THE EFFECT OF IMPLEMENTATION OF PICTURES SLIDE SHOW ON WRITING SKILLS OF FIRST GRADE STUDENTS AT SMPN 3 BATU

1 CHAPTER I

INTRODUCTION

Chapter 1 of this research presents such topics as: background of study,

statement of problem, hypothesis of study, purpose of study, significance of study,

scope and limitation, and definition of key term. Each section is presented as follows.

1.1Background of Study

English has been in decline in recent decades in terms of the proportions of

the global population who speak it as their first language (Graddol, 2001: 48). English

is now spoken in over forty countries as a first language and in over fifty-five

countries as a second language, and the language seems to be on an ever increasing

and unstoppable trajectory of use (Graddol, 2001: 47). English may be not the most

spoken language, but technically it is estimated that 3 billion people use English to

communicate. Nevertheless, Graddol (2001: 48) mentions that English has been in

decline inrecent decades in terms of the proportions of the global population who

speak it as their first language. Furthermore, Burdova (2007: 6) says that English is

still seen as a language number one at schools. Students´ interest in this language is

enormous. English is applied everywhere, most of books, movies, even internet also

in English. It makes English most needed in the world.

Now, the government has enforced new curriculum which is the 2013

Curriculum. The 2013 Curriculum is a curriculum that is prepared for the next

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developments. It is made to build the character of nation especially students, it is not

just about learning school subject but also learning by doing in reality life with good

attitude.

Nuh (2013: iii) says the 2013 Curriculum considers the main role of the

English language to deliver ideas out of the limit of Indonesia as well as to absorb

ideas from outside which can be used for the benefit of the nation and the state as a

result of the flat world. The 2013 Curriculum is designed to welcome 21st Century

learning model where there is a shift in the learning of learners are given know to be

learners to find out from the various sources of learning exceed the limits of teachers

and education units.

The role of English in the learning model becomes very central given that

most of learning resources are written in English. The 2013 Curriculum emphasizes

the importance of balance in the attitude's competence, knowledge, and skills, English

language skills are demanded and formed through continuous learning: it is started

with improving the competence of knowledge about the types, rules, and context of a

text is continued with the competence’s skills presents a written text and oral both

planned and spontaneous with proper pronunciation and intonation, and lead to the

formation of linguistic politeness attitude.

In the past, most textbooks paid more attention to reading and grammar, but

recently they have been reformed to develop the four language skills (listening,

speaking, reading, and writing) equally. Tarigan (2008: 1) says that language skills

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writing skills. Writing is an activity that is productive and expressive. In the activities

of writing, the writer must master the language structure and vocabulary. The writing

skills will not come automatically, but must go through a lot of regular training and

practice. Writing skill is a feature of an educated person or educated nation. Despite

the innovation in textbooks and teaching methods, we can see a little change in

students. Among the four language skills, writing skill seems to be the most difficult

to be mastered by the students. Beare (2014) says that for many English learners

learning to write fluently in English is much more challenging than learning to speak

fluently. Even for advanced level learners, written communications can come much

more slowly in English than spoken communications.

The first grade students in Junior High School learn writing for the beginning,

so they will get the problem when write English sentences and organize their ideas.

They are still early learners in receiving written materials. They should learn about

the structure and characteristics of descriptive text language. Students are required to

write ideas and creativity in using grammar, vocabulary, rhetorical and also the use of

spelling, punctuation, etc.

Djajasudarma (2012: 10) claims that descriptive text is speech series that

describes something or depicts something, either by experience or knowledge of

native speakers. The students must learn descriptive text in their class, but they feel

bored and difficult to write that text. To help the students, teacher can give media

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Teacher is not the only one as learning resources, the position of teacher is as

activator role too. Based on thus position, teacher has to create something to achieve

the goal in teaching learning, one of it is providing the media that can be used as

learning resources by the students (Munadi, 2013: 7). Moreover, Carson (1991)

states that teacher's decision to use a particular method or media can influence the

student interaction with friends, content and attitude. Therefore, the teachers have to

be careful selecting the media and the method which is appropriate for the material

and the students’ interest.

