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USING QUARTET CARDS TO IMPROVE STUDENTS’ ABILITY IN

WRITING RECOUNT TEXTS FOR EIGHT GRADERS

IN SMP N 9 MAGELANG

IN-SERVICE TEACHER PROFESSION EDUCATION PROGRAM OF


SATYA WACANA KRISTIAN UNIVERSITY SALATIGA

By
Andriastuti Endah Wahyuutami Putri S.Pd
952018302

IN-SERVICE TEACHER PROFESSION EDUCATION


SATYA WACANA KRISTIAN UNIVERSITY SALATIGA
2019
CHAPTER I

INTRODUCTION

A. The Background of Study

Benjamin Franklin; the founding father of the USA, said that if someone tells and he will
be forgotten, if someone teaches and he will remember, and if someone involved and then he
will learn, which I think is very compatible with today's learning. The 2013 curriculum which
requires the involvement of students in learning is not just an empty, unfounded message. There
have been many studies that show the importance of students’ involvement in learning success.
If students are reluctant to be fully involved in learning, then they will not absorb the full
material learned. (Fredricks, Blumenfeld, & Paris, 2004; Marks, 2000)

In SMP 9 Magelang, the difficulty of stimulating students in learning is also a


phenomenon. Early observations show low levels of student involvement in learning. Students
are easily bored and distracted. This is increasingly seen when the teacher presents material
with high complexity such as recount text in English subjects. Texts that aim to retell
experiences or events in the past are quite difficult. In addition, text content that is dominated
by verbs 2 and 3 tends to make students reluctant to open a dictionary and then choose to give
up in understanding it. Their faces showed bored and unhappy expressions in the last learning
process. They just sat in their seats with blank stares when they were observing the text. They
did not ask and answer some questions properly. Their engagement in the discussion was also
unsatisfying. There were only 6 to 24 students in class 8-B at SMP 9 Magelang who were active
in group discussion. As a result, learning outcomes are not optimal. Preliminary data which
contains reports on writing training, only 8 of 24 students can achieve the passing grade (70).

That observation above showed that the students’ Recount text writing skill is not
satisfactory yet. The score shows low only 68.35. In fact every student must get 75 for the
standard minimum score of the learning target. The factors that influence the students’ writing
abilities can be either internally and externally. The internal factor is they are worried to make
mistakes when they try to write correctly and express their ideas in a composition or coherent
paragraph. The external factor is the teacher. The teacher only uses the text book as the teaching
media, so that class is boring. That is why they need a new media in teaching writing. The
media should improve the students’ writing skill in organizing and also developing ideas when
they are writing a text and it should be applied in such way to make writing become an
interesting lesson for the students.

It can be inferred from the observation above that the students get the various
difficulties in writing the recount text. Axelrod and Cooper (2009:14) argue that writing is a
complex process and such contains element of mastery and surprise. If students want to write
something, they should have a lot of information, ideas and thoughts, so they will be able to
express them into sentences, paragraphs and an essay. Writing Recount text is not easy activity.
It constructs something happened in the past. Students get difficulty when they arrange
sentence in past event especially in past words. To reach this condition, students must be well
stimulated by some actions they are interested to. So from the results of the initial reflection
with a collaborator, the researcher comes up with a question. If such students are stimulated
using various forms of learning models inside of learning, can these models support recount
learning?

Quartet card is a kind of card games that is proposed by C. Dauviller and D.L Hillerich
as a teaching-learning media. On their book, they explain quartet card is one of games, such as
domino, memo, etc. which can be used as a Teaching-learning media especially in teaching
recount text.

B. Research Question

How can Quartet cards improve writing recount text of the SMP N 9 Magelang in the school year
2019/20120?

C. Purpose of the Study

The objectives of the study are as to know whether the use of Quartet Card as Media
can improve the students’ ability in writing recount text of SMP 9 Magelang. On the cards,
there is printed information in the form of writing which explain the image.

