THE EFFECT OF USING TRANSITION-ACTION-DETAILS (TAD) STRATEGY ON

STUDENTS’ WRITING SKILL OF RECOUNT TEXT AT THE ELEVENTH GRADE

OF MA BAHRUL ‘ULUM RAMBAH HILIR

AN ARTICLE

BY:

RAHMA YULIANA
NIM. 1732017

ENGLISH STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF PASIR PENGARAIAN
2021

Student : Rahma Yuliana

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
THE EFFECT OF USING TRANSITION-ACTION-DETAILS (TAD) STRATEGY ON
STUDENTS’ WRITING SKILL OF RECOUNT TEXT AT THE ELEVENTH GRADE
OF MA BAHRUL ‘ULUM RAMBAH HILIR

This Scientific Paper in Intended to Fulfill One of the Requirements

for Sarjana Degree in English Study Program

Created and Legalized by University of Pasir Pengaraian

On Monday, September 05th 2021

By:

ADVISOR I ADVISOR II

BATDAL NIATI, M.Pd RIVI ANTONI, M.Pd

NIDN. 1015018703 NIDN. 1003128103

The Head of English Study Program

FKIP

BATDAL NIATI, M.Pd

NIDN. 1015018703

Student : Rahma Yuliana

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
 THE EFFECT OF USING TRANSITION-ACTION-DETAILS (TAD) STRATEGY ON STUDENTS’
WRITING SKILL OF RECOUNT TEXT AT THE ELEVENTH GRADE OF MA BAHRUL ‘ULUM
RAMBAH HILIR

Rahma Yuliana1), Batdal Niati2), Rivi Antoni3)

rahmayulianam@gmail.com, nia_weybe@yahoo.com, antoni.rivi888@gmail.com
English Study Program, Faculty of Teacher Training and Education,
University of Pasir Pengaraian

ABSTRACT

This research aimed to know the Effect of Using Transition-Action-Details (TAD) Strategy on Students‟
Writing Skill of Recount Text at the Eleventh Grade of MA Bahrul „Ulum Rambah Hilir. The design method
was quasi eksperimental design with pre-test and post-test. The data were taken written test. Test was given to
12 students in the experimental class and 11 students in the control class.The result of the research showed that
there was a significant result. The data analyzed by Independent T-test with t-values was 8.031 compared with t-
table 5% (0.05) = 2.079. The finding showed that t-value t-table. It meant the alternative hypothesis (Ha) was
accepted and the null hypothesis (H0) was rejected. Thus, it could be concluded that there was a significant
effect of using Transition-Action-Details (TAD) Strategy.After applying Transition-Action-Details strategy,
students‟ can express their ideas through three columns (TAD) on the Transition-Action-Details strategy.

Keywords: Writing Recount Text, Transition-Action-Details Strategy, Experimental Design

INTRODUCTION successful in English subject especially in writing

recount text. First, many students do not know how
English is the most important language in the to write or they have no enough time to write.
world. English is one of tools used for Second, in writing, many students are confuse to
communication. According Niati (2019:108) express and develop their ideas in writing recount
English language is an international language used text because they lack of organization of recount
by each country. English has many functions for text. Third, students are mistake in writing recount
human such as for communication, giving text, such as poorly content, tenses, vocabulary,
information, teaching and learning process. English grammatically, and use adverb, they are luck of
is one of the subject education in the school. There attention.
are four skills should be learned and mastering by According to Peha (2003:38) states
the students, such as reading, listening, speaking, Transition-Action-Details (TAD) strategy is very
and writing. These four skills must be understood useful because the chance to describe a sequence of
by the students. events come up all the time such as in narrative
According to Harmer (2004) says that writing fiction and non-fiction writing, in plot summaries
is the process to tell something that is not real or it for reading, in the step of solving a math problem,
could be our imagination and show cased in in social studies when students recount text an
writing, writing also express their ideas, opinion, historical event, and in science when studying
and organized them in simple sentence in short chemical processes. Using Transition-Action-
paragraph. Based on researcher interview to the Details strategy guides the students‟ repair one of
teacher at MA Bahrul „Ulum Rambah Hilir, there component the writing especially focuses on the
were some problems why the students were not organization and language use. Transition-Action-

