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Silent Viewing Technique in Teaching Writing Recount Text to the Tenth Grade Students of SMAN 1 Gedangan Sidoarjo

Silent Viewing Technique in Teaching Writing Recount Text to the Tenth Grade Students of SMAN 1
Gedangan Sidoarjo

Windy Kurnia Bakti


English Education, Language and Art Faculty, State University Surabaya
windybakti@mhs.unesa.ac.id

Esti Kurniasih, S.Pd., M.Pd.

English Education Department, Faculty of Language and Art, State University of Surabaya
Estikurniasih87@gmail.com

Abstrak
Menulis adalah kunci untuk keberhasilan dalam pengalaman sekolah dan alat komunikasi penting yang
membantu siswa belajar bagaimana menyusun dan mengatur pikiran mereka (Wendling, dan Roberts, 2009: 1).
Namun, menulis dianggap sulit. Akibatnya, ada sejumlah siswa Sekolah Menengah Atas yang tidak mampu
menulis. Sehubungan dengan fenomena di atas, menemukan cara bagaimana menciptakan suasana yang baik di
dalam kelas itu diperlukan untuk menarik keinginan siswa dalam belajar menulis. Abbott (1981: 42) menyatakan
bahwa dalam menulis kelas itu tidak cukup hanya dengan menggunakan instruksi guru saja. Selain itu,
menggunakan teknik yang tepat pada saat mengajarkan siswa menulis diharapkan dapat membantu siswa dalam
belajar. Dalam penelitian ini proses belajar mengajar dilakukan dengan menggunakan teknik yang disebut Silent
Viewing Technique. Silent Viewing Technique adalah teknik memainkan dan memutar video dengan volume
terendah sehingga suara yang ada didalam video tidak terdengar.
Penelitian ini merupakan penelitian deskriptif kualitatif. Instrumen yang digunakan untuk mendapatkan
data dari penelitian ini adalah checklist observasi, catatan lapangan, dan hasil tulisan siswa. Peneliti mengamati
pelaksanaan Silent Viewing Technique dan mendeskripsikannya. deskripsi meliputi: (1) pelaksanaan “Silent
Viewing Technique” dalam pengajaran menulis teks recount untuk siswa kelas X Sekolah Menengah Atas dan
(2) hasil penulisan siswa selama pelaksanaan “Silent Viewing Technique” dalam pengajaran menulis teks
recount. Subyek penelitian ini adalah siswa kelas X-MIPA-6 dan guru Bahasa Inggris dari SMAN 1 Gedangan
Sidoarjo. Dalam analisis data dari penelitian ini, peneliti melakukan tiga tahap yaitu reduksi data, display data,
dan penarikan kesimpulan atau verifikasi sebagaimana diusulkan oleh Miles dan Huberman (Miles dan
Huberman, 1994 di Koshy, 2005).
Hasil penelitian ini menunjukkan bahwa implementasi guru tehadap Silent Viewing Technique ini
berjalan dengan baik. Sementara untuk pertanyaan penelitian kedua, hasil tulisan siswa menunjukkan bahwa
Silent Viewing Technoque dapat membantu siswa dalam menulis teks recount. Hal ini dapat dilihat dari jumlah
siswa yang berada di kategori baik. Mereka mampu menangkap ide pokok dari video yang telah mereka lihat dan
mengembangkannya menjadi teks recount yang baik. Selain itu, mereka juga memperhatikan unsur-unsur
menulis dengan benar, seperti grammatical, kosakata, dan mekanik.
Secara singkat, Silent Viewing Technique dapat digunakan untuk mengajarkan menulis teks recount,
terutama untuk siswa kelas sepuluh. Teknik ini bahkan dapat digunakan untuk menciptakan suasana yang baik di
dalam kelas saat aktivitas belajar dan mengajar berjalan.

Kata Kunci : keterampilan menulis, teks recount, silent viewing technique, siswa kelas X

Abstract
Writing is a key to successful school experiences and essential means of communication that helps students
learn how to structure and organize their thoughts (Wendling, and Roberts, 2009:1). However, writing is
considered difficult. As a result, there were a number of senior high school students who were unable to write.