D. Significance of the Study


The researcher hopes that this study can be used to:
a. Students
This research can improve the students’ engagement in writing skill of English text
especially recount text.
b. Teacher
Through this research, teacher can get new strategy to improve the student’s
engagement in writing recount text
c. School

This research is hoped to improve the quality of content, input, process, and results of
education and learning in schools by developing a scientific culture in the school
environment, to be proactive in improving the quality of learning in a sustainable
manner.
CHAPTER II

LITERATURE REVIEWS

A. Theoretical Review

Many students can read words in the text correctly but they are unable to identify the
main idea. Even some of them failed to answer the simplest question though the answers
were obviously contained in the text. It is because reading is not only saying the words but it
must be a process of getting the meaning.

1. Writing

According to Klein (1985), the definition of writing is the ability to put pen and paper to
express ideas through symbols, this way, representations on the paper will have meaning and
content that could be communicated to other people by the writer. The writing skills are specific
abilities which help writers put their thoughts into words in a meaningful form and to mentally
interact with the message. A writing is not just about conveying content but also about the
representation of self. Who we are effect how we write, whatever we write (Ivanic, 1998,
p.181).
A writing is a way to product language that comes from our thought. Using writing, we are

able to share our idea, feeling or anything that exist in our mind. The text is written on paper

or a computer screen. This is influenced both by personal attitudes and social experiences that

the writer bring to writing and the impact of the particular political and institutional context.

This is also a process that we write is influenced by constraints of genre and has to be present

in learning activities.

2. Recount Text

The focus on the research is in writing recount text. Recount text is one of the genres

learned in junior high school started at the grade eight students in curiculum 2013. Recount

text is the text which constructed by the writer to tell the past events or past experience. It might

be closely linked to actual or various experiences.


Coogan (2006:3) cited in Azijah (2015: 8), states that, “recount text is written to retell event

with the purpose of informing or entertaining their audience or reader”

Blake (cited in Azijah, 2015:8) states that the purpose of recount text is remind and recreate

events, experiences and achievements from the past time chronologically. Antono Wardiman

(2008; 124) also supports the ideas above by stating that “the social function of recount text is

to describe what and when event happened and to tell past events for informing and

entertaining.”

It means that a recount text actually can attract students’ interest in reading so it depends on

the teacher how to choose the appropriate text to be used in teaching.

Coogan (2006: 4) cited in Azijah (2015: 8) reveals that, “A recount text consists of three

parts, they are: Orientation, series of events, and re-orientation”. Firstly, the orientation which

giving the reader the background information needed to understand the text such as who was

involved in, where it happened and when it taken place. Person who involved in this text is the

writer himself (by using subject I) or the writer with the related persons (by using subject we).

Secondly, series of events include chronological sequences. The event describes series of

events happened in the past. The last part is re-orientation. It is optional in which the writer

deal with their feeling or attitude toward actions or series of events happened. Here, the writer

stating the personal comment to the story.

By those references, the researcher can conclude that recount is a text that contains of
retelling events that happened in the past. The lexico grammatical of recount text is the use of
the past tense, past continuous tense, and perfect tense in its sequence of events. The generic
structure is the orientation, series of events, and re-orientation. The Orientation is a part of
recount text that tells the introduction of the event being told. The series of event is the
sequences of things happen from the beginning until the end. Last but not least, the re-
orientation might be the writer's feeling and impression after doing the events.

There are three kinds of recount text


1) Historical recount

This type tells the factual events that have happened in the past

2) Biographical recount

This type tells the person’s achievement in a person life

3) Authobiographical recount

This type is telling about someone’s life as told by that person

3. English Language Learning in Junior High school

According to Minister of Education and Culture Regulation number 24 of 2016 concerning

core competencies and basic competencies in primary and secondary education, English

language learning at the junior high school level must cover three aspects, namely aspects of

attitudes, knowledge and skills. In more detail, the three aspects are described in Table 2.2

below.

Table 2.2

English Core Competencies for Junior High School

(Adapted from Kemendikbud, 2016)

English Core competence for Junior High School

Attitude Pengetahuan Skills


Spiritual memahami dan menerapkan processing, presenting, and
To live up and appreciate the pengetahuan (faktual, konseptual, reasoning in the concrete domain
religion he believes in. dan prosedural) berdasarkan (using, deciphering, assembling,
Social keingintahuan tentang sains, modifying, and making) and the
Demonstrate honesty, teknologi, seni, budaya yang terkait abstract realm (writing, reading,
discipline, responsibility, dengan fenomena dan kejadian yang counting, drawing, and
caring (tolerant, mutual terlihat. composing) according to what is
cooperation), polite, confident learned in school and other
in interacting effectively with sources in the same perspective
the social and natural /theory
environment within the reach
of association and existence
The core competencies are then outlined into basic competencies (KD). In this study, the

KD that will become the focus is K.D. 3.10. and K.D. 4.10 that which will be described in the

following section.

