THE EFFECT OF SEQUENCE OF PICTURES ON STUDENTS’
ACHIEVEMENT IN WRITING RECOUNT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan
By:
VIKA CHAIRANI LUBIS
Registration Number: 2111121002
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
ABSTRACT
Chairani, Vika. 2111121002. The Effect of Sequence of Picture Media on Students’ Achievement in Writing Recount Text. A Thesis. English Department Faculty of Languages and Arts, State University of Medan. 2015 This study aims to examine the effect of implementing sequence of pictures media on students’ achievement in writing recount text. It was conducted by using experimental research method. This population was the second grade students of SMP Swasta Muhammadiyah Desa Pon, Academic Year 2015/2016. The sample of this study was two groups namely experimental and control group. Experimental group which was taught by using sequence of pictures media consists of 38 students. And control group which was taught by using dialogue script media consists of 38 students. The instrument used to collect the data was writing test. Students were asked to write a recount text. Based on the result of the data analysis by using ttest formula, it was concluded that the application of sequence of pictures media significantly affect students’ achievement in writing recount text (tobserved> ttable, α = 0,05). The calculation of ttestis 2,221 > 1,994 with degree of freedom (df) = 74 and level of significance 0,05. It means that the sequence of pictures media has significant effect in writing recount text.
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most gracious and merciful, the almighty God, Allah SWTalso Prophet Muhammad SAWfor the love and blessing so the writer has finally completed this thesis. This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of SarjanaPendidikan.
During the process of completing this thesis the researcher has worked with a great number of people, through their guidance, suggestions, and comments for which the researcher would like to extend her sincere gratitude and special thanks to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramunoato, M.Hum., the Dean of Languages and Arts Faculty. Prof. Dr. Hj. Sumarsoh, M.Pd., the Head of English and Literature
Department and her Thesis Examiner.
Dra. Meosuro, M.A., the Secretary of English and Literature Department. Nora Ronota Dewo, S.Pd.,S.S., M.Hum., theHead of English Education
Study Program.
Dr. AnnoHololaPulunSan, M.Hum.,her Thesis Consultant I Dr. I Wy. DorSeyasa, M.Hum.,her Thesis Consultant II.
Drs. Zaonuddon, DIP. TEFL.,M.Hum., her Academic Advisor. Prof. Dr. Busmon GurnonS, M.Pd.,her Thesis Examiner.
All Lecturerswho have taught her in English and Literature Department. Euos Sro WahyunonSsoh, M.Pd., the Administrative Staff of English and
iii
Sofyan Arof SohotanS, S.PdI., the Principal of SMP Swasta Muhammadiyah Desa Pon.
Rahmad Syahputra, S.Pd., the English Teacher of SMP Swasta Muhammadiyah Desa Pon.
Rozalo LubosandDarsono,special thanks for her belove parents for giving her everlasting love, praise, affections, supports and hard works. dyrubg the researcher’s whole life, her brothers Ahmado Darma Lubos, Roando Putra Lubos, and Rezko Royanda Lubos, her younger sisters RaraAuloa Lubosand Vorza Maulonda Lubos who supported the writer to finish her study in Faculty of Languages and Arts, State University of Medan.
Her beloved friends, Intan Nolam Saro, S.Pd., Indah Pratama Proda, S.Pd., Soto Khaoron Nashroh, S.Pd., Novoa, S.Pd., Wodya Putro Ameloa, S.Pd., Doah Khoorunnosah Harahap, S.Pd., and alsoReSular C Famoly 2011 and PPLT SMAN 1 Sopospos Famoly for always being there when she needed their supports and motivations and all people who cannot be mentioned one by one, she says thank you.
Last but not least, the researcher realizes that her thesis still has some weaknesses and mistakes. Thus, she would be grateful to accept any suggestion and correction from anyone for the better writing.
