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I.

INTRODUCTION
A. Background of the Research
In studying English, the students must master four skills in English they are
(listening, speaking, reading, and writing). One of the skills that must be mastered by
the students is writing.
Writing is difficult skill because the students must spend a lot of time and
effort of communicating their ideas. Richards and Renandya, (2002: 303) state there
is no doubt that writing is the most difficult skill for L2 learners to master, It means
that writing is the most difficult skill than other skills. There are five text types that
should be mastered by the students of a junior high school. According to Roudlatul
Hasanah (in Cahyono, 2009: 5), in the context of the teaching writing focuses on five
text types: descriptive, narrative, recount, procedure and report texts (Depdiknas,
2006). It means that descriptive, narrative, recount, procedure and report are kinds of
text that must be studied by the students.
In addition, there are many problems in teaching writing. In fact, the problems
come from students and teacher. The students of SMP get difficulties in learning
writing, because they do not pay attention when teacher explains about write skill.
Second, the students do not understand about tense, that make them difficult to
assemble words into sentences in English. The last, the students do not like writing
skill.
Then the teacher problems are: the first, the teacher do not master writing
skill. The last, the teacher does not use appropriate media in teaching writing skill that
make students become bored.
Based on the result of pre-observation in SMPN 1 Jiwan, it is known that
problems come not only from the students but also the teacher. The students do not
like writing lesson in English. Other problems are poor vocabulary and they get some
difficulties in writing. Besides, students do not know the criteria used in writing
assessment. The teacher problem in writing is the teacher does not have an ability in
using suitable teaching model to support the teaching-learning process.
Based on problems above, the researcher want to do a research in teaching
writing skill using Postcard media. The postcard is media used in teaching writing by
using a script. Postcard can be created by cutting stiff paper into the size of Postcards
and drawing or pasting a picture of a famous place on one side of each card and on the
other side, writing a note about a vacation from that place ( Siegel, 2005: 5). It means
thet in postcard the students make picture and write about a vacation from that place.
In teaching writing, using Postcard as media to teach recount texts can be used
by teacher to practice the student. So the student can learn recount text easily and
efficiently. The purposes of this method are (1) students can be able to active in class,
(2) students can more understand the lesson, and (3) the lesson becomes interesting.
There is a previous research on implementing postcard in writing skill.
Oktafias research STIKIP PGRI Sumatera Barat (2013) that has title The Effect of
Using Postcard Toward Studens Writing Abilty a Study at the eighth Grade Student
of MTsN Air Bangis, West Pasaman Based on the result of the research, it found out
there was a good effect of using Postcard toward students writing ability at the eight
grade students of MTsN Air Bangis, West Pasaman.
Based on the problems above, it is very important to do research entitled
Teaching Writing Recount Text by Using Postcard for to the Eight-grade
Students of SMPN 1 Jiwan in the Schooling Years of 2016/2017.
B. The Statement of the Problem
Based on the background of the study, the sentence of the problems can be
formulated as follows:
1. How is the use of Postcard in teaching writing recount text at the 8th-grade
students of SMPN 1 JIWAN in the schooling years of 2016/2017?
2. What are the problems in teaching writing recount text by using postcard at the
8th-grade students of SMPN 1 JIWAN in the schooling years of 2016/2017?
3. What are the solutions of the problems in teaching writing recount text by using
postcard at the 8th-grade students of SMPN 1 JIWAN in the schooling years of
2016/2017?