Recount text is the text which constructed by the writer to tell the past events or past

experience. Based on the Australian Assessment and Reporting Authority (ACARA), the

language features and text structure of recount text is presented in Table 2.3 below.Table 12.3.

Text structure and Language features of Recount Text

(Adapted from ACARA (2012)

Text Structure Recount Text Example Language Features


Orientation Last year I joined the Chicago Marathon, my Descriptive language to explain
The people involved, the first marathon contest. I had to run 16,2 mile people, places, and things,
time and the place are to complete it. It was hard. including noun groups.
introduced and any First or third person.
necessary background Past Tense.
information provides
Events At first, I just wanted to get the experience of Time connectives to connect and
These are usually joining a marathon. I thought it would be one sequence events.
described in life time experience. After finishing it, I changed Action verbs are varied and
chronological order my mind. I wanted to join another one. I was descriptive.
interested to complete at least one more Adverbial phrases indicating
marathon and improve my time. time, place, and manner.

Personal comments I also experienced a good feeling between Textual cohesion maintained by
There may be some form participants and spectators that made me the use of antonyms and
of comment given about happy. appropriate synonims, including
particular events pronoun reference
throughout the text
Conclusion It was a very wonderful thing for me. So I Adverbial phrases indicating
The writer may conclude decided that I had to join another marathon the time, place, and manner.
by, for example, following year. Passive verbs may be used in
expressing an opinion, factual recounts.
posing a question or
making a prediction.

At the junior high school level, the recount text material that is presented to students must
include its social function, text structure and language features, as described in the following

Figure 2.1.
Social Function

•Report, take some actions and make proud of of something

Text Structure

• Orientation: Information about an event and its setting. It provides details of who,what,
when, where, or why.
• Events: A sequence of events which happened in a chronological order. What happened?
First ….. Second ….. Next ….. Soon ….. During ….. After ….. Later ….. Eventually ….. Finally …
•Reorientation: Closure, conclusion, or summary of the events that explains about what we
think, feel, or decide about the events that occurred

Language Features

•Declarative and interrogative sentences in simple past Tense


•Adverbial and prepositional phrases indicating time: Yesterday, Last month, an hour ago,
etc.
•Time connectives: first, then, after that, before, at last, finally, etc.
•Singular and plural nouns: a, the, this, those, my, their, etc.
•Expression, word stress, intonation, spelling, and punctuation, and handwriting

Figure 2.1. Scope of recount text material in class VIII

extracted from (Wachidah, Khatimah, & Diyantari, 2015, pp. 218-220)


According to the Minister of Education and Culture Regulation Number. 24 of 2016
concerning Core Competencies and Basic Competencies, recount text is one of the text genres
that must be learned by students of class VIII / MTs (Kemendikbud, 2016). In detail, recount
text material is presented to students of class VIII in even semester with details of basic
competencies in aspects of knowledge and skills as shown in the following Table 2.4.
Table 2.4.

Basic Competencies of Knowledge and Skills Aspects for Recount Report Text
(Adapted from Kemendikbud, 2016)

Knowledge Skills
3.10. Applying social function, text structure, and 4.10 Compile very short and simple of oral and written
language features of oral and written transactional interaction texts that involve the
transactional interaction texts that involve act of giving and requesting information related
the act of giving and requesting to the situation / actions / activities / events that
information related to the situation / are carried out / occurring, routine or non-
actions / activities / events that are routine, or becoming general truths in the past,
with regard to social functions, structures text,
carried out / occurring, routine or non-
and correct language features and context-
routine, or becoming general truths in the
appropriates
past, according to the context of its use.
(Note the language features of Simple Past
Tense)

4. Quartet card
Quartet card is a kind of card games that is proposed by C.Dauviller and DL Hillerich
as a teaching learning media on their book, they explain that quartet card is one of games, such
as domino, memo etc which can be used as a Teaching-learning media especially in teaching
learning English.