Regarding to the phenomena above, it is needed to find a way how to create a good atmosphere inside the class

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in order to attract students’ willingness to learn writing. Abbott (1981:42) states that in writing class it is not
enough to use the teacher’s instruction only. Moreover, using an appropriate technique to teach writing was
expected to help the students in learning writing. In this study the teaching and learning process was done by
using a technique called Silent Viewing Technique. Silent viewing technique is playing a video and turning the
volume to the lowest so that the soundtrack is inaudible.
This research is a descriptive qualitative research. The instruments used to gain the data of this research
were observation checklist, field notes, and students’ writing results. The researcher attempted to observe the
implementation of Silent Viewing Technique and describe it. The description includes: (1) the implementation of
‘Silent Viewing” technique in teaching writing recount text to the tenth grade students of senior high school and
(2) the students’ recount writing results during the implementation of “Silent Viewing” technique in teaching
writing recount text. The subjects of this research are the students of class X-MIPA-6 and the English teacher of
SMAN 1 GEDANGAN Sidoarjo. In data analyses of this study, the researcher did three stages namely data
reduction, data display, and conclusion drawing or verification as proposed by Miles and Huberman (Miles and
Huberman, 1994 in Koshy, 2005).
The result of this study showed that the teacher’s implementation of Silent Viewing Technique ran well.
While the second research question, the result of the students’ writing showed that silent viewing technique
could assist the students in writing recount text. It could be seen from the number of students who were placed in
good to average category. They were able to gain the idea from the silent video they have watched and develop it
into a good recount text. Moreover, they paid attention to the writing elements properly, such as tenses,
vocabulary, and mechanics.
In short, Silent Viewing Technique could be used to teach writing recount text, especially to the students of
tenth grade. It could be even used to create a good atmosphere inside the class while teaching and learning
activity is running.

Keyword: writing skill, recount text, silent viewing technique, tenth graders
researcher uses the video 1997). Its function is to
INTRODUCTION the students’ motivation to which provides no subtitle retell events so that the
keep students’ interest in and utterance so that the readers can be entertained
Writing is a key to writing. teacher does not need to and/or be informed.
successful school Considering the lower the volume. This Therefore, this technique
experiences and essential phenomena above, to video is similar to is appropriate to use in
means of communication avoid the failure of pantomime video in which teaching writing recount
that helps students learn teaching and learning the audience is the one text. The teacher can
how to structure and writing, the teachers who will interpret the create fun activity using
organize their thoughts should be creative to story. Harmer (2002:286) video and recount text.
(Wendling, and Roberts, combine several methods, stated that viewing Moreover, the researcher
2009:1). By mastering media, and techniques to techniques are designed to hopes that the students are
writing, the students are create good atmosphere build students’ interest more creative and they
able to implement the inside the class. Abbott through activities of can enjoy their learning
language they learnt as a (1981:42) states that in predicting. By applying process with a good
tool for communication writing class it is not this technique, the atmosphere inside.
besides speaking. They enough to use the students can think about In this study, the
can express their thoughts, teacher’s instruction only. some information which researcher found two
feelings, and information The teacher needs they get by watching a previous studies which
through written form. something to stimulate the video in silent way. related to this study.
Different from speaking students to explore and Through this technique, Based on Muslimah’s
skill, writing skill is express their thought. The the teachers can train the study (2015) about the use
considered more difficult. teachers may use video as students’ imagination by of “Silent Viewing”
Pirangelo and Giuliani media for teaching writing predicting the story. In technique in teaching
(2006:245) state that because it can stimulate curriculum of 2013 speaking narrative text, it
students in educational the students. By using predicting activity is could be seen that the
system feel that writing video as media in teaching included in observation implementation of silent
process takes a long time, writing, the students will stage. The students viewing technique to
so they are common to be motivated and they will observe the video and teach speaking narrative
dislike or avoid writing try to write using their they have to transfer their text to eleventh graders
activity. Pirangelo and own words. According to thought on a piece of could help the students to
Giuliani’s statement is Harmer (2002:286), there paper. Stempleski be active in the classroom.
