ABSTRACT
The objective of this research are (1) to describe how Dyadic Essay could improve grammar mastery in writing recount text by applying the appropriate type of Dyadic Essay, kind of recount text, and kind of exercises needed by the students; (2) to describe the class situation when the Dyadic Essay is implemented in teaching writing recount text.
The method of this research is a classroom action research. The subject of the research is eighth grade students of SMP Negeri 15 Purwonegaran, class VIII-A Surakarta. The research was conducted from October 2014 to October 2015 and the treatment was conducted from January 2015 to February 2015 and it was carried out in two cycles in 8 meetings. The procedures of the research consist of planning, acting, observing, and reflecting. The results of the research were obtained from comparing score among pre-test, test in cycle 1, and test in cycle 2. To analyze the data, I used quantitative and qualitative data.
The result of the research showed that Dyadic Essay technique could improve students? grammar mastery in writing recount text especially writing personal recount. The exercises needed by the students are (1) reading the text as a basic material to practice writing; (2) making essay question and model answer at home as homework; and (3) doing the essay based on recount text procedures. Students are able to use the seven specific elements of grammar in recount text better than before conducting the research. The mean score from pre-test is 48.8 increased to 60.51 in cycle 1 and 69.4 in cycle 2. From the classroom situation, I found that (1) the students had stronger intrinsic motivation and greater interest in the topic; (2) the students? active participation in writing class increased; (3) Dyadic Essay technique is helpful for working in pairs and independent activities.
Based on the result of the research, it can be concluded that Dyadic Essay technique can improve students? grammar mastery in writing recount text. Therefore, I recommend teachers and students to use Dyadic Essay technique as an alternative technique in teaching-learning of writing.
Keywords: grammar, independent activity, working in pairs, writing, and classroom action research