In her research, Ariningsih (2010: xcii) proved the effectiveness of using

picture series to improve the students’ writing skill of seventh grade students of

SMPN 1 Tanjunganom. The result showed that the mean score of the students taught

using picture series (80.5) was higher than those taught using translation (71.7). It can

be concluded that the use of picture series was more effective than the use of

translation for teaching writing.

Another empirical research also proved the usefulness of pictures in language

classrooms. Ni’mah (2012: 59) showed the effectiveness of using basic questioning

with picture to improve the students’ descriptive writing skills in VII E & VII F class

of SMPN 31 Semarang. The result of post-test of experiment class was 71.17, higher

than the control class, 57.83. It means that there was a significant difference in the

students’ writing score of the seventh year students of SMPN 31 Semarang in

academic year of 2011/ 2012 between students who had been taught writing a

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taught by using a conventional learning or lecturing only. From the explanation

above, it can be concluded that the use of basic questioning with pictures was

effective to improve the students’ descriptive writing skill at the seventh grade of

SMP N 31 Semarang.

From the explanation above, there is a way to improve the students’ writing

skills. The researcher tries to give media pictures slide show to make significant

effect on writing skills of the first grade students at SMPN 3 Batu in order to make

the students more understand how to write and make writing easier.

1.2Statement of Problem

Is there any significant effect of the implementation of pictures slide show on writing

skills of the first grade students at SMPN 3 Batu?

1.3Hypothesis of Study

: There is no significant effect of the implementation of pictures slide show on

writing skills of the first grade students at SMPN 3 Batu.

: There is significant effect of the implementation of pictures slide show on writing

skills of the first grade students at SMPN 3 Batu

1.4Purpose of Study

To know whether there is significant effect of the implementation of pictures slide

6 1.5Significance of Study

The researcher uses pictures slide show as the media. It is expected to givee

significant effect in the students’ writing skills and to make writing more interesting

and attracting. Besides, this media is to enhance the communicative competence of

the first grade students at SMPN 3 Batu and promote their writing skills in public,

also to enrich and improve the teaching-learning processes in learning a second or

foreign language. It also gives feedback to English teacher at SMPN 3 Batu.

Furthermore, it will be useful for the reader in English subject especially.

1.6 Scope and Limitation

The scope of this thesis deals mainly with using pictures slide show as media

to givee significant effect on writing skills of the first grade students at SMPN 3 Batu.

This study is limited in terms of the population, namely the first grade students at

SMPN 3 Batu and the sample is using simple random sampling, selected from the

first grade students at SMPN 3 Batu.

1.7Definition of Key terms

1. Writing Skill

Writing is lowered or described graph’s symbols to illustrate a language which is

understood by a person so that the others can read the symbols on the graph if they

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2. Media

According to Munadi (2013: 7), instructional media is anything that can be delivers

and distributes messages from sources in a planned in order to create a conducives

learning environment in which the receiver can perform the learning process

efficiently and effectively.

3. Descriptive text

Descriptive is a text that describes a particular person, place, or thing. A description

consists of identification and description. Identification, this

part identifies the thing / person being described. Description, in this part describes

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THE EFFECT OF IMPLEMENTATION OF PICTURES SLIDE

SHOW ON WRITING SKILLS OF FIRST GRADE STUDENTS

AT SMPN 3 BATU

THESIS

By:

LAILA AFIFAH

2010100311132

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

ii

THE EFFECT OF IMPLEMENTATION OF PICTURES SLIDE

SHOW ON WRITING SKILLS OF FIRST GRADE STUDENTS

AT SMPN 3 BATU

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By:

LAILA AFIFAH

201010100311132

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

vi

MOTTO

Rasulullah SAW said “Looking for knowledge is obligatori for

Muslims” (HR. Ibnu Abdil Bari)

Rasulullah SAW said “Those who tread a road in order to look

for knowledge, then

Allah will ease them go to heaven “ (H.R.