Student : Rahma Yuliana

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
Details chart consist of “T” mean Transition, “A”
means Actions, and “D” means details that describe
something as a sequence of event, and also improve
their writing skill. A recount text must be arranged
in a sequence of events in a correct chronological
order (Peha, 2003:38).
The strategy above has been developed to
present writing materials in the class. The students
can make recount text more easily and many ideas.
Based on the background above, the researcher is
interested in carry out a research entitled “The
Effect of Using Transition-Action-Details (TAD)
Strategy on Students‟ Writing Skill of Recount
Text at the Eleventh Grade of MA Bahrul „Ulum
Rambah Hilir”
REVIEW OF RELATED THEORIES
1. Definition of Writing
Writing is a way to produce language and
express ideas, feelings, and opinions. Harmer
(2004:31). He adds that writing is helping to
express our thinking in the written form so that
other people understand well. Harmer (2004:4) he
add that writing is used for a wide variety of
purpose it is product in many different form.
There are many experts whom define writing.
First, According to Taylor (2009:4) writing is
extremely difficult task if they are trying to grapple
in their language with new ideas and new ways of
looking at them. Second, According to Antoni
(2016:59) Writing is one of the important skills in
language learning including English as a foreign
language and it becomes trouble activities to the
students in developing written of a paragraph.
Third, According to Harmer (2004:79) writing as a
skill, by far the most important reason for teaching
writing. Fourth According to Donal (2015:100)
writing should be mastered by the students in
language learning. Fifth, According to Nation
Student : Rahma Yuliana
Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
(2009:112) writing is an activity that can usefully
be prepared for by work in other skills of listening,
speaking, and reading. T. Linse (2005:98) says
writing as the act of picking up a pencil and
forming letters either by printing or writing them in
cursive. According to Kasyulita (2015:38) writing
is especially difficult for nonnative speakers
because they are expected to create written
products that demonstrate mastery of all the
aboveelements in a new language. Based on the
explanation above, it can be concluded that writing
is a process of showing or expressing or transfer
the idea, thinking, feelings, or information the mind
of the writer in the writing form.
2). Definition of Transition-Action-Details
(TAD) Strategy
Transition Action Details for writing is
important for the student to make the writing
process become easier. According to Peha
(2003:38) states TAD (Transition-Action-Details)
strategy is a writing strategy used TAD (Transition-
Action-Details) chart which consist of columns and
rows that shows a sequence of events. There are
three columns that must be filled by participant,
such as transition column, actions column, and
details column. Then each column can be filled by
several rows. After filled each rows and columns
with sentence, the students can move the sentence
that consist about transitional signal, sequence of
events, and some details action into a new recount
paragraph. According to Lester (2006:61)
Transition Action Details (TAD) is a strategy that
uses to make up a story or talk about the events in
the writer life. Peha (2003:40) says that teaching
writing recount text is teaching how to write or
telling a sequence of events. It means that this
strategy can make student become easier to write
recount text.
 Transition Action Details (TAD) strategy uses
a chart to help students brainstorm their ideas.
According to Lester (2006:62) states that structure
of Transition Action Details (TAD) has three parts.
First, Transition: these are short words or phrases,
such as “Then,” “After a while,” or “All of a
sudden,” they help introduce each new action in the
sequence. You do not to have a transition for each
action, but transition can help your writing flow
more smoothly from section to section. Second,
Action: these are the actual events, or things that
happened, listed in the order in which they
occurred. Third, Details: this is additional
information about each action. For example, for
each thing that happens in a story, your readers
may have two or three important questions they
need like you to answer. These answer are your
details. According to Peha (2003:38) Transition
Action Details (TAD) strategy is very useful. By
using Transition Action Details (TAD) strategy,
students can organize and manage their ideas to
write a recount text because this strategy uses a
table that consist of three columns to manage
students‟ ideas.
Transition Action Details very important for
students to makes good paragraph. According to
Nui (2013:48) states Transition-Action-Details
(TAD) strategy refer to a drafting strategy that
helps students to organize a sequence of events into
a paragraph. It is by Transition Action Details
(TAD) strategy can help students easy to make a
paragraph. Based on the explanation above, it can
be concluded that Transition Action Details (TAD)
strategy is one of strategy can help students to
make a recount text by three columns to manage
students ideas.
The Procedure of Transition Action Details
(TAD) Strategy
Student : Rahma Yuliana
Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
Transition Action Details strategy is good for
the teacher when do the teaching learning process.
According to Nui (2013:48) describes the
procedure of using the TAD strategy as follows:
First, introducing a sequence of events in relation
to the Transition-Action-Details (TAD) organizer.
Second, write that happened in the box of the
“Action” column. Add a few notes about what
happened first in the “details” column, continue
filling in the “action” and “details” colimns. Third,
go back to the first box of the transition column and
write a simple transition to introduce the first
action, continue adding transitions for each action.
Fourth, read the completed TAD organizer as a
completed draft. Make sure that ideas and details
are presented in the best order. Fifth, transfer the
information from the TAD organizer into a final
draft. Then Peha (2003:38) states that there six
steps of applying Transition Action Details
Strategy as followed: First, fill in the first „Action
box‟. Second, fill in the last „Action‟ box. Third,
Fill in the middle of events sequence. Fourth, read
over from the top to bottom of the „Action‟ box.
Fifth, fill in details (at least two per box). Sixth, fill
in the Transition (Optional). In this research, the
procedure of Transition Action Details (TAD)
strategy can make students easy to writing recount
text.
The Effect Transition-Action-Details-Strategy
(TAD) Strategy on Writing
There are many effect of Transition Action
Details (TAD) strategy in do writing activity.
According to Nui (2013:43) states Transition
Action Details (TAD) strategy has some effect in
the writing process. They include: First, ideas-TAD
strategy encourages students to develop multiple
details related to one event in a sequence and to
make the content of their writing more interesting
and engaging. TAD will help students to put the
main ideas on “action” column and develop
