(A Classroom Action Research at the Ninth Grade of MTs Negeri Tangerang 2 Pamulang)
By
Suaeni
1110014000115
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH
AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
iii
Text through Picture Sequences; A Classroom Action Research in the Ninth Grade of MTs Negeri Tangerang 2 Pamulang. Skripsi of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.
Key words: Picture Sequences, Procedure Writing, MTsN Tangerang 2 Pamulang
This study was conducted in order to know whether picture sequences improve the students’ skill in writing procedure text in the ninth grade of 9.3 class of MTsN Tangerang 2 Pamulang academic year 2014/2015. The subject of this study was consisted of 32 students’ 9.3 class.
In conducting this study, the writer used Classroom Action Research (CAR) as the method of the study. The writer used the Kurt Lewins’ model design. Then, the writer and the English teacher of MTsN Tangerang 2 Pamulang were collaborated in conducting this study. The writer was as a teacher and the English teacher was an observer and a collaborator. The writer taught procedure writing through picture sequences. This study was conducted following procedures of the action research: planning, acting, observing, and reflecting. The study was carried out in two cycles. Each cycle consisted of three meetings. The data was gathered in this study through observation sheet, interview guideline, and test.
iv
ABSTRAK
Suaeni (1110014000115). Improving Students’ Skill in Writing Procedure Text through Picture Sequences; A Classroom Action Research in the Ninth Grade of MTs Negeri Tangerang 2 Pamulang. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta, 2015.
Kata Kunci: Picture Sequences, Procedure Writing, MTsN Tangerang 2 Pamulang
Penelitian ini dilaksanakan untuk mengetahui apakah picture sequences meningkatkan kemampuan siswa dalam menulis teks prosedur pada siswa kelas tiga (9.3) MTsN Tangerang 2 Pamulang tahun akademik 2014/2015. Subjek penelitian ini terdiri dari 32 siswa kelas 9.3.
Dalam pelaksanaan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Penulis menggunakan model Kurt Lewin. Peneliti dan guru bahasa Inggris MTsN Tangerang 2 Pamulang berkolaborasi dalam penelitian ini. Peneliti sebagai guru dan guru bahasa inggris bertindak sebagai pengamat. Peneliti mengajarkan prosedur melalui picture sequeces.. penelitian ini dilaksanakan berdasarkan prosedur penelitian tindakan yaitu perencanaan, tindakan, observasi, dan pengamatan. Penelitian ini terdiri dari dua sikluss. Satu siklus terdiri dari tiga pertemuan. Data diperoleh melalui lembar observasi, interview, dan tes.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All praises be to Allah, the Lord of the world who has given His Mercy and Blessing upon the writer in completing this Skripsi. Peace and salutation always be upon the prophet Muhammad Shallallahu ‘Alaihi wa Sallam, his family, his relatives, and his faithful followers.
In this occasion, the writer would like to express her greatest appreciation, honour and gratitude to her beloved parents (Rohadi and Dayu), for all their valuable supports and moral encouragement in motivating the writer to finish her study. Then, the writer thanks to her beloved younger sisters (Fitri Kurniasih and Siti Khamidah) for his love and support to the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to her advisors, Drs. Syauki, M. Pd. and Dr. Ratna Sari Dewi, M. Pd., for their advices, guidances, corrections, and suggestions in finishing this Skripsi.
Her gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, MA., the Dean of Faculty of Tarbiyah and Teachers’ Training.
2. Drs. Syauki, M. Pd., the Head of the Department of English Education. 3. Zaharil Anasy, M. Hum., the Secretary of the Department of English
Education.
4. Her academic advisor, Dr. Fahriany, M. Pd., for her advices, guidances, suggestions, and supports.
5. All lecturers of the Department of English Education who have taught and educated the writer during her study at UIN Syarif Hidayatullah Jakarta. 6. Suhardi, M. Pd., the Headmaster of MTs Negeri Tangerang 2 Pamulang,
who has allowed the writer to conduct the research in his school.
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Pamulang who has given her ideas, time, guidances, advices, and supports to the writer in the process of conducting the research.
8. Her beloved best friends, Rinda Nuraini, Nurdina Mecca, Dede Iros Rosmawati, Ilfa Hidayah, Erma Velanda, Uswatun Khasanah, M, Iqbal Al Muzaeni, M. Sukron Awaludin, for sharing knowledge, cares, motivation, time, supports, laugh and happiness.
9. Her beloved friends in English Education Department Academic Year 2010, especially EED class C, for giving cares and supports.
10.All of her dorm-mates, Atsna Dziroyyah, Tatu Hilaliyah, and Sa’diyyatul Qurroh, for sharing their happiness and support.
11.Any other person who cannot be mentioned one by one for their contribution to the writer during finishing her Skripsi. The words are not enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, the writer feels that it is really pleasure for her to receive criticisms and suggestions to make this Skripsi better. She also hopes that this Skripsi would be beneficial, particularly for her and for those who are interested in
it.
