Students’ Perception on Transition Action Detail (TAD) Strategy in Teaching Narrative Text to Tenth Grade Students of SMK Negeri 1 Percut Sei Tuan

This study aimed to identify students’ perceptions of the Transition Action Detail
(TAD) strategy in teaching writing narrative texts and to determine the reasons
behind their perceptions. This research applied a descriptive qualitative design to
describe students’ views toward the use of the TAD strategy in learning narrative
writing. The participants of this study were 30 tenth grade students from class X
DPIB 1 at SMK Negeri 1 Percut Sei Tuan. The data were collected through a
questionnaire and interviews. The questionnaire was used to identify students’
perceptions, while the interviews were conducted to explore the reasons behind
those perceptions in more depth. The results of the study showed that students had
positive perceptions toward the use of the TAD strategy in learning to write
narrative texts. Most students were able to understand the components of
Transition, Action, and Detail and apply them in organizing their ideas when
writing a narrative text. The strategy helped students arrange events in sequence,
develop ideas more clearly, and add relevant details to support the story. In
addition, students felt that the TAD strategy made the writing process easier, more
organized, and more interesting. The positive perceptions were influenced by
several factors, including students’ motivation and interest, the clear and
systematic steps of the TAD strategy, and a supportive learning environment.
Therefore, it can be concluded that the TAD strategy gives a positive contribution
to students in learning to write narrative texts.