multiple ideas on “details” column. Then, students
may produce ideas with more supporting details
and descriptions. Second, organization-TAD helps
students learning how to structure a sequence of
events and use transition consistently. Since
students do not only concern on the appropriateness
and correctness of language used grammar, they
need to concern with the way how sentences and
paragraph connect each other. In this way, the TAD
encourage students to create an organized piece of
writing through its application. Third, voice-
students develop their voice by showing their
awareness of the power of their words to impact
their readers. With the TAD strategy, students
demonstrate audience awareness by arranging
events in different ways. It also encourages the
students to show their personalities and authenticity
of their story through writing. Therefore, their
writing become expressive, engaging, unique, and
communicative. Fourth, word choice-students
develop their word choice when they experiment
with word gathered from conversation or other
authors to craft their sentence. The TAD organizer
can support students as they learn to use precise
and accurate words because the organizer provides
a space for students to develop details, transition,
and actions. Then, According to Peha (2003:38)
Transition Acton Details (TAD) strategy has some
effect in the writing process as follows: First,
Transition Action Details (TAD) strategy is useful
for writing recount text. Second, TAD strategy will
help students learn to be specific. Third, Transition
Action Details (TAD) strategy uses a chart to help
students brainstorm or ideas. Fourth, opportunities
to describe a sequence of events come up all the
time in school.
3. Defenition of Recount Text
Student : Rahma Yuliana
Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
Recount text is one of common text types that
used in writing. According to Knapp (2005:224)
Recount text, basically it is written out to make a
report about an experience of a series of related
event. According to Hyland (2004:29) said that
recount text is a kind of genre that has social
function to retell event for the purpose of informing
or entertaining. The tense that used in recount text
is past tense. According to Warner (2009:25)
Recount text is tells the reader about something that
has happened. According to Wardiman (2008:61)
Recount text is a text that telling the reader about
one story, action or activity.
The Generic Structure of Recount Text
The recount text have generic structure, it
same with other genre. According to Warner
(2009:25), the generic structure of recount text
consist of orientation, events, and conclusion. Then
Hyland (2004:135) says that the common
grammatical features of recount text is Orientation,
According to Wardiman (2008:61) states the
generic structure of Recount text consist of
orientation, events (event 1 and event 2) and
reorientation.
RESEARCH METHODOLOGY
This research is quasi-experimental design
pre-test and post-test design. According to Howard
(2014:1) quasi-experimental research design like
experimental design, test causal hypotheses.
Sugiono (2013:77) shay that quasi-experimental is
a development of true experimental design, has a
control group but can not fully function to control
the external variables that affect the experimental
implementation. This research design there are two
groups. They are experimental group and control
group. The experimental group gives treatment and
the control group is no treatment. Both of the
groups are given pre-test and post-test, post-test
score are compared to determine the effectiveness
of the treatment.
Experimental and quasi-experimental research
designs examine whether there is a casual
relationship between independent and dependent
variables. Simply defined, the independent variable
is the variable of influence and the dependent
variable is the variable that is being influenced
(Loewen & Plonsky, 2016). The independent
variable is expected to bring about some variation
or change in the dependent variable. This research
consist of two variables, there are: independent
variable “X” and dependent variable “Y”.
Independent variable is using Transition-Action-
Details strategy and dependent variable is students‟
writing recount text.
Population is all of the subject of the research.
“population is generalization area that consist of
object or subject that have certain qualities and
characteristic”(Sugiono:2013). The population of
this research is all of the eleventh grade of MA
Bahrul „Ulum Rambah Hilir. The total of the
population are two classes, they are XI.A and XI.B.
So, in this research the total of the population were
23 students.
Sample is more specific than population.
According to Sugiyono (2013:81) “sample is part
of the characteristic number possessed by the
population”. Sampling is the process of selecting a
number of individuals for a study in such a way
that individuals represent the large group which
they were selected. In this research, the researcher
is use total sampling because the population of this
research is limit. According to Sugiyono (2013:85)
states total sampling is when all members of the
population are used as samples and is carried out
when the population is relatively small, less than 30
people. So, in this research the sample are 23
students, 11 students for control groups, and 12
Student : Rahma Yuliana
Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
students for experimental group. the sample of this
research consist of all classes, experimental class
and control class.
The research instrument in this research is
written test. According to Sugiyono (2013:102)
states research instrument is a tool used to measure
natural and social phenomena that are specifically
observed, all phenomena are called research
variables. In this research, the researcher wants to
measure students‟ writing skill through Transition-
Action-Details strategy. The instrument is writing
test. The test consist of pre-test and post-test. the
pre-test not use strategy. in this research, for pre-
test is give same topic to students and the topic are
Holiday, Happy Sunday, and My Wonderful Trip.
The students wrote recount text that consist of
3 paragraph, first paragraph is orientation, second
paragraph is events and the last paragraph is
reorientation. The post-test use to find out the
students writing skill after treatment given teaching
with Transition-Action-Details strategy. In control
class, students only did test with out the treatment.
The Procedure of Research for Control Class
1) Pre-Test
2) No Treatment (Conventional)
3) Post-Test
The Procedure of Research for Experiment Class
1) Pre-Test
2)Treatment (Transition-Action-Details Strategy)
3) Post-Test
Technique of Data Analysis
1) Normality Data
2) Homogeneity Data
3) T-test
Finally, the researcher computed the
hyphothesis significant. It is for knowing wether
the H1 is accepted or not. To measuring the data,
the researcher used SPSS application.
FINDING AND DISCUSSION
The researcher indicated the description of post-test data. The data was collected by students‟ post-test
scores both of two classes; experiment and control. There were 11 students in control class and there were 12
students in experimental class which explained in the table 1.
Table 1. Post-test Scores in Experiment Class and Control Class