Jakarta, March 2015
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SURAT PERNYATAAN ... ii
ABSTRACT ... iii
ABSTRAK ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vii
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APENDICES ... xiii
CHAPTER I INTRODUCTION A. Background of the Study... vii
B. Identification of the Problem ... 4
C. Limitation of the Study ... 4
D. Formulation of the Study ... 4
E. Objective of the Study... 5
F. Significance of the Study ... 5
CHAPTER II THEORETICAL FRAMEWORK A. Writing 1. The Definition of Writing ... 6
2. The Writing Process ... 6
3. The Purpose of Writing ... 8
viii
5. The Example of Procedure Text ... 14
C. Picture 1. The Definition of Picture ... 15
2. Kinds of Picture ... 16
3. Function of Picture ... 17
4. The Criteria of Good Picture ... 18
5. The Resources of Picture ... 19
6. Picture Sequence ... 20
7. The Example of Picture Sequence ... 21
D. Previous Study ... 22
E. Conceptual Framework ... 23
F. Action Hyphotesis ... 23
CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study ... 24
B. Subject of the Study ... 24
C. Writer’s Role on the Study... 24
D. Design of the Study ... 24
E. Procedure of the Study ... 28
F. Instrument of the Study ... 30
G. Technique of Data Collection ... 31
H. Technique of Data Analysis ... 35
ix
1. Before Implementing the Action ... 38
a. The Result of Pre Observation ... 38
b. The Result of Pre Interview ... 39
c. The Result of Pre Test ... 41
2. The Implementation of Classroom Action Research .... 42
a. Cycle 1 ... 42
1) Planning ... 42
2) Acting ... 43
3) Observing ... 45
4) Reflecting ... 46
b. Cycle 2 ... 47
1) Planning ... 47
2) Acting ... 47
3) Observing ... 48
4) Reflecting ... 49
3. After Implementing Classroom Action Research ... 50
a. The Result of Post Interview... 50
b. The Result of Post Test ... 51
B. Data Interpretation ... 59
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 62
xi
[image:12.595.106.527.139.565.2]xii
[image:13.595.106.525.154.558.2]xiii
Appendix 2 Observation Sheets ... 67
Appendix 3 Students’ Interview before CAR ... 70
Appendix 4 The Result of Students’ Interview before CAR ... 71
Appendix 5 Teacher’s Interview before CAR ... 73
Appendix 6 The Result of Teacher’s Interview before CAR ... 74
Appendix 7 Students’ Interview after CAR ... 77
Appendix 8 The Result of Students’ Interview after CAR ... 78
Appendix 9 Teacher’s Interview after CAR ... 79
Appendix 10 The Result of Teacher’s Interview after CAR ... 80
Appendix 11 The Instrument of Pre Test ... 82
Appendix 12 The Instrument of Post-Test 1 ... 83
Appendix 13 The Instrument of Post-Test 2 ... 84
Appendix 14 The Students’ Score in Pre-Test, Post-Test 1, and Post-Test 2 ... 85
Appendix 15 Lesson Plans of Cycle 1 ... 87
Appendix 16 Lesson Plans of Cycle 2 ... 88
Appendix 17 The Profil of MTs N Tangerang II Pamulang ... 89
Appendix 18 Surat Permohonan Izin Observasi ... 90
Appendix 19 Surat Permohonan Izin Penelitian ... 91
1
CHAPTER I
INTRODUCTION
A.
Background of the Study
There are many kinds of language in our life. One of them is English. Nowadays, English has become a very prominent language in the world. It becomes a lingua franca or a language that used as a medium of communication among people who do not share common language, either in oral or written communication. As an international language, English plays an important role in many fields. Such as education, technology, politic, economy, art, etc. Therefore, both developed and developing countries likely have the same idea that English is one of international languages that needs to be learnt and mastered.
Realizing the importance of English, Indonesia as one of developing countries puts English as a compulsory subject matter in its education curriculum. The government hopes by mastering English, Indonesian human and natural resources can be developed. This is based on the fact that science and technology are mostly transferred through foreign languages, primarily English. Therefore, English becomes first foreign language that should be taught formally to all Indonesian students, starting from Junior High School (SMP) up to university.
Based on real situation, learning English is not easy for Indonesian students, because we know that Indonesian students are expected to be able to master four language skills, they are: listening, speaking, reading, and writing. Those are divided into productive skills and receptive skills as Harmer viewed
that “Speaking and writing involve language production and are therefore often referred as productive skills. Listening and reading, on the other hand, involve receiving messages and are therefore referred to as receptive skills.”1
1
Among the four language skills taught in schools, writing is the most difficult skill to be mastered by students.2 It needs specialized skills that include
the ability to express the writer’s opinions or thoughts clearly and efficiently.
These abilities can be achieved only if a learner masters some techniques of writing such as how to obtain ideas about what she will write on, how to express them in a sequence of sentences, how to organize them chronologically and coherently, and how to review and then to revise the composition until the writing is well-built.3
Considering the complexities of writing skill that were encountered by students, learning writing is the most avoided subject among other skill subject in English. In fact, learning writing has been proven to give advantages to the students. Those are writing sharpens thinking skills, opens opportunities to learn, nurtures personal development, helps to establish relationships, and writing fosters success in college and the workplace.4
Having known the great gains of learning writing, the government of Indonesia created many curriculums which determined writing is one of the language skills that must be taught at Junior High School/Islamic Junior High School (SMP/MTs). One of them is KTSP (Kurikulum Tingkat Satuan Pendidikan). It states that the students must be exposed and be able to write different kinds of texts. One of them is writing procedure text. It is obviously stated in the Basic competence - Kompetensi Dasar (KD) that “The ninth grade students are expected to be able to express the meaning of functional text and simply short essay in the form of procedure and report texts to interact on the daily life context.”5
2
Jack C. Richard and Willy A Renandya, Methodology in Language Teaching, (New York: Cambridge University Press, 2002), p. 303.
3
Halimatus Sa’diyah, Improving Students’ Ability in Writing Descriptive Texts through a Picture Series - Aided Learning Strategy, The English Teacher, vol. XL, 2010, p.164.
4
Betty Mattrix Dietsch, Reasoning & Writing Well; A Rhetoric, Research Guide, Reader, and Handbook, 4th ed, (New York: McGraw-Hill, 2006), p. 5.
5
Based on the writer’s experiences as a private teacher and a teacher during PPKT at the ninth grade of Junior High School’s students, the writer often found difficulties are faced by many students in learning writing procedure text. They often find difficulties to generate their ideas based on their imagination and experiences only when they wrote a procedure text. Consequently, they just copied the materials from internet. They could not arrange the procedure text in a good order. Besides that, the student of Junior High School lack of knowledge of vocabulary and grammar pattern. Some of the students were not interested in writing procedure text and they did not pay attention to learn it. This situation might happen because the teaching method/technique/media was not interesting.
Regarding to those problems which are usually found in learning of writing procedure text, the writer intends to use picture sequences as media to
improve the students’ capability in writing procedure text. As Wright stated that pictures have some benefits such as pictures can motivate students and make them want to pay attention and want to take part. Pictures contribute to the context in which the language is being used. They bring the world into the classroom.6 Pictures also can prompt students into writing story, attract the students to focus in writing and give more their attention in seeing pictures than reading the text. Pictures also help the students to understand and generate their idea visually in writing sentence, so they can write a story based on the pictures they see because pictures give a true, concrete, and realistic concept. By seeing pictures, the students are able to imagine what they want to write.
Besides the reason as mentioned above, other consideration why the picture sequences was applied was the English Teacher had never tried the picture sequences yet as media for teaching writing. In addition, the use of picture
sequences was believed to be able to motivate students’ participation in writing class.