proved by the fact that is are five video viewing (2001:26) stated that It also helps the students
found in the application of techniques that the teacher vision on/sound off develop their ideas when
teaching writing in can use: (1) Fast Forward; (silent) is useful for they have to speak in front
Indonesia especially in (2) Silent Viewing; (3) highlighting visual of the classroom. Another
senior high school. The Silent Viewing for Music; content for stimulating study written by Silviyati
teachers have no enough (4) Freeze Frame; and (5) students language about and Rozany (2013),
time to teach writing. Partial Viewing. In this what they see on the entitled “Using Silent
They only use that short study, Silent Viewing screen and predict the Viewing Activity in
time to explain kinds of technique is used to teach language used on the Teaching Speaking to
text, generic structure, and writing recount text. soundtrack. Jenskin and Senior High School
the characteristic of the Silent viewing technique Johnson (2010:4) stated Students”. The result of
text. They do not teach the is playing a video and that silent viewing is an her study showed that the
process of writing turning the volume to the excellent way for use of silent viewing in
especially gaining the idea lowest so that the stimulating speaking and teaching speaking
which takes a long time to soundtrack is inaudible. writing. Silent viewing narrative text can motivate
learn. Therefore, there are The teacher will give the technique is the best the students to be more
many senior high school students some questions technique to improve the active in the classroom
students who are unable to about what they see, and students’ writing ability, because silent viewing is
write. They have no idea then the students will try the students can retell the an interesting activity. It
to start writing, they to retell the story by story by their own words makes the students easier
cannot gain the ideas to writing the story on a and it can motivate them to remember and use
write, and it is hard for piece of paper. After that, to tell about some language in single words.
them to explain more the teacher will play the interesting recount stories. These previous studies are
about everything they video one more time and Recount text is a text different from the
write. Writing process turn its volume on. which retells some events researcher’s study because
makes the students easily However, in this study the in the past, usually in in this study the
get bored so that the researcher tries to develop order in which they researcher uses this
teacher needs to maintain this technique by using happened (Anderson, technique in different
another kind of video. The
skill, text type, and implementation of Silent consist of some notes described the students’
observes different grade Viewing Technique in taken by the researcher recount writing task result
of students. teaching writing recount based on what the after the implementation
Based on several text to the tenth grade researcher hears, sees, and of silent viewing
theories and facts above, students of senior high experiences during the technique in teaching
the researcher is going to school. Therefore, teacher, observation. This noting writing recount text.
conduct a descriptive students, and the learning activity is to record what Therefore, the proper way
study entitled “Silent material would be the is going on during the in describing the students’
Viewing” Technique in sources of the data in this activity. . Bogdan and writing ability is having
Teaching Writing Recount research. Meanwhile, for Biklen (2003) said that them to write. The writing
Text. In this study the the second research field notes consist of two task itself was in the form
researcher will focus on question, the data were the kinds of materials, they of writing. The teacher
the use of “Silent students’ words, phrases, are: descriptive and asked the students to write
Viewing” technique in and sentences in their reflective part. a recount text based on the
teaching writing recount writing results. This data The descriptive part video they have watched
text and the students’ would be taken from the includes a complete after the implementation
recount writing results result of the students description of who, when of silent viewing
during the implementation writing of recount text as and what was done. Here, technique.
of “Silent Viewing” a task. the descriptive field note Writing criteria of the
technique in teaching consists of verbal students are measured by
writing recount text. To collect data utterances used by the Heaton’s (1988) scoring
needed in this research, teacher during the rubric of writing.
RESEARCH METHOD there were three teaching and learning
instruments used, namely process. While the Content
observation checklist, reflective one consists of
This research is
field note, and students’ the researcher’s analyses,
described in qualitative 30-27 EXCELLENT TO VERY GOOD
recount writing task opinions, point of views
way to answer the – substantive – etc.
result. The researcher or comments toward the
research questions. The teaching and learning
researcher observed the used observation checklist
process. Dealing with this 26-22 GOOD TO AVERAGE: some
implementation of silent to observe the
study, in the descriptive subject – adequate range – etc.
viewing technique in implementation of silent
viewing technique during part, the researcher wrote
teaching writing recount both teacher’s and 21-17 FAIR TO POOR: limited knowle
text based on the situation the activity of teaching
writing recount text. students’ activities that little substance –etc.
and condition of the happened during the
classroom. This study There were some
important points that implementation of silent 16-13 VERY POOR: does not show
only attempted to know viewing technique.
should be the focus subject – noon substantive – etc.
and described the result of
related with the activities Furthermore, the Organization
silent viewing technique researcher also described
implementation in during the implementation
of silent viewing the students’ reactions
teaching writing recount 20-18 EXCELLENT TO VERY
technique in the during the implementation
text and also the result of expression – ideas clearly stated – etc.
classroom. Those were of silent viewing
the students’ recount technique.