Ibnu Majah & Abu Dawud)

It is better to take the hardship of education than

to taste the bitterness of ignorance...

DEDICATION:

I dedicated this thesis to:

My Beloved Father (Ponco Atmaja) and Mother (Dedeh Hermina),

My Sweetest Sister (Ashri Quraisyin),

My Lovely Sweety (Orenthesa Yurisma)

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ACKNOWLEDGEMENTS

Alhamdulillah, all praise be to Allah, the Merciful and Charitable. Because of his guidance, blessing and affection, the researcher can finish this thesis.

The researcher would like to express her deepest gratitude to Drs. Estu Widodo, M.Hum., as the first advisor and Rinjani Bonavidi, M.Ed., Ph.D., as the second advisor, for their invaluable guidance, advice, suggestion, and information during the consultation period, and their comments and corrections during the completion of this thesis.

Her sincere gratitude and appreciation are also extended to the Djihad, M. KPd as Headmaster and Ulfiyah, S.Pd as Teacher who had given her the

opportunity to conduct the research.

Finally, the researcher realizes that this thesis is still far from being perfect. Therefore, the researcher always expects criticism for completing this thesis. The researcher hopes this thesis will be useful for education especially in English education and may this thesis be useful for the researcher especially and the readers in general.

Malang, June 2015

viii

MOTTO AND DEDICATION ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... ix

CHAPTER I INTRODUCTION 1.1 Background of Study ... 1

1.2 Statement of Problem ... 5

1.3 Hypothesis of Study ... 5

1.4 Purpose of Study ... 5

1.5 Significance of Study ... 6

1.6 Scope and Limitation ... 6

1.7 Definition of Key Term ... 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Writing ... 8

2.1.1 Definition of Writing... 8

2.1.2 The Characteristics of Good Writing ... 9

2.2 Writing Descriptive Text... 11

2.2 1 Kinds of Text ... 11

2.3 Definition of Descriptive Text ... 13

2.3.1 The Generic Structure ... 13

2.3.2 The Grammatical Features ... 14

2.3.3 The Characteristics of Descriptive Text ... 14

2.3.4 Example of Descriptive Text ... 15

2.4 Teaching Media ... 16

ix

2.4.2 The Kinds of Media ... 17

2.4.2.1 Audio Media ... 17

2.4.2.2 Visual Media... 17

2.4.2.3 Audio Visual Media ... 18

2.4.2.4 Multimedia... 18

2.4.3 The Kinds of Instructional Media ... 19

2.5 Pictures Slide Show ... 24

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 25

3.2 Population, Sample and Sampling Technique ... 26

3.2.1 Population ... 26

3.2.2 Sample ... 26

3.2.3 Sampling technique ... 26

3.3 Research Hypothesis ... 27

3.4 Research Instrument ... 27

3.5 Data Collection... 28

3.6 Data Analysis ... 28

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1Data Description... 35

4.2Hypothesis Verification ... 38

4.2.1 Normality Test Used Kolmogorov Smirnov ... 38

4.2.2 Homogeneity Test Used One Way Annova ... 39

4.2.3 Concluded Hypothesis ... 41

4.3 Independent T-test ... 41

4.4 Dependent T-test ... 43

4.5 Discussion ... 44

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 46

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TABLE LIST

Table 3.1 Guide for Scoring Writing Skills ... 30

Table 4.1 Data Description ... 36

Table 4.2 Normality Test ... 38

Table 4.3 Homogeneity Test ... 40

Table 4.4 Independent T-test... 42

Table 4.5 Paired Sample T-test ... 43

REFERENCES APPENDIXES STATISTIC LIST JOURNAL ACTIVITY

RECOMMENDATION LETTER LESSSON PLAN

xi

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