6
Based on the explanations above, the writer has motivation to do a classroom action research about “Improving students’ skill in writing procedure text through picture sequences (A Classroom Action Research at the Ninth Grade of MTs Negeri Tangerang 2 Pamulang)”.
B.
Identification of The Problem
Based on the background above, the problem that covers the research can be identified as follows:
a. Writing procedure text is one of English text types that Junior High School students should be mastered.
b. The students often find difficulty to generate their ideas based on their imagination and experiences only when they wrote a procedure text.
c. They could not arrange the procedure text in a good order.
d. The student of Junior High School lack of knowledge of vocabulary and grammar pattern.
e. Some of the students were not interested and did not pay attention to learn it because the teaching method/technique/media was not interesting.
f. The use of picture sequence is an aid that the writer wants to apply in this research.
g. Picture sequences help the students to understand and generate their idea h. Picture sequences attract students’ attention and motivation towards students’
writing procedure text.
C.
Limitation of The Problem
Based on the identification of the problem above, the writer will limit the problem to: The improvement of students’ skill in writing procedure text through picture sequences.
D.
Formulation of The Problem
the ninth grade students’ skill in writing procedure text at MTs Negeri Tangerang 2 Pamulang?”
E.
The objective of the Study
In line with the formulation of the problem above. The objective of this study is to know whether picture sequences improve the ninth grade students’ skill in writing procedure text at MTs Negeri Tangerang 2 Pamulang.
F.
The significance of the Study
6
A.
Writing
1.
Definition of Writing
Writing is a way of expressing our thoughts in order the reader can understand what we have in our mind in the written form. This statement is supported by Baker who stated, “Writing is a way of thinking. Writing actually creates a thought, and generates your ability to think; you discover
thoughts you hardly knew you had, and come to know what you know.”1
Another expert, Nunan said that, “Writing is both physical and mental work”2
. It means that writing is the physical act of committing words or ideas to some medium, and is mental work of inventing ideas, thinking about how to express them into statements and paragraphs well. Meanwhile, Brown explained that “Writing is, in fact, a transaction with words whereby you free yourself from what you presently think, feel, and perceive.3
All of the definitions above explain clearly that writing is a process of showing or expressing ideas, opinions, experiences, or information in the mind of the writer in the form of written language. The writer succed to express his/her ideas, opinions, experiences, and etc if she/he clearly knows what the purpose she/he writes.
2.
The Writing Process
Writing process is the several actions which have to be done by a writer if he/she wants to write. For some experts, writing is a process that
1
Sheridan Baker, The Practical Stylist, SixthEdition, (New York: Harper & Row Publishers, 1987), p. 2.
2
David Nunan, Language Teaching Method: A Textbook for Teacher, (New York: Prentice Hall, 1991). P. 4.
3
involves some steps. Jack C. Richards and Willy explained four main stages in the writing process, namely planning, drafting, revising, and editing.4 a. Planning (Free-writing) is any activities in the classroom that
encourages students to write, such as: group brainstorming, clustering, rapid free writing, WH_Questions and so on.
b. Drafting (Writing) is a stage where the writers are focussed on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness.
c. Revising is an activity to review the text on the basis of the feedback given in the responding stage and to reexamine what was written to see how effectively the writer communicates the meanings to the reader d. Editing is the stage where the students are engaged in tidying up their
texts as they prepare the final draft for evaluation by the teacher; they edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure, etc.
Meanwhile, Grenville stated that writing is a process that involves the following steps:
a. Getting ideas (in no particular order).
b. Choosing (selecting the ideas you think will be most useful). c. Outlining (putting these ideas into the best order - making a plan). d. Drafting (doing a first draft from beginnin to end, without going back). e. Revising (cutting, adding, or moving parts of this draft where
necessary).
f. Editing (proofreading for grammar, spelling, and paragraphs).5
From the statements above, the writer inferred that those two theorists argued differently about writing process, they however have the
4
Jack C. Richard and Willy A Renandya, Methodology in Language Teaching, (New York: Cambridge University Press, 2002), p. 315.
5
same purpose; that is the writing process provides the students with a series of planned learning experiences to help them understand the nature of writing at every point. Therefore, the process of writing is important to produce a better writing and it can develop positive attitudes toward writing.
3.
The purpose of Writing
The purpose of writing based on Penny Ur is the expression of ideas, the conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing.
Miller said some purposes of writing, they are writing to understand experience, to inform, to explain, to persuade, to amuse, and to inspire others.6
a. Writing to understand experience
The writers who have this motive of writing draw upon to help them undertand who they are, how they become that way, what they like, or what they want. Eventhough, the writers are writing about themselves, they are not writing for themselves alone. They are also writing to share their experience to the readers.7
b. Writing to inform
In much of writing, it will intend simply to inform the reader about a subject. To inform means to transmit necessary information about a subject to the readers, and usually this also means telling the readers what the facts are or what happened.8
c. Writing to explain
Writing to explain means to take what is unclear and make it clear. In explanatory writing, a writer who understands a complex topic must
6
Robert Keith Miller, Motives for Writing, 5th ed, (New York: The MCGraw-Hill Comp, 2006), p. 47.
7
Ibid., p. 47. 8
make sure that the readers understand it as well. The task in explaining is to clarify a subjet to the readers. The important thing to keep in mind is that the relationship between the writers and the readers. It is needed to consider how much the readers already know about the subject and how much still need explanations9
d. Writing to persuade
Persuassion is very important things in human's life. You will use persuassion an attempt to get someone to do something you want for yourself, to achieve benefits for others, or to solve the problem. For instance, when you apply for job, try to borrow money, persuade the government to protect an endangered species. So, it can be assumed that writing to persuade others has an aim which is the need to change someone's mind.10
e. Writing to inspire others
Writing to inspire others means being able to elevate the human spirit by reminding people of what is most important in life and what it is possible to achieve. Fulfilling this motive of writing involves drawing on widely held values and evoking feelings that need to be reinforced.11
f. Writing to amuse
Writing to amuse requires the writers to focus on the readers rather than himself or herself. The writers may enjoy the experience and take pride in what you accomplish, but she or he cannot settle for amusing alone. Writing to amuse gives an opportunity to bring pleasure to others. Seize the opportunity and make the most of it.12
9
Ibid., p. 451. 10
Ibid. 11
Ibid., p. 521 12
Meanwhile, according to Dietsch, writing has four general purposes: to inform, to persuade, to express, and to entertain.13 Based on those two statements above, the writer concluded that every writing has a purpose; that is the writer wants to convey to the readers. Miller and Dietsch have the same opinion that purpose of writing might be giving information, persuading, entertaining or amusing readers. However, Miller added some purposes of writing such as gives explanation, inspiration and understands experience. Meanwhile, Dietsch added writing to express as a purpose of writing.