writing during the students’ and teacher’s
Meanwhile, reflective 17-14 GOOD TO AVERAGE: some
implementation of Silent activities in teaching and
part included the loosely organized but main ideas stand ou
Viewing Technique in learning process, the
materials used in teaching researcher’s personal
teaching writing recount feeling and comments 13-10 FAIR TO GOOD: non-fluent – id
text. The subjects of this and learning process, and
silent viewing as the about teacher’s and disconnected – etc.
study were the English students’ activities during
teacher and tenth graders technique. The data would
be gained in three the implementation of 9-7 VERY POOR: does not comm
of SMAN 1 GEDANGAN silent viewing technique.
meetings and the organization – etc.
Sidoarjo. The researcher
researcher focused on the The last research Vocabulary
chose the English teacher instrument is students’
who already applied silent whole activities inside the
class. The observation recount writing results.
viewing technique in her 20-18 EXCELLENT TO VERY GOO
checklist was in the form The researcher has
class. For the first range – effective word/idiom choice and
of “yes” and “no” with (√) prepared a video to be
research question the data observed by the students
were teacher’s and and (-) to make it easier.
as a task. This task should 17-14 GOOD TO AVERAGE: ade
students’ behaviors and The second instrument
be done individually and occasional errors of word/idiom form, c
the learning material used by the researcher is
field notes. Field notes it helped the researcher
which was used during the
on the first chapter, they While she was greeting to be developed into a
meaning not obscured. are (1) How does the the students, the students recount text. After playing
teacher implement “Silent were preparing themselves the video for the last time,
Viewing” technique in the teacher discussed the
13-10 FAIR TO POOR: limited range – frequent errors of to study. After the teacher
teaching writing recount video together with the
word/idiom form, choice, usage –etc. had greeted the students
text to the tenth grade students. They talked
students of senior high cheerfully, she called the about the main topic of
9-7 VERY POOR: essentially
school?translation
and (2) How– little
are students in role. Before the video and several
knowledge of English vocabulary.
the students’ recount starting the next activity, information related with
Language use writing results during the the teacher introduced the the video they have
implementation of “Silent researcher to the students. watched.
25-22 EXCELLENT TO VERY Viewing” technique
GOOD: effectivein While the students
After introducing the
complex constructions – etc. teaching writing recount were writing, the bell rang
text? researcher to the students, and the class was finished.
The researcher the teacher continued the The teacher asked the
21-19 GOOD TO AVERAGE: effective but simple
constructions – etc. conducted the activity by building the students to take the
observations on Tuesday, students’ interest to join assignment at home and
16th of February 2016, the activity. The teacher they could continue the
17-11 FAIR TO POOR: major problems in
Tuesday, 23rd of February asked the last experiences lesson on the next
simple/complex constructions – etc. st
2016, and Tuesday, 1 of meeting. Since there were
of the students which were
March 2016. Each no questions related to the
10-5 VERY POOR: virtually meeting
no mastery
takes of
90 sentence
minutes still related with the topic assignment, the teacher
construction rules – etc. (2 x 45 minutes). on that day. The teacher ended the class by saying
Mechanics continued with telling the goodbye to the students in
The Implementation of students the objective of class.