No Control class Post-test score Experiment class Post-test score

1 S1 44,33 S1 73,33
2 S2 44,00 S2 72,00
3 S3 66,33 S3 75,33
4 S4 54,67 S4 75,33
5 S5 49,67 S5 68,33
6 S6 49,67 S6 69,33
7 S7 43,00 S7 72,00
8 S8 54,00 S8 72,33
9 S9 49,33 S9 79,67
10 S10 48,67 S10 66,00
11 S11 58,67 S11 63,00
12 S12 65,33
 562,33  852,00
Mean 51,12 Mean 71,00

The mean score in control class was 51,12 and in mean score in experimental class was higher than
experimental class was 71,00. It meant that the in control class.

Table 2. Normality Test Data of Experiment and Control Class in Post-test

Shapiro-Wilk
Class
Statistic Df Sig.

Post-test Experiment Class .976 12 .962

Post-test Control .913 11 .266

Table 2. shows that sig. Post-test scores in rejected. It means that sig. 0.962 ≥ 0.05, the data
experiment class was 0.962. if sig ≥ 0.05, then the were normally distributed. Post-test scores in
data were normal and H0 was accepted. But, if sig ≤ control class was 0.266. if sig ≥ 0.05, then the data
0.05, then the data were not normal and H0 was

Student : Rahma Yuliana

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
were normal and H0 was accepted. But, if sig ≤ rejected. It meant that sig. 0.266 ≥ 0.05, the data
0.05, then the data were not normal and H0 was was normally distributed.