B.
Procedure Text
1.
Definition of Text
Before going to the definition of procedure text, it is better to know definition of the text itself. Hornby defined “Text is the main written or printed part of a book or page, contrasted with notes.”14 And Jack C. Richard on his book “Longman Dictionary of Applied Linguistics” stated that“Text is a segment of spoken or written langugae. It has some characteristics: it is noramally made up of several sentences, has distinctive structure and, has a particular comminicative function or purpose, and often can be understood in relation to the context ”.15
Moreover, Anderson argued that “Texts are pieces of spoken or written language created for a particular purpose. It means when we write or
13
Betty Mattrix Dietsch, Reasoning & Writing Well; A Rhetoric, Research Guide, Reader, and Handbook 4th ed, (New York: McGraw-Hill, 2006), p. 7.
14 A. S. Hornby, Oxford Advanced Learner’ Dictionary, 6th
ed, (NY: Oxford University Press, 2000), p.1397.
15
speak, we create texts. When we listen, read, or view texts, we interpret them for meaning.16
Thus from the definitions above, the researcher inferred that text is everything we hear or say in spoken language, and what we read or write in written language that has structure and function.
2.
Definition of Procedure Text
We usually find many kinds of texts in our daily life. One of those text is procedure text which is an instructional text that describes how to make something or how a series of sequenced steps or phases. Mark and Kathy Anderson through their book Text Types in English 3 defined a procedure text as a piece of text that tells the readers or listeners how to do something. Its purpose is to provide instructions for making something, doing something, or getting somewhere.17 In addition, Professional Development Service for Teachers stated that a procedure text has a social function to explain how something is done, in a series of sequenced steps.18 The examples of procedure text are directions, Instruction manual, receipes, and itineraries.
As it can be seen above, procedure text is defined as a text that explains, tells or shows someone how to do something, to make something and to get someplace, that have to be done in a series of sequenced steps.
3.
Language Features of Procedure Text
According to Anderson, procedure text usually includes the following language features:
16
Mark Anderson and Kathy Anderson, Text Types in English 3. (South Yarra: Mcmillan Education Ltd, 1998), p.28.
17
Ibid., p. 28. 18
Sentences begun with action verb (imperative sentences). e.g., pour hot water into the cup.
Sequence words or temporal conjunctions (e.g. firstly, next, then) and numbers (e.g. 123) that show the order for carrying out the procedure.
Adverbs of manner to describe how the actions should be performed. e.g. quickly, firmly.
Precise terms and technical language. e.g. ml, grams, etc.19
In addition, the other sources added some of language features of procedure text which are not included in Anderson’s book. They are:
Nouns or noun groups are used in the listed material or equipment.
The person following the instructions may not be referred to or may be referred to in a general way as one or you. There is little use of personal pronouns.
Words related to direction and specific locations are found. e.g. left, north, Jamison street.
Adjectives add details relating to size, shape, color, and amount.
Present tense is generally used.20
To sum up, all of the points of language features of procedure text above are usually used in writing procedure text.
4.
Structure of Procedure Text
Generally, a procedure text is arranged of three main parts; Aim or Goal of the procedure, List of materials which needed to complete the procedure, and sequence of steps in correct order that need to be taken to accomplish the task.
a. An introductory statement giving the aim or goal
19
Mark Anderson and Kathy Anderson, loc. cit. 20
This part can be the little of the procedure text, it is also may include an introductory paragraph.
b. List of materials needed for completing the procedure
This part usually takes form in kind of list, though sometimes it also can be in form of paragraph. In certain proccedure text this part sometime is omitted or left out.
c. A sequence of steps in the correct order
This is the last part of procedure text which shows a sequence of steps that need to be taken by readers to complete the task. The sequence usually is shown by numbers (1,2,3 ...) or by using words such as first, second, third, etc. Words such as now, next, and after this sometimes are used as well. Commonly, the steps usually begin with a command such as add, strir, or push.21
Thus from the explanation above, it can be concluded that there are three points of generic structure of procedure text. Nevertheless, the structure above is sometimes not found in certain types of procedure texts. For example, in procedure text that tells the readers direction of how to get to certain place or procedure text of rules of behavior, there is no list of materials needed. In a procedure text of how to operate something, sometimes list of materials needed is not included.
21
5.
The Example of Procedure Text
Figure 2.1
Procedure Writing for Junior Classes
(Adapted from Writing Genre-A Structured Approach)22
How to Make Jelly
Ingredients : Jelly, Water
Utensils : Kettle, Littre Jug, Spoon, Bowl,
Steps/method:
1. Fill the kettle with water and bring to the boil
2. Break up the jelly into small pieces
3. Put the jelly pieces into the jug
4. Pour the boiling water over the jelly in the jug
5. Stir well until all the jelly has dissolved
6. Pour into the bowl
7. Leave in a cold place to set
8. Put in a dish, add cream or ice cream. Taste
Thus, from example above, everybody know how to write procedure text. First, they must write a goal. Second, they write a list of materials that will be needed for completing the procedure, such as kind of ingredients and utensils. Last, they need steps to achieve the goal with the purpose: to tell the making process of jelly to the reader.
22
C.
Picture
1.
Definition of Picture
A picture is one of visual media that is very useful in teaching, especially for English teaching. As stated before, English is a foreign language for Indonesian students, so they have to know the English words when they want to use it. Pictures can help the learners to ease them in understanding the meaning of a word, a sentence or even a paragraph. By using pictures, the learner can get the imagination about the objects or situations that happens.
There are some definitions of a picture. Stone stated “A picture is worth a thousand words.”23
It means pictures are able to say many words so that people can understand many things by seeing them. Another definition from Wright, he defined “Pictures are not just an aspect of method, but through their representation of places, objects and people are an essential part of the overall experiences we must help our students to cope with.24 This statement tells the picture can help the students to understand something or somebody through its representation. It gives the students easier way in learning their material. Furthermore, pictures can clarify the material being taught and make learning more permanent.25 It can be known that students can understand the material clearly and can remember it much longer by seeing. It is clarified in the figure below.