Medan, February 2016 The Researcher,
TABLE OF CONTENTS
A. The Background of the Study ... 1
B. The Problem of the Study ... 6
C. The Scope of the Study ...7
D. The Objective of the Study ...7
E. The Significance of the Study ...7
CHAPTER II. REVIEW OF LITERATURE...9
A. Theoretical Framework ...9
1. Students’ Achievement in Writing Recount Text ...9
2. Writing ... 10
3. The Process of Writing ... 12
4. Genre of Writing ...13
a. Characteristics of Genre in Writing... 15
b. Types of Genre in Writing ... 16
5. Recount Text ...18
6. Writing Assessment ... 23
7. Media in Language Teaching ... 24
8. Picture ... 26
9. Sequence of Pictures ...35
a. Advantages and Disadvantages of Sequence of Pictures ...36
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a. Advantages and disadvantages of Dialogue Script ... 43
b. Teaching Writing Recount Text through Dialogue Script ...43
B. Relevant Studies ...45
C. Conceptual Framework ... 46
D. Hypothesis ...48
CHAPTER III. RESEARCH METHOD... 49
A. Research Method ... 49
B. Research Design ... 49
C. Population and Sample ... 50
1. Population ...50
2. Sample ... 50
D. Technique for Collecting Data ... 51
E. Instrument for Collecting Data ... 51
F. The Procedure of the Study ...51
1. Pre-Test ...51
2. Treatment ...55
3. Post-Test ...55
G. Scoring System ...56
H. The Validity and Reliability of the Test ... 56
1. The Validity of the Test ...56
2. The Reliability of the Test ...56
I. Technique for Analyzing the Data ... 57
J. Statistical Hypothesis ...58
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDING... 59
A. Data...59
B. Data Analysis...61
1. Reliability of the Test... 61
2. Test for Homogeneity of Variance... 62
3. Testing Normality...62
C. Testing Hypothesis... 64
D. Research Findings...65
E. Dicussion...65
CHAPTER V. CONCLUSION AND SUGGESTION... 68
A. Conclusion...68
B. Suggestion...68
REFERENCES... 70
vii
LIST OF TABLES
Pages
Table 1.1 The Score of the Students’s Achievement in Writing Personal
Recount Text ... 3
Table 2.1 The Generic Structure and Textual Elements of Recount Text ...19
Table 2.2 Assessment Instrument Rubric ...24
Table 3.1 Research Design ...49
Table 3.2 The Scenario of Treatment Process in Experimental Group ...52
Table 3.3 The Scenario of Treatment Process in Control Group ... 54
Table 3.4 Assessment Intrument Rubric for Recount Text ... 55
Table 4.1 Students’ Score of Pre-test and Post-test...60
LIST OF PICTURES
Pages
Picture 2.1 Single object ... 27
Picture 2.2 One person ... 28
Picture 2.3 Famous people ... 28
Picture 2.4 Several people ...29
Picture 2.5 People in action ...29
Picture 2.6 Picture of places ...30
Picture 2.7 Fantasies ... 30
Picture 2.8 Maps and symbols ... 31
Picture 2.9 Pair of pictures ...31
Picture 2.10 Picture and texts ...32
Picture 2.11 Sequence of pictures ... 33
Picture 2.12 Ambiguou pictures ...33
Picture 2.13 Explanatory pictures ... 34
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LIST OF APPENOICES
Pages
APPENDIX A. Lesson Plan for Experimental group ... 73
APPENDIX B. Lesson Plan for Control Group ... 80
APPENDIX C. Writing Pre-test for Experimental and Control Group...87
APPENDIX D. Writing Post-test for Experimental and Control Group...88
APPENDIX E. The Score of Pre-test and Post-test in Experimental Group...89
APPENDIX F. The Score of Pre-test and Post-test in Control Group... 91
APPENDIX G. The Calculation of Reliability of the Test... 93
APPENDIX H. Test for Distribution of Frequency in Experimental Group... 96
APPENDIX I. Test for Distribution of Frequency in Control Group... 99
APPENDIX J. Testing Normality... 102
APPENDIX K. List of Testing Liliefors... 105
APPENDIX L. Test for Homogeneity of Variance...108
APPENDIX M. F Distribution ... 112
APPENDIX N. The Calculation of ttestfor Experimental Group... 113
CHAPTER I
INTRODUCTION
A. The Background of the Study
In Indonesia, based on KTSP (Educational Unit Oriented Curriculum) 2006
and Curriculum 2013, writing is one of the language skills that must be learned
and mastered by students. Patel and Jain (2008:33) states that writing is essential
feature of learning a language because it provides a very good means of foxing the
vocabulary, spelling, and sentence pattern. It means so many aspects which
influence writing process.