5 EXCELLENT TO VERYSilent GOOD: demonstrates
Viewing Technique the study and started to
mastery of convention - etc. explain it. She asked the The Implementation of
in Teaching Writing
Recount Text on the students to open their Silent Viewing Technique
4 GOOD TO AVERAGE: occasional errors of spelling, in Teaching Writing
First Observation book which discussed
punctuation – etc. Recount Text on the
about recount text. She
The researcher did Second Observation
explained what recount
3 FAIR TO POOR: frequent errorsobservation
her first of spelling
on
punctuation, capitalization – etc. th
text is, the generic The second day when
Tuesday, 16 of February
structure of recount text, the researcher did the
2016. She did some
2 VERY POOR: no mastery ofbriefing
convention the social function of
with –the
dominated
English observation was on
by errors of spelling, punctuation, capitalization, recount text, language rd
Tuesday, 23 of February
teacher before she had
paragraphing – etc. features of recount text, 2016 exactly a week after
started the observation
and how to write recount the first observation. The
inside the class. On the
(Adapted from Writing text. situation was almost the
English Language Tests first observation, the
After identifying the same as the previous
by J.B Heaton 1988) researcher focused on how text, the teacher told the
the teacher explained the observation. This was the
students what they had to
RESULT AND material and implemented do next. The teacher first class which means the
DISCUSSION “Silent Viewing” prepared LCD projector first and the second period
technique in teaching and the video she wanted would be the English
writing recount text. There to play. She told the class. The teacher came to
In this chapter, the
students that she had a the class on time. She
researcher discusses the were 34 students in the
video about someone’s opened the class by
results of the observation class and there was no daily activities and the
when “Silent Viewing” student who was absent on greeting the students and
students had to predict
technique was used to checking the students’
that day. It was the first what happened on the
teach writing recount text attendance. There were
class so the class started at story while they were
to the tenth graders of
06.45 a.m. The English watching the video. For two students who did not
SMAN 1 Gedangan
teacher came to the class the next activities, the attend the class because
Sidoarjo by the English
teacher would play the they were not in a good
teacher and the tenth on time. After she entered
video for the second time condition. After she was
graders’ performances the class and prepared her and the students were
toward it. This chapter stuff, she started the class done in checking the
asked by the teacher to
also provides the answers students’ attendance, she
by greeting the students. make a note or an outline
of the research questions
reminded the students the students of tenth grade the researcher made, she designed to build students’
about the last assignment find other classes which concluded that the tenth interest through activities
she gave on the previous were not used for Try Out graders of class X MIPA-6 of predicting. It was
program. On the first day, proved by the students
meeting. of SMAN 1 Gedangan
the eleventh graders had that they were able to
It took a whole to come at school and use Sidoarjo have practiced to predict what the story is
meeting to finish the the classes which were not write a recount text with a about. Furthermore,
students’ work. It took a used by the twelfth good enthusiasm. It could Jenskin and Johnson
long time because the graders. The next day, it (2010:4) stated that silent
be shown in their writing
school took the time for was the day for the tenth viewing is an excellent
giving the students result after using silent
graders who had to attend viewing technique during way for stimulating
information so that the the class. This day was speaking and writing.
students took a long time the English class. The
when the researcher did Those statement proved
to finish their work. After the observation. The day researcher made some by the students’ interest
finishing their work, the after was the day off for categories for grouping the towards this technique
teacher asked the students the tenth graders and the students’ writing results to when it was implemented
to submit their work. turn for the eleventh in their writing activity.
make it easier to see the
Before closing the lesson, graders to attend the class. Briefly, it was clear that
the teacher announced that students’ ability in writing
Therefore, the students of after the implementation the students could practice
the students’ work would tenth grade thought that their writing by using
be returned to the students of silent viewing
they did not have to go to “Silent Viewing”
on the next meeting with school on that day. After technique. There were four technique. In line with the
the teacher’s feedback on checking the students’ categories: Exellent to fact above, there were also
it. attendance, the teacher Very Good, Good to some components in
gave the students’ work Average, Fair to Poor, and writing that should be
The Implementation of with the feedback on it. taken into account.
Very Poor. She adapted
Silent Viewing Technique Twenty minutes was Hence, discussing
those classifications from
in Teaching Writing done. The teacher asked the components of writing
the Rubric of Writing
Recount Text on the the students to stop are considered important.
working. The teacher introduced by Heaton There are five components
Third Observation
called the students one by (1988). of writing composed by
one to come forward and Based on the students’ Heaton (1988), they are
The third read their work. While the writing results, it could be content, organization,
observation was teacher and the other seen that during vocabulary, language use,
conducted on Tuesday, 1st students were listening the implementing “Silent and mechanics. From the
of March 2016. This was student’s work, the Viewing” technique, the students’ writing results,
the last observation of this teacher together with the students were able to the students were able to
research. The teacher other students gave write a text properly by gain the idea related with
came to the class late. It feedback of the student’s considering the elements the video they have
was because the teacher work. Those happened of writing. Heaton (1988) watched. They used
did not know where the until all of the students proposes five elements or various vocabularies and
class was. It took a long had their turn to read their components of writing, used grammar almost
time to find the class. This work. Unfortunately, there they are content, properly and the most
condition happened were only several students organization, vocabulary, important thing the
because the tenth graders who could revise and language use, and students also focused on
should use another class perform their work in mechanics. The students the generic structure of
while their class was used front of the class. The were able to transfer the text. To discuss about
for the twelfth graders researchers could not get various ideas related with the students’ writing
who had a Try Out the result of all the the video they have results clearly, it is
program. After she found students. watched. Moreover, they important to talk about the
the class, the teacher was were able to choose the students’ classifications.
