048
	Equal variances not assumed			,848	57,992	,400	1,800	2,122	-2,448	6,048

Based on the table above, it showed that the T-Test was 0,400, which is bigger than the significance of 0,05 (0,400 > 0,50). It means that H₀ is accepted in the Post-Test data with the use of Communicative and Scientific Approach.

c. N-Gain

1) Normality Test

Table 4.11

Normality Test of N-Gain

Tests of Normality
	N-Gain	Kolmogorov-Smirnov^a			Shapiro-Wilk
	N-Gain	Statistic	Df	Sig.	Statistic	df	Sig.
Learning Method	Communicative	,087	30	,200^*	,980	30	,835
Learning Method	Scientific	,115	30	,200^*	,974	30	,648
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Based on the table above, it showed that the normality of Communicative N-Gain Score was 0,835 which is bigger than significance 0,05 (0,835 > 0,05), while Scientific N-Gain score was 0,200 which is bigger than significance 0,05 (0,200 > 0,05). It means that the N-Gain data with use of Communicative and Scientific are normally distributed.

2) Homogeneity Test

Table 4.12

Homogeneity of N-Gain

Test of Homogeneity of Variance
		Levene Statistic	df1	df2	Sig.
Learning Method	Based on Mean	,004	1	58	,951
	Based on Median	,000	1	58	,988
	Based on Median and with adjusted df	,000	1	56,588	,988
	Based on trimmed mean	,005	1	58	,941

Based on the table above, it showed that the data homogeneity test was 0,951, which is bigger than significance of 0,05 (0,951 > 0,05). It means that the N-Gain is homogeneous.

3) T-Test

Table 4.13

T-Test of N-Gain

Independent Samples Test
		Levene's Test for Equality of Variances		t-test for Equality of Means
		F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
									Lower	Upper
Learning Method	Equal variances assumed	,004	,951	1,458	58	,150	,052	,035	-,019	,123
	Equal variances not assumed			1,458	57,844	,150	,052	,035	-,019	,123

Based on the table above, it showed that the T-Test was 0,150, which is bigger than the significance of 0,05 (0,150 > 0,50). It means that H₀ is accepted in the N-Gain data with the use of Communicative and Scientific Approach.

B. Data Observing

Based on observation by the researcher, two classes used as sample research, namely class VIII A as experimental group and class VIII C as a control group. The implementation of Communicative Approach an Scientiic Approach was done in 5 treatments in each class by following a predetermined schedule, namely class VIII A every Wednesday starting from the first to fourth lesson hour and VIII C from the fifth to seventh lesson hour. Each lesson consist of 40 minutes.

Table 4.14

Treatment Schedule

Treatment	Eksperimental	Control
1	Wednesday, January 23^rd 2019	Wednesday, January 23^rd 2019
2	Wednesday, Januari 30^th 2019	Wednesday, Januari 30^th 2019
3	Wednesday, Februari 6^th 2019	Wednesday, Februari 6^th 2019
4	Wednesday, Februari 13^th 2019	Wednesday, Februari 13^th 2019
5	Wednesday, Februari 20^th 2019	Wednesday, Februari 20^th 2019

In this section the researcher describes the implementation of the selected method in each treatment

1. The Implementation of Communicative Approach

a. Treatment 1

The first treatment is planned to give examples of a recount text. The objective in this meeting is to give the students clear understanding about a recount text by giving examples of a recount text related to the picture and picture. The activities designed by the researcher in this meeting are (a) Students got the explanation about the generic structure of a recount text, language features; simple past tense and words showing order (b) Students had to match the pictures with the jumbled paragraph of text recount, (c) Students had to arrange the jumbled words based on the correct pictures, and (d) Students had to write a sentence based on the pictures.

Picture 4.1 Giving Information (material)

After material was presented, then given them an task about recount text that consisted of exercises from the material that had been delivered. The researcher observed student during group discussion activities. After the task was done, then the researcher conducted an evaluation in wich, one member of group present the task in front of the class. In this stage, there were still many students shy in delivering the results.

b. Treatment 2

The second treatment was more focused on discussing the generic structure and language features of recount text. The objective in this meeting is that students are able to identify the generic structure and language features in the text. The activities that designed by the researcher in this meeting are a) Students got the explanation about the generic structure of a recount text, language features; the simple past tense and words showing order b) Students had to fill in incomplete sentences using correct verb forms, c) Students had to match the words with the correct meaning based on the text, and d) students had to write a sentence based on the pictures.