II. RESEARCH METHODOLOGY


This chapter presents methodology of research. The research method of this research
consist of approach and type of the research, source of data, techniques of collecting data,
research procedure, data validating technique, and data analysis techniques.
In this research, the research uses qualitative method research. The researcher uses a
qualitative method to describe the use of postcard media as solution learning, in teaching
writing recount text to the eight grade students of SMP 1 Jiwan in the schooling years of
2016/2017. Miles, Huberman , and Saldana (2014: 30) say, Qualitative data, with their
emphasis on peoples lived experiences, are fundamentally well suited for locating the
meanings people place on the events, processes, and structures of their lives and for
connecting these meanings to the social world around them. It means that qualitative data is
emphasis on peoples lived experiences, are fundamentally events, process, and structures of
their lives and for connecting these meaning to the social world around them. According to
Yin (2011: 6), qualitative research represents an attractive and fruitful way of doing
research. It means that qualitative research doing must be attractive and fruitful based on the
problems found by the research.
A. Place of the Research
The research takes place at SMPN 1 Jiwan. It is located at Jl. Raya Solo Jiwan, Kabupaten
Madiun.
B. Time of the Research
This research carried out in 2016. It is started a February until June 2016.
C. Research Instrument
Instrument is tools that are required to get information. According Arikunto (2000: 134)
, Instrument in collecting data is a tool that is used by researchers to help them in collecting
data in order to make it more systematic and easy. It is means the intrument to collecting
data to make the data systematic and easy. So, the instrument is researcher himself because
the resercher can make the data become systematic and easy.
D. Technique of Collecting Data
The data of this research were collected in qualitative data. Qualitative data were
observation, interview, and documentation. The qualitative data in the research was taken
from observation, interview, and documentation.
The interview is used by the researcher to get data from the students and English teacher
of VIII-B class. The researcher uses a semi-structured format to ask some question and
answer activity between researcher and participant to check the research that was held. The
researcher interviews some students and teacher for knowing their opinions about how using
media Postcard to VIII-B class students of SMPN 1 JIWAN in schooling years 2015/2016.
E. Technique of Data Validity
A good research is a research which uses a valid data related to the true study and
information. According to Berg (2009: 6), Triangulation is restricted to use multiple data
gathering techniques (usually three) to investigate the same phenomenon. It means that
triangulation is about collecting more than one data to research.
In this research, the researcher uses two kinds of triangulation to get the valid data, they
are data triangulation and investigator triangulation. In data triangulation, the researcher uses
some data related to the time, space, and the person in the research. Besides, in investigator
triangulation, the researcher uses different methods to investigate the phenomenon by using
interview, observation, and documentation.
F. Technique of Analyzing Data
According to Miles, Huberman, Saldana (2014: 31), there are three activities in analyzing
data. They are data reduction, data display, and conclusion drawing/verification.
In this activity, researcher reviews the finding of the research to give the clear explanation of
what the researchers analysis is mainly about. The researcher concludes the advantages and
disadvantages of teaching writing recount text by using Postcard for to eight grade students of
SMPN 1 Jiwan in schooling year of 2015/2016.
III. DATA PRESENTATION AND RESEARCH FINDING
In data presentation, the researcher presented the data description of setting the research
of SMPN 1 Jiwan, teaching writing recount text by using Postcard, to describe of recount text
by using Postcard, to find the problems of recount text by using Postcard, and the solution of
the problems of teaching writing recount text by using Postcard based on the result of
observation, interview, and documentation.
The researcher got the data of teaching writing recount text by using Postcard for to the
8th grade students of SMPN 1 Jiwan in the schooling years 2015/2016 from the results of
observation, and document. They were described as follows:
A. The Result of Observation (DO)
In this part, the researcher present the result of teaching writing recount text by using
Postcard for to the 8th grade students of SMPN 1 Jiwan in the schooling years 2015/2016. The
research took the data from the learning process of VIII-B in class. They were described as
follows:
1. Preparation of Material and Lesson Plan
a. Teaching and Learning Process
2. Based on the observation, the researcher found there were three activities in the
learning process; they were pre-activities, main-activities, and post-activities.
1) Pre-activities
Pre activities must do by the teacher before teaching learning process. In this step, the
teacher opened the class by greeting the students by saying, Good morning?, and
the students responses, Good morning maam. The teacher asked the condition of
students and the students responded that their condition was fine. The teacher said,
How are you today?, the students give the responses, Im fine, and you?, the
teacher says, Im fine too, thankyou, Then, the teacher asked to pray together
leader class please lead to together pray, the leader answer yes maam, lets pray
together, pray begin... . The teacher checked the students attendance. The teacher
said Students now, I will check your attendance list, I call your name and raise your
hand. Anugrah, agung, alif, .... Students raise their hand and said present. Before
the teaching and learning process began, the teacher reviewed the previous lesson by
saying, What has material last week?. The teacher introduces the next material in
the meeting that is about the recount text.
2) Whilst-Activities
Whilst activities had the meaning was main activity in the teaching process. In this
step, the teacher explained material the recount text, the first the teacher explained
about recount texts and generic structure, do you know about recount text? ........
The students pay attention explained the teacher. The teacher asked how students
forward to the fornt of the class, Ok now who want to read text recount in the front
of the class? . The teacher asked the students to from a group that consist of 3-4
students and distributed a postcard to each group, the teacher said, Ok now you all
create group, one group have 3-4 students students answer Yes maam. The
teacher distributes postcard, ok students I give the postcard (worksheet) any group
one. Then, the teacher asked each group to read and learn the texts postcard after
that analysis of the postcard. After each group analysis, the teacher asked all groups to
present the result analysis of the postcard. The teacher said now after all group has a
worksheet, any group observed the worksheet. You must find the identify generic
structure. Then the teacher discussed their work, Now one of group forward to the
front of the class, group Puri please presentation result you all work. After that the
teacher give the blank postcard (worksheet),and the teacher enactive all students
received blank postcard, ok all I give blank postcard you all that contains of the
picture and instruction in a diagram chart sentence. The teacher asked any student
create recount text based on a clue to give from the teacher. The teacher said, Now,
you have to choose one of the pictures and create recount text using that picture
together with your group. After that, please submit the result to me.
3) Post-Activity
In the last step, the teacher asks the students difficulties during teaching learning process Ok
class, what do we have learned from this meeting?Do you understand about our material
today?Any questions or have difficult this material? the students answer about recount
texts maam, Yes maam difficult in create past tense....... Teacher reviewed and give
conclusion / feed back about the recount text.
B. The Result of Documentation
Documentation is used for collecting the data. From the documentation, the researcher
gets RPP, learning scenario, syllabus, photographs, name lists and students score.

