The Implementation of Experiential Learning to Improve the Ability of Eight Graders of SMPN 1 Singosari in Writing Personal Recount Paragraphs

The writer of this thesis, a student teacher of English in SMPN 1 Singosari conducted a preliminary study to students of class 8F in writing a recount text. It was found out that their writing ability was low. They could not develop their ideas well; thus, their writings were not interesting and boring. They did not have mastery in content, organization, and language use of a composition. To get further information, the researcher interviewed the English teacher of class 8F. It was found out that the teacher used to assigning the students to write with themes unfamiliar to them. Therefore, the students thought writing was difficult and boring. Hence, the researcher decided to conduct a classroom action research to class 8F which was aimed to improve the ability of students of class 8F in writing recount texts by means of a teaching method called Experiential Learning. In conducting this study, the researcher collaborated with the English teacher of class 8F in planning, implementing, observing the action, and reflecting the data collected from teaching and learning process. The research was conducted in two cycles; Cycle 1 consisted of one meeting and Cycle 2 consisted of two meetings. The researcher acted as the English teacher and the English teacher of class 8F acted as the observer. The data collected from this study were in the form of students writing results of observation checklists. In Cycle 1, the teacher assigned the students to write a recount text about their experience when they visited a beach. Yet, the results showed that students scores were still under the criteria of success, that was score 3. Thus, the teacher continued the action with Cycle 2 with some changes in the teaching strategies: (1) the teacher taught the students to write a draft first before writing a complete text, (2) the use of dictionary and drilling was important for the students, and (3) the texts used in reading activities were shorter than ones used in Cycle 1 to avoid students from feeling bored. The results of Cycle 2 showed that the strategies used in Cycle 2 succeeded in improving students scores. Based on the findings of Cycle 2, it was proven that Experiential Learning succeeded in improving students ability in writing recount texts. The procedures used in Experiential Learning were: briefing (teacher s preparation in preparing the material and media), activity (teacher s activities in class which covers observing students activities and helping students do the tasks in class), and review (teacher s help in drawing a day s lesson). To conclude, due to the success of Experiential Learning that was implemented to students of class 8F, the writer of this thesis recommended Experiential Learning be implemented in teaching and learning activities, especially in teaching writing. It is also recommended that further researchers implement Experiential Learning to improve students writing ability in other text types