Based on Subhani said (Kamalia Mardini, 2018: 27) that quartet card derived from two
words, card and quartet.In Indonesia dictionary(2011) card is thick paper, rectangular use

to various purpose and similar to the tickets. While quartet is a collection that consists of four
members, it can be concluded quartet card is a set of rectangular paper collected as much as
four to become a unity.

As what Nurfarhat said( Kamalia Mardini,2018: 27) Quartet card is a kind of cards
media that consist of a number of picture cards that refers to the same theme. On the cards there
is printed information in the form of writing which explain the image material in an interactive
and fun atmosphere

5. Procedure of Applying Quartet Card as Media in the Classroom


The procedures of Quartet Card as Media are:

1) The teacher gives question to check their understanding about recount text.
2) Then the students explain their understanding about recount text, the teacher give
explanation about recount text; include the social function, the generic structure and the
language features.
3) After the students understand the recount text, the next step is to explain the use of
quartet card media in writing recount text.
4) The students are divided into some groups; each group consists of four students.
5) The teacher distribute quartet cards to each group, and ask the student to shuffle the
cards. And give four cards to friends. One students will get 4 cards
6) The teacher put the question cards on the table upside down
7) After that students start to play the games by taking the question cards and match to
their own quartet cards
8) Then the students start to arrange their recount text based on the quartet cards they have
9) Before they submitted their work, they ask their friend in the same group to check it.
10) After that, they can submit their work.
B. Previous studies

Some previous studies have attempted to examine the effect of quartet card on the level of
student engagement. Kamalia Mardini (2018) examined quartet card for learning English at
Intensive English Course( IEC). The results showed that students showed that there was an
increase of the students’ learning motivation in writing recount text after the researcher taught
using Quartet Cards. In the addition, the improvement also occurred in writing test. In Pre-
Cycle the mean score was 68.35, it became 74.85 in Cycle I and 81.40 in Cycle II. The total
improvement from Pre-Cycle to Cycle II test was 13.05 points IN THE SCHOOL YEAR
2017/2018

Based on the second research from Agustika, Ultari. (2011) examined quartet card to study
Germany vocabulary. The use of the game can prove to integrate serious learning content with
recreational activities. Students who use quartet cards are more engaged and obtain better
learning outcomes than students who do not use the cards. In a follow-up study using the same
program, Agustika,Utari(2011) found that quartet cards can bring students to more happy use
it. In this condition, students are really engaged in activities that are intrinsically fun..

Therefore, I am curious to know more about this games. It looks interesting and fun. I hope it
can be suitable for my own classroom. Anyway the using quartet cards in previous researches
have been proven to increase student involvement in learning because they can arrange that to
be good text.

C. Theoretical Framework

Based on the literature review that has been described previously, a research thinking
framework is prepared as can be presented in Figure 2.2. as follows.
PRE Teacher : Students :
CONDITION The teacher has not Low involvement and learning
applied the quartet outcomes of students.
card

SIKLUS I: Using the quartet cards


Apply the quartet card game (conventional group
assignments with media use) in
ACTION In writing recount text learning recount text

SIKLUS II: Using the quartet


It is expected that through the use
game in complex game
of quartet card, it can increase the
POST engagement in learning writing of
recount text for students of the VIII
CONDITION SMP N 9 Magelang in even
semester of academic year
2019/2020

Figure 12.2.
Research Theoretical Framework
CHAPTER III

RESEARCH METHODOLOGY

A. Research Design
This research is used classroom action research as a research design. This makes
use of a collection of pre-test, post-test research design. Because of that, this classroom action
research is about teaching writing a recount text by using two kinds of tests, that is, initial
refection or pre-test and reflection or post-test. The definition of initial reflection (IR) is head
for evaluate the pre-existing writing a recount text while reflection (R) which is realization at
the end of each session, is meant to reveal the expected upgrade in the students’ ability after
they have been taught writing a recount text trough quartet card.

In this classroom action study, the teaching and learning processes are divided into two
cycles where each cycle consists of four parts. Every part consists of four interconnected
activities, namely: planning (P), action (A), observation (O), and reflection (R). It is need to
note that IR is a term normally used in a classroom action study, which refers to a pre-test in
writing. The IR was administered to the eight grade students of SMP N 9 Magelang, in order
to measure the real pre-existing writing a recount text ability of the subjects. The mean scores
of the IR was compared to the corresponding mean scores of the R administered at the end of
each session for the sake of establishing the writing a recount text ability degree of the
subjects.