IV. RESEARCH FINDING


A. The Procedure of Teaching Writing Recount Text by Using Postcard for to the
8th Grade Students of SMPN 1 Jiwan in the schooling years of 2016/2017
From the data, the researcher presents the research finding as follows:
a. Pre- Activities
In pre-activities, the teacher opens the meeting by greeting then checks
students attendance by giving the question to students. Having finishing
greeting for the students, the teacher explains and ask some questions related to
the materials discussed.
b. While activities
In while activities, the teacher explains the Postcard in teaching
recount text. The students give attention when the teacher give procedure of
Postcard. The next activity, The teacher give worksheet and student to read the
text. The student observed finish example recount text the class divided into
four group and give Postcard. Every group observed picture then to tell picture
into Postcard. The teacher asked every group to presented, then the teacher
gives paper blank and every group creates recount text like clue given by the
teacher.
c. Post-Activities
In post activities, the teacher asks the students difficulties. Then, teacher and students
make a conclusion to the material which has been done. In the closing of the lesson, the
teacher gives motivation to the students and closes the lesson
B. The Problems of Postcard in Teaching Writing Recount Text for The 8th Grade
Students of SMPN 1 JIWAN in The Schooling Years of 2016/2017
Based on the observation and interview, the researcher gets some
information about what are the problems of finding the using postcard in teaching
writing recount text. The problems of using postcard in the teaching writing are
The students is difficult to make simple past tense. Second, In theme of story
postcard, the students must follow the teacher.

C. The Solutions of Problems Postcard in Teaching Writing Recount Text for The
8th Grade Students of SMPN 1 JIWAN in The Schooling Years of 2016/2017
There are some the solutions problems of using postcard in the teaching
writing are: first, the teacher must explained the material again. Second, the teacher
must give some many choices the picture, so that the students have the choice to
texts recount also students can change picture agree with the place ever visited.
With that the students is easy in to tell experience.
In this chapter, the researcher presents the conclusion of the result of the research that
has been explained in the previous chapter. It covers the data of teaching writing by using
postcard, the finding problems and the solutions of teaching writing by using postcard.
Beside that, the researcher also makes the suggests dedicated for all people related to the
research done.

D. CONCLUSION and SUGESTION


Based on the research which has been conducted to the eight grade students of
SMPN 1 Jiwan, it can be concluded that the procedure of teaching writing by using
postcard to the eight grade students of SMPN 1 Jiwan are presented in below.
Before starting the lesson, the teacher makes preparation of the teaching and
learning process by preparing materials and formulating RPP. The teacher uses postcard
to teach writing. Teaching writing by using postcard has three steps. First step is, the
teacher opens the meeting by greeting then checks their attendance by asking question to
the students. Having finished greeting to the students, the teacher asks some questions to
review the last material. After reviewed the material, the researcher explains and asks
some questions related to the materials that would be discussed as apperception.
Second step, the teacher explains about recount text by postcard to the students.
The students listen carefully to the teachers explanation and do the strategy related to the
procedure. The teacher gives worksheet and students to read text. The students observed
finish example recount text the class divided into four group and give Poscard. Every
group observed picture then to tell picture in to Postcard. The teacher asked every group
to presented, then the teacher give paper blank and every group create recount text like
clue given by the teacher.
Last step, the teacher asks the students difficulties. Then, teacher and students
make conclusion to the material which has been done. In the closing of the lesson, the
teacher gives motivation to the students and closes the lesson.
Beside, based on the research finding, the researcher gets some the problems in
teaching writing by using postcard. They are first, the students is difficult to make simple
past tense. Second, In theme of story postcard, the students must follow the teacher.
Based on the result of this research, the researcher makes some suggestions to
the following elements.
1. For The Teacher
English teachers are suggested to use media, can use postcard in teaching writing
in order to make the students more understand the lesson. Besides that, the teacher
needs to develop the method and also to find the new media especially to teach
writing.
2. For The Students
The students should have high motivation to increase their English ability,
especially in teaching writing. Students are suggested to be active in participating in
the classroom, by using postcard make students are easy understands in learn recount
text.
3. For The School
The school suggested to motivate the teacher to apply various kinds of media in
learning process. Teaching writing by using media postcard as an alternative way to
increase the quality students in the school.
4. For The Future Researcher
The future researcher needs to conduct others research dealing with teaching
English to Senior High Schools students especially in teaching speaking.