23
Randi Stone, Best Practices for Teaching Writing, (California, Corwin Press Inc, 2007), p. 89.
24
Andrew Wright, op. cit., p. 2 25
Figure 2.2
Five senses in the learning Acquisition
(Adapted from Using Visual Aids in The Classroom)26
The graphic showed that in normal day-to-day living people learn: 3% through taste, 3% through smell, 6% through touch, 13% through hearing, and 75% through seeing.
2.
Kinds of Picture
Andrew Wright explained in his book Picture for Language Learning, said that there are 21 kinds of picture can be found, they are:
- Pictures of a single objects - Pictures of one person - Pictures of famous people - Pictures of several people - Pictures of people in action - Pictures from history - Pictures with a lot of information - Pictures of the news - Pictures of fantasies - Bizarre Pictures - Pairs of pictures - Pictures and Texts
26
Ibid.
0 10 20 30 40 50 60 70 80
- Sequences of pictures - Related pictures - Single stimulating pictures - Ambiguous pictures - Student and Teacher Drawing - Explanatory pictures.27 - Pictures of Map and Symbols
According to Finiocchiaro, there are three types of pictures. a. Pictures of individual persons and individual objects b. Pictures of situation
The pictures show people are “Doing something” with objects and
show the relationship of objects and/or people can be seen. c. A series of pictures (six to ten) on one chart.
For example: picture of count nouns, mass nouns, etc.28
According two theorists above, the writer found out that picture sequence is one of kinds of picture that can be used as a teaching media.
3.
The Function of Picture
After discussing the definition and kinds of picture, we need to know the functions of picture in teaching-learning process. According to Raimes, there are several functions of pictures, such as:
a. Pictures provide a shared experience for students in the classroom. Pictures can emerge the students’ needs of the appropriate vocabulary, idiom and sentence structure to discuss what they see.
b. Pictures provide for the used of a common vocabulary and common language forms in the classroom.
c. Pictures provide a variety of tasks, for example, sentence-combining exercise, sequencing of sentences to the writing of original dialogs, etc. d. Pictures provide a focus of interest for students. Pictures bring the
outside world into the classroom in a vividly concrete way.29
27
Andrew Wright, op. cit., p. 193-202. 28
In supporting the statement above, Harmer strengthened that pictures are often used to present situations for grammar and vocabulary and can be used to incite students to creative flights of fancy.30 It means pictures help students work with grammar and vocabulary and encourage the students to have creative imagination because pictures have the ability to transport the students to different worlds. Meanwhile, Wright explained that pictures contribute to interest and motivation, a sense of the context of the language, a specific reference point or stimulus.31
From those explanations, the writer can conclude that pictures offer many functions in learning English. They can motivate students to take a part in the classroom, grab students’ attention and interest, provide them a variety of task, stimulus them to learn English, especially learning writing, etc.
4.
The Criteria of Good Picture
In order to make the teaching learning activities optimal, the pictures which are used must be has good criteria. Wright said that there are some criteria for selecting good pictures for the students, such as:
a. The aid must be easy to prepare and organize by the teacher. b. The aid must be interesting for students.
c. The aid must be meaningful and authentic. d. The aid must be sufficient amount language.32
Wright gave further explanation about the statement above that picture must be meaningful and sufficient for the students in order the students can get value from the teacher’s explanation. It also should be interesting, so the students could be more interested and motivated to see it.
29
Ann Raimes, Techniques in Teaching writing, (New York: Oxford University Press, 1983), p. 330
30
Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 67. 31
Andrew Wright, op. cit., p. 3. 32
Therefore, teaching learning process will be easier to handle. Furthermore, Ramirez said that the use of pictures must be relevant with the subject which related to the teaching objective. It is aimed to catch the idea of presentation easily from their teacher.
To sum up, good pictures must have some criteria, such as pictures must be efficient, interesting, relevant and meaningful in teaching learning process, the students can get better understanding about materials given by teachers. As a result, teaching learning process will work well.
5.
The Resource of Picture
According to Stone in his book Best Practices for Teaching Writing. He mentioned that, “Image/ picture can be found easily in the traditional resource such as magazines and books, but they also can be found efforthlessly on the Internet.”33
It implied that pictures are very easy to be found because they can come from many sources.
According to Wright, the source of pictures can be found in:
“Newspaper, magazines, advertisements, holiday brochures, business brochures, catalogues, calendars, greeting cards, postcards, reproduction of arts, posters, wall charts, instructions, old books, comics and cartoon strips, family photograph, stamps, playing cards, wrapping paper, course book, the teacher’s and student’s own drawing, photocopying.”34
Those statements above prove that it is not difficult to find pictures because they are around human daily life. However, to find a suitable picture for teaching is not easy if a teacher does not pay attention of the criteria for selecting a good picture.
33
Randi Stone, loc. cit. 34
5.
Picture Sequence
From the previous section, it can be known that picture sequence is a kind of picture. As Finochiaro defined, “Sequence picture is (six to ten) on chart as a number of related composite pictures linked to form a series or sequences.”35
On the other words, picture sequence consists of several pictures which have a relation each other in a chronological order. It is presented to tell a story in some events. It usually tells experiences, instructions, stories, etc. From this picture sequence, learners will be easier to understand the meaning of a word, a sentence or event a paragraph after they saw the picture itself.
Furthermore, according to Wright, “Pictures sequences tend to range from four to eight pictures.”36 They show some events in a chronological order. They usually tell short of stories, but they may also be used to depict a process how to make something. In addition, Wright stated that, ”Picture
sequence can highlight certain langugae features and it can illustrate a story or a process”.37
On the other source defined “A picture sequence is a series of photographs dealing with one subject. It may tell a story, reveal a person, or show how to do something.”38
All of the statements above imply that a picture sequence is a kind of pictures that has a series of an object or a situation is explained by some pictures. These pictures usually tell about a story, or a process how to do something. The sequence must be in chronologically order.
35
Mary Finochiaro, English as a Second/ Foreign Language from Theory to Practice, (New York: Prentice Hall Regents, 1986), p.137.