B. Respondents

This research is conducted to the eight grade students of SMP N 9 Magelang. There are
7 classes of the eight grade students of SMP N 9 Magelang with the total of the students are
approximately 210 students. The students of Class VIIIA is selected as the subjects of the
research which consists of 20 female and 12 male students in this year. The subject of the
research which total of 32 students are considered to be representative enough for the purpose
of this study. The students of Class VIII A is selected as the subjects of the research. The
research will be conducted in January- February 2019.

C. Data Collection Instrument

There are three kinds of instruments used to gather the data of this classroom action
study; they are pre-test, post-tests and questioner. Thus, the data needed to answer the research
question are gathered through administering pre-test, post-tests and questioner to the eight
grade students of SMP N 9 Magelang. The pre-test is administered to the subjects under study
to get their pre-existing writing a recount text ability. In pre-test the subjects were asked to
write a paragraph about recount text to determine their ability in writing a recount text. Post -
test is conducted for eight times (four times in cycle I and four more times in cycle II).

D. Research Procedure
The teacher will carry out through Pre-Cycle, Cycle 1 and Cycle 2. The teacher uses
scientific approach in teaching and learning process.
1.Pre-Cycle

The pre-cycle will conduct at the beginning of the research before cycle 1. Teacher
will observe the teaching and learning process to analyse how the teacher bring the class and
the students’ activity during the teaching and learning process. After that the teacher will
give a pre-test to check the students’ writing ability which is relevant to the material given
by the teacher.

2. Cycle 1
Based on the result of pre-cycle test, the teacher will give the action in Cycle 1 using
quartet card as media. In cycle 1 the teacher will do some activities as follows:

a. Planning
In this stage, the teacher will make some preparations.
1) Preparing the material.( Quartet cards)
2) Determining of the theme of Recount text
3) Making lesson plan.
4) Preparing research instrument which in the form of observation sheet and photo
documentation.
b. Acting

In this classroom action research, the researcher will introduce Quartet Cards and
guide the students to reach purpose. This action is held to know the improvement of the
students writing skill in cycle 1. The procedures of teaching process in cycle 1 are explained
below.

1) Pre-activity
 Greeting the students.
 Checking the students’ attendance.
 Motivating the students by telling the purpose of writing recount text.

2)Main Activity
a) Observing
 Checking the students’ understanding about recount text by giving questions.
 Answering and explaining their understanding about recount text.
 Giving explanation of recount text, such as the social function, generic structure and
language features.
 Giving an example of recount text
b) Questioning
By the guidance of teacher, the students will ask and give the question about the structure
and the language substance from the recount text
c) Experimenting
 Explaining about the quartet card as media.
 Explaining how to apply the quartet cards as media in writing recount text.
 Dividing the students into some groups, each group consists of three or four students.
 Distributing quartet cards to each group and putting the question cards on the table
upside down, each group accepted four cards (quartet card) with the same theme.
 Asking each student to choose one of the question cards on their table and matching
their cards to the question cards they put from the table
 Asking the students ask and answer by using the cards they have
 After finishing to match the cards, the students make recount text by arranging the
quartet cards.
d)Associating
 Starting to write their recount text by using quartet cards that they have matched
before
 While they are doing their recount text, they can help each other in the same group
to exchange the information that they need.
 Comparing their writing recount text result to another group to check.
e)Communicating
 The teacher and the students will discuss about their difficulties while they were
writing recount text.
 After finishing their writing, the teacher will ask them to submit their work
3)Post Activity

 The teacher will review the recount text material.


 The teacher will give questionnaire form.
 The teacher will close the lesson.

c. Observing
The teacher will observe the students’ activity in learning process using observation
sheet. Besides that, the teacher will take photograph during learning process

d. Reflecting
The teacher will make reflection in cycle 1 based on formal questionnaire and
observation sheet, to decide and repair of learning in cycle 2.

3. Cycle II

Based on the observation and reflection in cycle 1, the researcher will decide to continue
the treatment in cycle 2 in order to improve the students’ recount text writing skill and the
students’ motivation in learning. This cycle consisted of four stages.

a. Planning
In this stage, the teacher will make some preparations

 Preparing the material.