In writing activity, students will be forced to convey the ideas, thoughts, and
feelings into written form. It will be one way for students for helping them
express their expressions into written form. In producing a written text, students
can engage their experience in daily activities as idea for this process. It means
through keep practicing produce these texts, it can help student to know one more
way about how to express their feelings into appropriate text. And in order to
make the purpose of teaching-learning purpose into reality, teacher as a facilitator
have a big effect to affect students’ progress. In teacher’s act as a facilitator,
teacher can design all the needs appropriately. According to Dirgayasa (2014:3)
there are five components of instructions chronologically in teaching-learning
process such as the learning materials, teaching methods, assessments, students
2
Among four language skills -listening, speaking, reading, and writing- many
students think that writing is the most difficult skill to be mastered. As a
productive skill, several aspects are needed to produce a written text. This is a
complex and difficult activity to teach and to learn. In this situation, teachers are
needed and have to be creative in creating the enjoyable classroom activity. It can
be from the way how teacher delivers the material through the appropriate
teaching method and media.
Based on KTSP (Educational Unit Oriented Curriculum) 2006 and
Curriculum 2013, which focuses on writing activity, students of grade eight in
Junior High School should be able to master several types of text such as
descriptive, recount, and narrative text. As one type text that should be learned by
students on grade seven, recount text was choose to be one variable in this study.
Dirgayasa (2012:17) states that recount text is a text which retells the past events
chronologically. In simply way, recount text is a text to inform or retells the
readers about past activities in several lists of events.
Furthermore, the observation was done by the researcher at SMP Swasta
(Private Junior High School) Muhammadiyah Desa Pon, the researcher focus on
grade VII in this study. Based on this observation, it was revealed that the students
of grade VII faced difficulties in writing recount text. There are a whole spectrum
reasons for these difficulties such as the classroom management is not appropriate
with method used or the media is not appropriate with the coverage skill approach.
3
do not know the communicative purpose of each texts well, it makes them cannot
distinguish one kind of text to the others texts. It was also difficult for them to
organize their idea into the appropriate written form.
In addition, based on the observation in that school, the researcher found
that many students did not reach the standard minimum value. The standard
minimum value in target school for English subject is 75. The mean of students’
score in writing personal recount text can be seen in table 1.1 the score of the
students’ achievement in writing personal recount text:
Table 1.1 The Score of the Students’ Achievement in Writing Personal Recount Text
Source: SMP Swasta (Private Junior High School) Muhammadiyah desa Pon class VIII A and VIII Bon Friday March 6th2015.
Based on the observation, English teacher did not use any one single media
during teaching-learning process. The English teacher only divided students into
some groups. It seems like small group discussion method. During
teaching-learning process some students looked not focus on teacher’s explanation. They
made a chat with a friend beside them and tried to disturb the others students by
throwing a paper or something else. It looks like the students did not enjoy and
not interested in learning material during teaching-learning process. So, when the
4
achievement in writing personal recount text in both class still low or did not pass
the standard minimum value in that school.
Fortunately, Learning Revolution had implemented in teaching-learning
process in school and it has been socialized to the teachers all over Indonesia. It’s
also called as Students Centered Learning (SCL), an approach to education
focusing on the need of the students rather than those of others involved in the
educational process, such as teachers and administrators. This approaches had
many implications for the design of the curriculum, course content and
interactivity of course.
By this, teacher serves only as facilitator and problem solver to students, it
means teacher has been forced to be creative to design the learning situation
especially in teaching writing. Because there are so many advantages that students
can get through writing activity. Besides to produce a written text, writing activity
can be used as one way to learn to read. Many teachers use this way to teach their
students to learn to read. And through writing process, students will be forced to
brainstorm their mind. So students can express their idea into a written form.