shocked, there were a few right vocabularies and the According to Heaton
The Students’ Writing
students attended the students grammatical (1988), there are four
class. While checking the Results of Recount Text
usage is also acceptable. categories of writing, they
students’ attendance, she On the other side, it are Excellent to Very
asked the students why After reading the is needed to talk about the Good, Good to Average,
there were only several students’ writing results, use of “Silent Viewing” Fair to Poor, and Very
students in the class. It the researcher made an technique itself. Harmer Poor.
was because the program analysis regarding to it. (2002:286) stated that The characteristics
itself needs several classes Based on the analysis that viewing techniques are of Excellent to Very Good
to use, as a result, it made
category was reached by was low they have poor based on the SUGGESTIONS
four students who were knowledge of words and procedures of
able to transfer their ideas word forms. silent viewing By looking at the
strongly and the ideas In conclusion, the technique well. research done by the
were clearly stated. The implementation of Silent Those are asking researcher, there were
students in this category Viewing Technique to the students to several suggestions that
used word choices and teach writing recount text watch a silent could improve the recent
grammar usage did run well. The students’ video, guess research. For the next
effectively. Students in responses are positive what the video is researchers who will
this category also toward Silent Viewing about, make an conduct the similar
considered the generic Technique, which help outline by giving research by using silent
structure of recount text most of them in producing them series of viewing technique should
properly. There were few a text in the matter of questions, and discuss with the teacher in
errors in spelling and gaining the idea to start develop the choosing the video. The
punctuation. The students writing and developing outline into a next researcher should
who were categorized in the idea into a complete recount text. know the ability of the
Excellent to Very Good text. Furthermore, Silent 2. The results of the students as the subjects of
category were able to use Viewing Technique is also students’ writing the research so that the
all of the characteristics workable to help most of showed that researcher can use the
that were explained well. students in writing recount silent viewing proper video which is
While for the Good text. technique could suitable with the students’
to Average category assist the ability. Moreover, the next
consisted of eleven CONCLUSION students in researcher can use another
students who were able to writing recount kind of text such as
transfer the idea even text. It could be narrative or descriptive
This chapter consists of
incompletely. The seen from the text. Besides, the other
students in this category conclusion and suggestion number of
related with the research researchers can also
were unable to give the students who implement this technique
details of each main idea. done by the researcher. were placed in
Based on the results and to the different levels of
They made occasional good to average students.
errors of word form, discussion on the previous category. They
chapter, the researcher In addition, the
choice, spelling, and were able to gain researcher also makes
punctuation usage. These draws some conclusions the idea from the
about the implementation some suggestions for the
students used simple silent video they English teacher. The
language effectively. of silent viewing have watched
technique in teaching teacher has to make sure
Besides, the and develop it whether the LCD
characteristics of Fair to writing recount text to the into a good
tenth grade students. The projector and the speaker
Poor category were recount text. are able to use or not. The
reached by six students conclusion and suggestion Moreover, they
are explained as follows: other things that should be
who had limited paid attention to thought by the teacher is
knowledge of what the By looking at the the writing
result and discussion on the timing. Writing
topic was. They also gave elements activity takes a long time
confusing idea and the previous chapter, the properly, such as
researcher made several and the teacher needs to
sometimes unrelated tenses, manage the duration of
details were given. The conclusion. Those are: vocabulary, and each step in implementing
students in this category mechanics. silent viewing technique.
made frequent errors in 1. The teacher’s Therefore, it
implementation The most important thing
word choice, spelling, and could be is managing the class’s
punctuation. There were of silent viewing concluded that
technique in condition. The teacher has
also several mistakes on the use of silent to be able to manage the
the language use. teaching writing viewing
recount text to class especially when the
For Very Poor technique itself video is played. The
category, were reached by the tenth grade was really
students of class’s condition should
two students who could helpful for the be quiet enough to help
not give a clear SMAN 1 teacher in
Gedangan the students in building
information related to the teaching writing their concentration.
story. There were several Sidoarjo ran recount text to
well. During the Overall, the researcher
grammatical errors, the tenth grade hoped this research could
spelling, and punctuation. observation, the students.
English teacher help whoever in need.
The vocabulary mastery
did all steps
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