 Making lesson plan.
 Preparing research instrument which in the form of observation sheet and photo
documentation.
b. Acting

In this classroom action research, the researcher will introduce Quartet Cards and guide
the students to reach purpose. This action is held to know the improvement of the students
writing skill in cycle 1. The procedures of teaching process in cycle 1 are explained below.

1)Pre-activity
 Greeting the students.
 Checking the students’ attendance.
 Motivating the students by telling the purpose of writing recount text.
2)Main Activity
a)Observing
 Checking the students’ understanding about recount text by giving questions.
 Answering and explaining their understanding about recount text.
 Giving explanation of recount text, such as the social function, generic structure and
language features.
 Giving an example of recount text

b) Questioning

By guidance the researcher, the students will ask and give the question about the structure

and the language substance from the recount text

c)Experimenting
 Explaining about the quartet card as media.
 Explaining how to apply the quartet cards as media in writing recount text.
 Dividing the students into some groups, each group consists of three or four students.
 Distributing quartet cards to each group and putting the question cards on the table
upside down, each group accepted four cards (quartet card) with the same theme.
 Asking each student to choose one of the question cards on their table and matching
their cards to the question cards they put from the table
 Asking the students ask and answer by using the cards they have
 After finishing to match the cards, the students make recount text by arranging
quartet cards.
d)Associating
 Starting to write their recount text by using quartet cards that they have matched
before
 While they are doing their recount text, they can help each other in the same group
to exchange the information that they need.
 Comparing their writing recount text result to another group to check.
e)Communicating

 The teacher and the students will discuss about their difficulties while they were
writing recount text.
 After finishing their writing, the teacher will ask them to submit their work
3)Post Activity

 The teacher will review the recount text material.


 The teacher will give questionnaire form.
 The teacher will close the lesson.

c. Observing

The teacher will observe the activities of the students in learning activity. Through
observation sheet, the teacher will perceive students behaviour during the teaching and
learning process. In addition, the teacher will take photograph as the documentation.

d. Reflecting
In cycle 2, the teacher will analyse the result of the observation, questionnaire and the
students’ recount text writing skill worksheet. The result of this analysis will be used to
know whether using Quartet Card as media was successful enough or not in improving the
students ability in writing recount text.

E. Data Analysing Procedure

Quantitative Data and Qualitative Data


After collecting the data, the quantitative data could be obtained by collecting the
students’ score. To calculate the percentage of score, the researcher used formula as follows:

𝑆𝑆
𝑀= 𝑥 100%
𝑅

Explanation:

M = Mean of score

SS = Total scores reached by the students

R = Number of Respondent

The data analysis compared with the score of Pre-Cycle, Cycle I and Cycle II. The
result of this research gave description about percentages of students’ improving recount
text writing skill using Quartet Cards Media.

The most important data required to answer the research question under study will be
collected through administering pre-test and post-tests, some supporting additional data are
gathered through administering questionnaires to the subjects under study, that is, the eight
grade students of SMP N 9 Magelang. Thus, there are considerably three kinds of raw scores
obtained for the present class action study, that is:

(1) Scores indicating the subjects’ pre-existing writing a recount text ability,

(2) Scores showing the subjects’ progress achievement in writing a recount text; and

(3) Scores showing the subjects’ changing learning behaviours.

The students’ achievement will be calculated into the following criteria:

Excellent : those students who are able to answer the test items between 80% - 100% correctly

Good : those students who are able to answer the test items between 70% - 79% correctly

Fair : those students who are able to answer the test items between 60% - 69% correctly

Poor : those students who are able to answer the test items between 50% - 59% correctly

Failure : those students who are able to answer the test items between 0% - 49% correctly
The schedule of Research

Months
Research’s
Steps Januari Februari
activities
1 2 3 4 5 1 2 3 4

Preparing the

Conducting the instruments

research Conducting the

research

Data analysing and Data analysing

Composing the
Composing the
report
report

Cycle 1
Cycle 1I
REFERENCES

Agustika,Ultari.(2011). Efektivitas Teknik Permainan Kartu Kuartet dalam Pembelajaran