As it is explained before, like issue during this time that writing process is a
bored activity in teaching-learning process. It realized that an inappropriate media
is one of source problem in teaching-learning process, because through an
appropriate media it can generate students’ motivation and stimulation in learning
activities. There are many kinds of media that could be used in teaching and
5
etc. Furthermore it is essential to use a suitable and an effective media to help
students to solve their writing problem. These media are sequence of pictures and
dialogue script media, two different media used in experimental and control group.
Sequence of pictures media is a visual media organized as several pictures which
is relates or connected one to others. Wright (2004:65) states that the uses of
sequence of pictures are:
a. Showing one main event with considerable details.
b. Offering an attractive and stimulating framework for writing practice.
c. Making the students responds favorably.
d. Guiding the students to use certain language.
e. Reminding the students of what to say.
Through sequence of pictures, students expected to be able to convert the
story that exists in this media into a written form especially into a personal
recount text. In this activity, students do not need to find the idea that will be
organized in written form by themselves. Students only have to read the pictures
based on their perspective and organized the idea into appropriate written form.
This media also expected can attrack students’ attention in learning writing
process through these interest pictures. This interest media could be students’
focus during teaching-learning process. Students could get advantage from this
step to produce a good writing of recount text. By read a story that exists in these
6
Meanwhile, dialogue script media is a full written conversation. Dialogue
script media provides a full dialogue script about an event that help students to
imagine how the situation of the story in reality. This is supported by Chiarella
(2003:9) a dialogue script provide several important things namely character,
setting, the level of tension, and the structure of the story. These things help
students to be easy to write a text because they already imagined the character of
each participant and also about the situation of how is actually the story line in
this media.
Through this media, students expected to be able to convert the conversation
form into a text form. This media really helpful for students because students do
not need to find the idea for make this text and also this media provides full
vocabularies. So, students just need to comprehend about how to change the direct
sentence into indirect sentence.
In line with background above, this study designed and conducted to prove
that sequence of pictures media which is consist of several related pictures
affected students’ achievement in writing recount text than a dialogue script
media. The title for this study is the effect of sequence of pictures on students’
achievement in writing recount text.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
7
“Is students’ achievement in writing recount text taught by using sequence
of pictures higher than taught by using dialogue script media?”
C. The Scope of the Study
There are many types of writing texts namely narrative, descriptive, recount,
procedure, explanation, discussion, spoof, report, news item, anecdote, hortatory
exposition, analytical exposition, and review. But this study limited on the effect
writing recount text and focus on the applying of sequence of pictures media on
students’ achievement in writing recount text, especially personal recount.
D. The Objective of the Study
The objective of this study is to find out the effect of sequence of pictures
on students’ achievement in writing recount text on grade eight in SMP Swasta
(Private Junior High School) Muhammadiyah.
E. The Significance of the Study
The significance of this study is expected to have both theoretical and
practical importance in writing as a process and product especially the framework
of writing. Theoretically, the result of this research is to enhance the knowledge or
information about implementation sequence of pictures media on writing recount
text.
8
1. For students point of view
To affect students’ achievement in writing recount text through
sequence of pictures media.
2. For teachers point of view
This research provides information for the English teacher about
sequence of pictures in teaching and learning process.
3. For other researchers point of view
This research can be used as initial experience in conducting a similar
68
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research finding, it was discovered that there is a significant
effect of implementing sequence of pictures media on students’ achievement in
writing recount text, since student’ achievement in writing recount text taught by
implementing sequence of pictures is higher than implementing dialogue script
media (tobs> ttable; 2,221 > 1,994 ; α = 0.05).
B. Suggestion
Related to the conclusion, some suggestions are pointed out as the following:
1. English teachers are suggested to implement sequence of pictures media,
because this technique can increase teachers’ professionalism in
teaching writing especially recount text.
2. Students can increase their ability in writing recount text by using
sequence of pictures media, because by implementing this media
students are able to express their ideas, put their ideas into words and
organize them into written form effectively.
3. Other researchers are expected to conduct this study, so they will have a
good understanding to support their study especially in writing recount
70
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