36
Andrew Wright, op. cit., p. 182-187. 37
Ibid., p. 182-187. 38
6.
The Example of Picture Sequence.
Figure 2.3
Picture Sequence
(Adapted from http://www.wikihow.com/Main-Page)39
39
D.
Previous Study
The writer has found three previous studies which were related to this study. The first study was taken from Astuti (2011) who did the study entitled “Improving Students’ Ability in Writing Recount Text Through Picture sequences: A Classroom Action Research at The First Year of MA Darul Ma’arif Cipete.” It showed that picture sequences can improve effectively the first year students’ ability in writing recount text. The second was taken from Vandiwi (2013) that entitled “Using Picture Series to Teach Writing Procedure Text at First Grade of SMP Muhammadiyah 3 in Mentoro Sumobito, Jombang.” This study indicated that picture series is attractive and effective for teaching English especially for teaching writing procedure text. It also can arouse the students’ interest and help them to understand more about the materials from the teachers.
The third was taken from Ayuningtyas and Wulyani (2012) that entitled “Using Picture Sequences to Improve the Ability of Eleventh Grades at SMAN 1 Srengat-Blitar in Writing Narrative Texts: An Classroom Action Research.” It showed that the use of picture sequence can improve the students’ attitude, can also improve the students writing product.
E.
Conceptual Framework
A procedure text is a text that tells the readers how to do something in sequenced of steps, for instance, how to make Jelly, how to get to the Bank and how to play the game. This text type is firstly introduced at the Junior High School level. However, Junior High Students usually encounter some difficulties in learning writing of procedure text. For example, the students are difficult to write a procedure text based on their experience and imagination only. Yet the students cannot easily recall their imagination and experience in a short time, they need to think what they have in their mind.
Thus to overcome this problem the students need a stimulation in order to help them in creating a procedure text effectively. In this case, the writer intends to use visual media, primarily picture sequences. Some reasons why the writer chooses picture sequences as a teaching media to teach writing procedure text. First, picture sequences can be easily prepared by the teacher. Second, they are used as a stimulus for writing. Third, they are able to motivate students’ participation in writing class, so they increase students’ achievement in writing of procedure text. Then, picture sequences are more efficient and practice than words, they are easier to recall and to remember than words, they also expose real life situation. Moreover, picture sequences can be used with students who are learning to read and write. It works well for stories, processes, and sequences of events.
F.
Action Hypothesis
24
A.
Place and Time of the Study
This study was conducted for about three months started from October 2014 up to January 2015 and took place in MTs Negeri Tangerang 2 Pamulang which is located at Pamulang, Tangerang Selatan.
B.
The Subject of the Study
The subject of the study was the ninth grade students at MTs Negeri Tangerang 2 Pamulang in 2014/2015 academic year. There were 32 students in class IX.3 as respondents of the study. The writer chose class IX.3 to conduct the study based upon the pre-observation with the English teacher who told that students of IX.3 class obtained the lowest achievement than any other classes primarily in writing English text. That was why it was needed an appropriate strategy to help the students in improving their scores.
C.
The
Writer’s
Role on the Study
In conducting this study, the writer worked collaboratively with the teacher at MTs Negeri Tangerang 2 Pamulang. The writer took a role as the teacher in the class and the English teacher was as the observer and also as the colaborator. As an observer, she made a review in every meeting in order to know the improvement of the students. As a teacher, the writer constructed lesson plans and implemented to the observed class.
D.
Design of The Study
action research is to assist the actor in improving or refining his or her actions.1 It means that action research is an investigation conducted by the person or the people empowered to take action concerning their own actions, for the purpose of improving their future actions.
Meanwhile, Hopkins is quoted by Kunandar defined that “Classroom Action Research (CAR) is a form of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the rationality and justice of: (a) their own social or educational practices; (b) their understanding of these practices; and (c) the situation in which practices are carried out.”2
Based on the statements above, Classroom Action Research (CAR) is a device to get self-reflection and device to understand the situation in learning activity in the classroom. It might be essential for learning innovation that leads to improve the quality of school in education.
In conducting the study, the writer used Classroom Action Research (CAR) Kurt Lewin’s model design which consists of two cycles. Each cycle consists of four phases. These are planning, acting, observing, and reflecting. The design as follows:
1
Richard Sagor, The Action Research Guidebook; A Four-Step Process for Educators and School Team, (California, Corwin Press, 2005), p. 1.
2
Figure 3.1
Kurt Lewin’s
Action Research Design
3Based on the Kurt Lewin’s action research design above, the writer would like to describe a plan for classroom action research (CAR) in the first cycle and the second cycle as follows:
3
Suharsimi Arikunto, prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT Rineka Cipta: Jakarta, 2002), p. 21.
Acting
Observing Reflecting
Planning
Cycle 1
Planning
Reflecting
Observing
Figure 3. 2
Kurt Lewin’s Action Research Design Modified by the Writer
CYCLE 1
CYCLE 2
Planning
After conducting preliminary study, the writer chooses teaching media (picture sequence), creates lesson plans, instrument of post test 1, observation sheets, and sets the criteria of action success.
Acting
The writer implements the lesson plans containing of writing procedure text through picture sequences media. In the end of the cycle 1, the writer gave post test 1.
Reflecting
The writer and the teacher discuss and evaluate the result of implementation and the students’ achievement, then determine whether the action is successful or not by apponting the criterria of success
Observing
The observer (the English teacher) observes the teaching learning process in the classroom, such as the class situation, students’ response, the teacher’s performance.
The writer calculates the students’ improvement scores from post test 1 to pre test.
Planning
The writer and teacher create new lesson plans (revised) and intrument of post test 2.
Prepare observation sheets
Acting
The writer implements new lesson plans containing of writing procedure text through picture sequences media. In the end of this cycle, the writer gave post test 2.
Reflecting
The writer and the English teacher analyze and discuss the result of the implementation of the modified action and students’ achievement.
Determine if the criteria of success is achieved or not.
Observing
E.
Procedure of the Study
According to Kurt Lewin’s concept of the CAR, it consists of four phases within one cycle. They are planning, acting, observing, and reflecting. Before the writer did the cycle in action, it had already done preliminary study. It was aimed for analyzing and identifying problems faced by teacher and students in teaching learning activities. The writer observed the class and interviewed the English teacher. Moreover, she assigned the students to write a procedure text in order to identify the students’ real competence and problems in writing procedure text.