Picture 4.2 Group discussion.

c. Treatment 3

The third treatment was focused on past tense. In this meeting, researcher designed two activities because one of the two activities took a long time to produce it. First, the students had to fill in the blanks with the correct verbs forms. Then, the students had to produce a story about recount text based on the picture and picture. In this section, the students had to work individually and they have to submit it in that day.

d. Treatment 4

In the third treatment, the researcher gave task students to write Recount text about their experience, in this task the researcher gave task not for groups. The task about 4th paraghraps used material which has given to them before.

The indicator on this treatment are social function and language features in recount text can be indetified. Also Vocabulary always be important for writing recount text. And the last the purpose of the text can be analysed.

Picture 4.3 Writing Recount Text

e. Treatment 5

The fifth treatment was the last meeting in this research, the researcher gave student’s task about writing recount text. After writing, student opened their previous text and tried to revise their text. And the last they were enthusiastic to share their neat recount text

2. The implementation of Scientific Approach

a. Treatment 1

The first treatment is planned to give examples of a recount text. The objective in this meeting is to give the students clear understanding about a recount text by giving examples of a recount. The activities designed by the researcher in this meeting are (a) Students got the explanation about the generic structure of a recount text, language features; simple past tense and words showing order (b) Students had to arrange the jumbled words, and (d) Students had to write a sentence based.

Picture 4.4 Learning Recount Text

b. Treatment 2

In this treatment the researcher ask for students to discussions about the task given with their groups. In the last one of members the group come forward to presentation the answer of the task.

Picture 4.5 Group Discussion

c. Treatment 3

The third treatment was focused on past tense. In this meeting, researcher designed two activities because one of the two activities took a long time to produce it. First, the students had to fill in the blanks with the correct verbs forms. Then, the students had to produce a story about recount text. In this section, the students had to work individually and they have to submit it in that day.

d. Treatment 4

e. Treatment 5

The last learning process for this research was the fifth treatment. In

this treatment, the writer focused on making all of the students’ aspect of behaviour in the learning process (activity, enthusiasm, group work, and communicative) to be as good as it could be.

The fifth treatment was the last meeting in this research, the researcher gave student’s task writing recount text about their experience. After writing, student opened their previous text and tried to revise their text. And the last they were enthusiastic to share their neat recount text.

Table 4.15

The comparison of implementation in experiment and control class

Treatment	Picture and Picture	Scientific Approach
1	The first treatment, The researcher observed student during group discussion activities. After the task was done, then the researcher conducted an evaluation in wich, one member of group present the task in front of the class. In this stage, there were still many students shy in delivering the results.	The first treatment still cannot be carried out according to what has been planned, both in terms of time usage and enthusiasm of the students expected during the learning activities.
2	The second treatment, although there were still many shortcomings, it was seen that there is an increase in the results of observations of student activities and also on the performance of the writer in improving the quality of the learning process by the provisions stated in the lesson plan.	In the second treatment, the timing was still less manageable, but it was far different from the previous treatment. The researcher still has to think of ways to be able to make learning activities effective and efficient, but still by existing provisions.
3	The third treatment, there were many improvements in the results of the learning process and observations of student activities, but there were still many shortcomings that need to be improved in the learning and teaching process.	The third treatment, the researcher found out that there were improvements from the student's behaviour in the learning process, they were more motivated than before, their group work gets better, and they are more communicative than the last treatment.
4	The fourth treatment, students are accustomed to being active in learning activities and involved in activities. The use of time can also be used properly and can be conditioned according to needs.	The fourth treatment, students are accustomed to being active in learning activities and involved in group discussion activities. The use of time can also be used properly and can be conditioned according to their needs.
5	The fifth treatment was the last meeting in this research, the researcher gave student’s task about writing recount text. After writing, student opened their previous text and tried to revise their text. And the last they were enthusiastic to share their neat recount text.	The fifth treatment was the last meeting in this research, the researcher gave student’s task writing recount text about their experience. After writing, student opened their previous text and tried to revise their text. And the last they were enthusiastic to share their neat recount text.

3. Data Interview

The interview consists of five questions about the implementation of the chosen learning method to the experimental and control group. From the eight participants interviewed, most of the participants have the same opinion about the questions given.

In the first question, it was asked if they liked the method given to them, which are Communicative Approach to the experimental group and Scientific Approach to the control group. Six out of eight said that they like the learning method given to them, and the rest said that they do not like the method because it was only giving a burden to the member who works while the other only stand still.

The next question is about the difficulties the writing recount text. Only one of the participants that said it did give him/her a burden.

The third question is about the teaching and learning process work well. All of students says “Yes, the teaching and learning process working well”.