Kosakata Bahasa Jerman. Skripsi. Bandung: FPBS UPI.
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St. Martin’s Publishing Structure and Organisation. Greenwood: R.I.C.
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Azijah Nurul. (2015). The Efectiveness of Jigsaw Toward Student's Reading of Recount
Text. Page 8. Syarif Hidayatullah State Islamic University. Jakarta. Taken from
http://www.repository.uinjkt.ac.id/dspace/bitstream/123456789/.../NURUL%20AZI
JAH-FITK.
Fredricks, J. (2011). Measuring student engagement in upper elementary through high
school: a description of 21 instruments. Greensboro: REL Southeast, UNC. Taken
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Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School Engagement: Potential of the
Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.
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tahun 2016 tentang standar proses pendidikan dasar dan menengah. Jakarta:
Kemendikbud.
Kemendikbud. (2016). Peraturan menteri pendidikan dan kebudayaan No. 23 tahun 2016
tentang standar nasional pendidikan. Jakarta: Kemendikbud.
Kemendikbud. (2016). lampiran 37 peraturan menteri pendidikan dan kebudayaan no. 24
tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada kurikulum
2013 pada pendidikan dasar dan menengah. Jakarta: Kemendikbud.
Marks, H. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary,
Middle, and High School Years. American Educational Research Journal, 37(1), 153-
184. Taken from
http://gtnpd46.ncdpi.wikispaces.net/file/view/Marks.pdf/538414934/Marks.pdf
Kamalia,Mardini(2018) using quartet card as media to improve the recount text writing skill
of the elementary level students of Intensive English Course (IEC) Magelang in the
school year 2017/2018
Klein. 1985. How to Teach Writing Skill In junior.http://smp3lembang.blogspot.com
APPENDICES

1.PRE TEST

Rearrange these jumbled sentences into good paragraph!

1. The trip took about four hours and we arrived around 11.00am

2. I saw many kids there and they played sand castles

3. I and my family went to Pangandaran beach for a vacation

4. Last month was New Year holiday

5. We took a tourism bus to go there

6. It was a nice sunny day with a blue sky and a gentle breeze

7. Before we went home, I looked for some beautiful souvenir at the nearby shop there

8. The waves there were suitable for swimming, but I didn’t swim because I couldn’t swim and
only play with the water on shallow part.

9. Eventually, we went home at about 05.00 pm. It was a memorable experience for me
with my family.
10. We also didn’t miss our opportunity here taking some pictures with the background of
scenic Pangandaran beach
QUARTET CARDS
The teacher distribute quartet cards to each group, and ask the student to shuffle the cards. And
give four cards to friends. One students will get 4 cards.

What did they do on


beach? They They
swam on Played
the beach water

They
They surfed
played on the
sand beach
castle
POST TEST

Rearrange these jumbled sentences into good paragraph!

11. The trip took about four hours and we arrived around 11.00am

12. I saw many kids there and they played sand castles

13. I and my family went to Pangandaran beach for a vacation

14. Last month was New Year holiday

15. We took a tourism bus to go there

16. It was a nice sunny day with a blue sky and a gentle breeze

17. Before we went home, I looked for some beautiful souvenir at the nearby shop there

18. The waves there were suitable for swimming, but I didn’t swim because I couldn’t swim and
only play with the water on shallow part.

19. Eventually, we went home at about 05.00 pm. It was a memorable experience for me
with my family.
20. We also didn’t miss our opportunity here taking some pictures with the background of
scenic Pangandaran beach
Questionnaire Sheet in Pre-Cycle

No Question Yes No

1 Do you like studying English?

2 Do you think that writing English text is difficult?

3 Does your teacher explain the material clearly?

4 Are you able to understand the teacher’s


explanation well?
5 Does your teacher use an interesting media in
teaching writing class?
Questionnaire Sheet in Cycle I and Cycle II

No Question Yes No

1 Do you like studying English?

2 Do you think that writing English text is difficult?

3 Does your teacher explain the material clearly?

4 Are you able to understand the teacher’s


explanation well?
5 Does your teacher use a good media in teaching
writing class?
6 Do you know the Quartet Card Media?

7 Are you able to understand the material after


teacher uses Quartet Card media?
8 Do you like Quartet Card Media?

9 Do you feel that this Quartet Card Media can


improve your writing skill?
10 Do you have high motivation after the teacher uses
Quartet Card media?