After preliminary study was conducted, then the writer moved on the next phase, involving: planning, acting, observing, and reflecting.
1. Planning Phase
In planning phase, the writer and the teacher shared the information. The writer identified and diagnosed students’ writing problem occurred in the classroom proven by observing and interviewing. Afterward, the writer analyzed the data that had been identified through observation and interview. It covered determining the teaching techniques/media, creating lesson plan, instrument of post test 1, observation sheets and setting the criteria of success.
In determining teaching techniques/media, it refered to student’s problem in this case; the main problem of the students was they were difficult to generate their idea when they wrote procedure text based on experiment and imagination only. Therefore, the writer thought that by giving them a visual media such as picture sequences can overcome this problem in writing procedure text.
included the following items: specific instructional objectives, the instructional materials and media, procedure of presentation, and procedure of assessment. Besides lesson plans, the writer also created the instrument of post test 1 and observation sheets. The test was aimed to evaluate the students’ improvement in writing procedure text through picture sequences in each cycle. While, the observation sheet was aimed to monitor all the teacher and students’ activities in the classroom.
In setting criteria of success, the writer and the English teacher discussed to determine the criteria of the action success. It was useful for measuring whether the action of this study was successful or not. In line with the study, the criteria of success were decided based on the agreement between the writer and the English teacher. It was 75% of students achieve the score equal or greater than 75 as the minimum mastery criterion (KKM score).
2. Acting Phase
In this phase, both the writer and the English teacher collaborated to carry out the planned action. In this phase the lesson plan that had been discussed would be implemented by the writer and the English teacher. In implementing the action, the writer acted as the English teacher who thought writing procedure text through picture sequences. Meanwhile, the English teacher acted as the observer who observed all the activities happened in the teaching learning process. The implementation of the action involved three meetings in each cycle. This phase hopefully could solve the students’ problem.
3. Observing Phase
situation, students’ response, the teacher’s performance, etc. Meanwhile, The writer calculated the students’ improvement scores from pre test to post test 1. It was aimed to know whether there was any improvement in the first cycle or not. 4. Reflecting Phase
The writer and the English teacher who played a role as collaborator and observer analyzed and evaluated teaching learning process in cycle 1. Reflecting phase was the last phase in one cycle. The aims of this phase were to reflect the data from the implementation of the action and to know whether the action was successful or not by appropriating the result of the observing phase with the criteria of success. If the result of the first cycle was satisfy pointed by reaching the criteria of success, so there would not be the next cycle. Meanwhile, if the result of the action did not reach the criteria of success, the next cycle needed to be conducted. It should be moved to the next cycles.
F.
Instrument
The writer ussed three instruments to get the data in this Classroom Action Research. They were observation sheet, test and interview guidlines. To obtain qualitative data, the writer used observation and interview. On the other hand, the writer used test to obtain quantitative data. Three research instruments were explained more detail is as follows:
1. Observation Sheet
Observation sheets that were made before were used to get the data during the observation in the class. They were used to monitor and record the data of the English teacher’ and students’ performance during the teaching and learning process. The information obtained from observation was used as a basis to determine the planning for following cycle.
2. Test
The aim of giving the test was to measure students’ understanding of writing procedure text.
3. Interview guideline
Interview guideline is used to get more accurate data or information needed and it is used to complete the data from observation.4 The interview was conducted to the English teacher and the students. The interview was applied before and after Classroom Action Research (CAR).
G.
Technique of Data Collection
The techniques of collecting data of this research were as follows: 1. Observation
Observation is investigating activity to see how far the effect of the action to reach the goal.5 The writer did the observation directly toward English teaching and learning process at MTs Negeri 2 Pamulang 2014/2015 Academic Year. The writer was helped by collaborator to observe the students directly in the classroom and got the description about students’ and teacher’s activity during teaching and learning writing process by filling out the observation sheet which had been available. It was to make sure whether the teaching learning process was in line with the lesson plan or not. This data was taken on every meeting.
2. Testing
The writer used test to get the data result about students’ improvement of their achievement in learning procedure text. The tests were pre-test and post-test. The pre-test was completed before implementing picture sequences. It was to evaluate students’ writing skill score at first. On the other hand, the post test was implemented after implementing picture sequences. The tests were held on the action of each cycle. After collecting the data from the test, the writer compared pre and post-test in order to know whether the students improved their
4
Kunandar, op. cit., p. 157. 5
achievement in learning procedure text or not. To get the writing score, the writer used criteria of scoring writing skill in each cycle by Arthur Huges.
Table 3.1
Scoring in Writing Skill
Score Level Criteria
Content 30-27 Excellent to very good: knowledgeable, substantive, thorough development of thesis, relevant to assigned topic.
26-22 Good to average: some knowledgeable of subject, adequate range, limited development thesis, mostly relevant to topic, but lacks detail.
21-17 Fair to poor: limited knowledgeable of subject, title substance, inadequate development of topic. 16-13 Very poor: doesn’t show knowledgeable of
subject, non-substantive, non-pertinent, or not enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression, ideas clearly stated, succinct, well-organized, logical sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing.
13-10 Fair to poor: not-fluent, ideas confused/disconnected, lacks logical sequencing and development.
9-7 Very poor: does not communicate, no organization, or not enough to evaluate.
effective word/ idiom choice and usage, word form mastery, appropriate register.
17-14 Good to average: adequate range, occasional of word/ idiom form, choice, usage, bit meaning is not obscured.
13-10 Fair to poor: limited range – frequent errors of word/ idiom form, choice, usage but meaning confused or obscured.
9-7 Very poor: essentially translation, little knowledge of English vocabulary, idioms, word form, or not enough to evaluate.
Language Use 25-22 Excellent to very good effective complex construction, few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions.
21-18 Good to average: effective but simple construction, minor problems, in complex construction, several errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions but meaning seldom obscured.
17-11 Fair to poor: major problems in simple/ complex construction, frequent errors of negation, agreement, tense, number, word order/ function, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or obscured. 10-5 Very poor: virtually no mastery of sentence
Mechanic 5 Excellent to very good: demonstrates mastery of conventions, few errors of spelling, punctuation, capitalization, paragraphing.
4 Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.