The fourth question is about the whether using pictures can helped to writing recount text. Six from eight students very likes to learn writing recount text using pictures.

And the last question is about the generic structure and language features used in recount text. A half of them understand about that and the half again still confused but step by step can be understood

C. Implementation

D. Students Difficulty

E. Discussion

Collaboration that implemented between communicative approach and scientific approach in writing skill learning is quite interesting and produces significant value.

Communicative approach can be concluded that writing is the productive skill that needs participants to write in order to interact and express their intention. It is not merely write without any organization or ideas. It needs confidence and also competence in order to build a good communication with others and write story about recount text for them.

For scientific approach is focused to improve the process of student inquiry in writing, promote more exposure and opportunities to write, and overcome anxiety and increase intrinsic motivation. The basic steps in the scientific approach are observing, questioning, associating, experimenting, and building networks. It helps for students writing skill.

The result of this research showed a statistically significant teaching of students’ writing achivement in the pre-test and post-test score difference between experimental group (Communicative Approach) and control group (Scientific Approach). The improvement experimental group could be seen by comparing the mean score between the pre-test score is (55,00) and the post-test score is (71,53) there is a 16,53 point of gain in the mean score of the experimental group. Meanwhile, the control group mean score between pre-test score is (55,60) and post-test score is (69,53), there is a 13,93 point of gain in the mean score of control group. The experimental group has a more significant after given treatment.

In adition, the researcher determines the result of the research based on statistical analysis of both experimental group and control group. The result of significant value normality test of pre-test score is (0.89) and post-test score is (0,634). Meanwhile, the result of significant value normality test of control group, pre-test score is (0,207) and post-test score is (0,317). In testing the score pre-test and post-test for the normality test, it was found that the pre-test was normally distributed.

The significant value of homogeneity of varances pre-test score is (0,659) and post-tset score is (0,699). Then proceed with a homogeneity test shows a number above the specified significance, which means that the pre-test results are homogeneous.

And the last test was followed by a T-Test, the significant value of 2-tailed of both class are (0,810) and (0,400). It means that H₀ is accepted because the significant value of 2-tailed is greater than (0,05) and therefore, it can be concluded that, there are no significant different achievement and improvement in both experimental and control group in teaching writing recount text after using Communicative and Scientific Approach.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion of the study and suggestions for teachers and

researchers in terms of reading comprehension in descriptive text.

A. Conclusions

Based on the results of the research and discussion that has been presented in the previous chapter, it can be concluded that there were no significant differences in the learning outcomes of the students who learned Writing Skill, focusing on the recount text through Communicative Approach with the students who took the learning through Scientific Approach. Although there was no significant difference in the results, based on the results of the pre-test, post-test, and n-gain, it was shown that the increase in Communicative Approach participant scores from pre-test to post-test was better than Scientific Approach participants. Likewise, the n-gain level from Communicative Approach has a better percentage than that of Scientific Approach.

In implementing this Communicative Approach and Scientific Approach, the researcher found no difficulties in its use. It can be seen from the observations that the classes have become more active because of the creation of two-way communication between teachers and students of the ongoing learning process. Besides, students also become more able to collaborate with their groups in carrying out tasks given. Participants feel more motivated by the use of learning methods in group discussions because they can help all students to develop better on learning outcomes that arose due to the use of group discussion techniques.

The difficulties faced by participants in writing skill are related to the necessary mastery of English itself, such as vocabulary mastery, grammar, and also the use of English in daily activities. This was what makes participants challenging to work with the researcher questions about skill writing skill, especially in Recount text. Participants found no difficulties in following the learning process regarding descriptive text and other supporting materials.

B. Suggestion

Based on the results from the research, the researcher provides suggestions for the teacher, students, and other researchers to have a clear understanding of the teaching and learning process of writing skill, especially with recount text by using Communicative Approach and Scientific Approach as the method.

1. For an English Teacher

To develop the students writing skill achievement, it is better for the English teacher to guide, motivate and make the students interested in learning English by using Communicative Approach and Scientific Approach method.

2. For Students

The students should begin to get used to reading every day, especially English texts so that their reading comprehenion is trained and can also enrich their vocabulary. In the class, notice what the teacher is saying carefully, follow every instruction and be passionate about learning, more confident to learn, and never give up.

3. For Other Researcher

The result from this research can be used as an input or a reference to conduct further research dealing with a similar problem by using another design such as classroom action research to develop students’ English achievement. Finally, the researcher considers that this study still needs validation from the next researcher, which has the same topic as this study.

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