Table 3. Homogeneity Test of Post-test Score in Experiment Class and Control Class

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

1.036 1 21 .320

After analyzing the data, table 4.8 shows that
sig. post-test experiment class and control class was
0.320. It meant that if sig ≥ 0.05, then the data
homogenous and H0 was accepted. To analyze the
result of post-test between experiment class and
control class, the researcher used independent
sample T-test. The result could be seen on table 4.
The Alternative Hypothesis (Ha) = There is
significant effect of Using Transition-Action-
Details (TAD) strategy on students‟ writing skill of
recount text at the eleventh grade of MA Bahrul
„Ulum Rambah Hilir.
The Null Hypothesis (H0) = There is no
significant effect of Using Transition-Action-
Details (TAD) strategy on students‟ writing skill of
recount text at the eleventh grade of MA Bahrul
„Ulum Rambah Hilir.

Table 4. The Result of Post-test Scores between Experiment Class and Control Class

Post-test scores Group Mean N SD Df t-value p-

value
Experiment 70.9983 12 4.79518 21 7.901 0.000
Control 51.1218 11 6.96698
After analyzing the data by using Independent Sample T-test, table 4.10 shows that the mean of post-test
score in experimental class was 70.99 along with the standar deviation is 4.975. Meanwhile in control class, the
mean of post-test score was 51.12 along with standard deviation is 6.966. Then, df both of classes are 21, and t-
value was 8.031 with sig. p-value 0.000 compare with table 5% (0.05) = 2.079. the data showed that t-value
8.031 ≥ t-table 5% (0.05) = 2.079. In conclusion, H a was accepted and H0 was rejected. Because t-value ≥ t-
table. In short, Transition-Action-Details (TAD) Strategy had effect on students‟ writing recount text
First, according to Peha (2003:38) stated Transition-Action-Details (TAD) Strategy is a writing strategy
used TAD chart which consist of columns and rows that shows a sequence of events. Second, Lester (2006:61)
stated that Transition-Action-Details (TAD) strategy is a strategy that uses to make up a story or talk about the
events in the writer life. Third Nui (2013:48) Transition-Action-Details strategy refer to a drafting strategy that
helps students to organize a sequence of events into a paragraph. based on the explanation above, it can be

Student : Rahma Yuliana

Advisor 1 : Batdal Niati, M.Pd
Advisor 2 : Rivi Antoni, M.Pd
concluded that Transition-Action-Details strategy is one of strategy can help students to make a recount text by
three columns to manage students ideas.
CONCLUSION
Based on the result of the data analysis and of content, organization, vocabulary, language use
discussion, the researcher concluded that the use of and mechanic.
Transition-Action-Details strategy had significantly In short, there was significant effect of using
effects of students‟ writing recount text, since the Transition-Action-Details (TAD) strategy on
score of students who were taught by TAD strategy students‟ writing skill of recount text at the
is higher than using conventional method at the eleventh grade of MA Bahrul „Ulum Rambah Hilir.
eleventh grade of MA Bahrul „Ulum Rambah Hilir. The students‟ activeness increased during
From the t-test calculation, the resracher performing the Transition-Action-Details Strategy
found that the t-value was higher than t-table. from the first meeting until the last meeting. After
Therefore, t-value was 8.031 and t-table was 2.079 applying Transition-Action-Details strategy,
(t-value > t-table, 8.031 > 2.079. It meant that Ha students‟ can express their ideas through three
and H0 was rejected. There were slightly columns (TAD) on the Transition-Action-Details
differences between students‟ writing skill of pre- strategy.
test and post-test in experiment class, such the use
ACKNOWLEDGMENT the time, suggestion, guidance, motivation, support,
so that I can finish this paper. The researcher hopes
Praise to Almighty God for his blessing and that this paper can be useful for all the readers and
guidance. So that, this research paper can be hopefully this paper can be the reference for the
finished. The researcher would like to say thank next researchers who are interested to do research
you to my advisors Batdal Niati, M.Pd, and Rivi in the same field.
Antoni, M.Pd. Thank you very much for

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Advisor 2 : Rivi Antoni, M.Pd