STUDENTS’ PERCEPTIONS ON TRANSITIONS ACTION DETAILS STRATEGY IN TEACHING WRITING RECOUNT TEXT AT SMAN 11 MEDAN

This research aimed to examine students' perceptions of the TAD (Transitions – Action – Details) strategy in teaching recount text writing at SMA Negeri 11 Medan. The strategy used to analyze the students’ perceptions were the theory of
perception by Robbins and Judge (2013). The participants of this study were 31 students of SMA Negeri 11 Medan. In conducting this research, descriptive qualitative design with the research instruments, with the data collected through questionnaires distributed to the students and interviews conducted with them. The result of this research showed that; (1)Students were giving positive perceptions of using TAD strategy in Writing Recount text, (2) the reasons behind the students positive perceptions were because the students agreed that TAD strategy helped them in learning writing recount text and the students agreed that
TAD strategy was easy to use. Students generally had positive perceptions on all aspects: perceiver, target and situations of the TAD strategy. Based on the perceiver, the perceptions were 91% positive, the target were 87% positive, and the situations were 93,5% had positive perceptions. Overall, the research concluded that the TAD strategy used by the teacher in teaching recount text received predominantly positive perceptions from the students.