3 Fair to poor: frequent errors of spelling, punctuation, capitalizations, paragraphing, poor handwriting, meaning confused or obscured. 2 Very poor: no mastery of conventions, dominated
by errors of spelling, punctuation, capitalization, paragraphing, handwriting illegible, or not enough to evaluate.
Total Score 1-100
(Adapted from Testing for Language Teachers, 2nd ed)6
3. Interviewing
One of ways to get deep information in the classroom was by interviewing the English teacher and the students. It was conducted before and after implementating the Classroom Action Research. It was to know the general description about process of learning writing skill, students’ situation in writing activity, and the method or any strategy usually implemented by the teacher in teaching writing of procedure text. The writer also interviewed the teacher and student to know their response toward the suggestion of picture sequences media after classroom action research.
6
H.
Technique of Data Analysis
In this research, the writer used two ways in analyzing the data. They were:
1. Qualitative analysis
The observation of students and teacher’s activities during the classroom and the interview before and after Classroom Action Reserach (CAR) was used to analyze the qualitative data.
2. Quantitative analysis
To analyze the quantitative data, first the writer measured the average or mean of students’ achievement in writing procedure text within one cycle. It was used to know how the students’ writing skills are improved. It used the formula as below:7
̅ ∑
̅ : Mean
∑ x : Total of students’ score n : Number of students
Next, the writer tried to get the class percentage which passed the Minimal Mastery Level Criterion (KKM) considering English subject gained score 75 at MTs Negeri 2 Pamulang. The formula is:8
P : The class percentage F : Total percentage score N : Number of students
Then, after getting mean of the students’ score of the test, the writer identified whether the students’ improvement of their understanding in procedure
7
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 80.
8
text from pre-test up to post-test 1 in cycle 1, and post-test 2 in cycle 2. The writer used the formula below to analyze the data.
P : Percentage of students’ improvement
y : Pre-test result y1 : Post-test 1
P : Percentage of students’ improvement
y : Pre-test result y2 : Post-test 2
J.
The Validity of Data
Validity is a measurement instrument which shown wether the instruments are valid or not.9 It means that validity is one of the crucial conditions in implementing a research including Classroom Action Research (CAR). By using data validity, there should be no irrelevant points or misleading in reflecting the data. To get the validity of data, the writer used source triangulation which is by collecting the result from different sources such as the test, the observation and the interview, and then compared them.10
Besides, the writer also used the criterion of data validity adopted by Anderson, Herr, and Nihlen’s criteria that mention the validity of action research including democratic validity, outcome vailduty, process validity, catalytic validity, and dialogic validity.11 In this study, the writer used outcome validity and dialogic validity. Anderson defined outcome validity as:” Outcome validity requires that the action emerging from a particular study leads to the successful
9
Suharsimi Arikunto, op. cit., p. 144. 10
Kunandar, op. cit., p. 125. 11
resolution of the problem that was being studied, that is, your study can be considered valid if you learn something that can be applied to the subsequent research cycle”.12
Based on the explanation above, the outcome validity could bee seen from the result of the test. When the result of the cycle 2 was better than the cycle 1, it means that the study is successful. Then, the dialogic validity is “It involves having a critical conversation with peers about research findings and practices.”13
In this case, the writer and the English teacher discussed and assessed the result of an action in each cycle together.
K.
The Criteria of the Action Success
Classroom Action Research (CAR) is called successful if it can exceed the criteria which has been determined, and it is called failed if it cannot exceed the criteria which detained. In this study, the writer will succeed when there is 75 % numbers of students could pass the target of the Minimal Level Criterion (KKM). The KKM that must be attained considering writing subject is 75 (seventy five) which is adapted from the school policy (MTs Negeri Tangerang 2 Pamulang). If the criterion of the action success has ben achieved, it means that the next action of the Classroom Action Research (CAR) will be stopped, but if this condition has not been reached yet, the alternative action will be done in the next cycle.
12
Ibid., p. 164. 13
38
In this chapter, the writer presented the data of the research that had been collected. The data discusses the way to improve students’ skill in writing procedure text through picture sequences at the third grade of MTs Negeri Tangerang 2 Pamulang. The writer presented this chapter by dividing into four parts; the data before implementing the Classroom Action Research, the implementation of the action, the analysis of the data after implementing the Classroom Action Research, and the interpretation of the data result.
A.
The Description of The Data
1.
Before Implementing the Classroom Action Research
(CAR)
There were three parts related to the data before implementing the action. Those were pre-observation, pre-interview, and pre-test. The explanations were as follow:
a.
The Result of Pre-Observation
teacher explained the material, there were some students who did not pay attention to the teacher’s explanation. They also did not be active in asking the teacher related to the material given. They just kept silent and listened. After explaining, she asked the students to make a procedure text in Bahasa first. They then had to translate it into English. After finishing the task, the students were asked to perform their works in front of the class to read their writing task. While the students were presenting their works in front of the class, they did not seem to have motivation, because they did not do voluntarily. Meanwhile, the other students did not pay attention to their friend who read the task in front of the class; and the others were yawning and chatting with others.
Moreover, most of the students were hardly to finish the task. It could be seen from their expression and attitude which showed that they did not really comprehend with the teacher’s explanation about procedure text. For instance, some students looked confused when they wanted to write eventhough their teacher asked them to write in Bahasa first, some just copied the task from their friend’s work, and few of them did not do the task.
From the description above, it can be concluded that the students’ attention, participation, and activity were low during the lesson. These were probably the effects of teaching method, technique or media which was not interesting for them. Hence, the writer hopes that the use of picture sequences to the next meeting can make the students become concentrating and paid attention to the teacher’s explanation.
b.
The Result of Pre-Interview
1)
Pre-Interview for Teacher
enjoyed the lesson if they were interested with the topic of the lesson or with the classroom activity. On the contrary, they would felt bored if the topic or classroom activity was not interesting for them. Consequently, some of them did not pay attention to the lesson. They finally faced difficulty in comprehending the material.
Based on the English teacher’s explanation, in writing class, the teacher used some activities like grouping, fill in the blank, arrange the words into a good sentence, and arrange the sentence into a good paragraph and so on. The media used by the teacher was text or picture which is relevant to the topic. For technique in teaching, the English teacher taught procedure text deductively; that was she explained the definition, structure, and language features of procedure text first and then she gave the example of a procedure text based on the rule. She then gave them the task.
Furthermore, the teacher sta
