Negeri 9 Kota Tangerang Selatan)
By:
ROSYA KURNIATI
1111014000007
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
iv
The design of this study was quasi-experimental design to know the effectiveness of using picture on students’writing of recount text. The result could be seen that using pictures as media is effective and appropriate on students’ writing of recount text. It could be seen from the average of post-test result in experimental class was 81.02 and the average of gained score was 19.78. The average of post-test results in controlled class was 63.81 and the average of gained score was 11.35. The result of calculation showed that in the significance degree of 1% = 1.99 and 5% = 2.64 is 1.99 < 3.96 > 2.64. It means that to(t observation) was higher than tt(t table). According to the criteria of the test, it could be concluded that there was a progress in using pictures onstudents’ writing of recount text. In conclusion, using pictures on students’ writing of recount text at the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan was effective.
v
kuantitatif. Rancangan penelitian ini adalahquasi-experimentaluntuk mengetahui keefektifan penggunaan gambar dalam tulisan recount text siswa. Hasilnya dapat dilihat bahwa penggunaan gambar sebagai media cocok dan efektif dalam tulisan recount text siswa. Ini dapat terlihat dari rata-rata hasil post test di kelas eksperimen yaitu 81.02 dan rata-rata nilai rentangnya yaitu 19.78. rata-rata hasil post test di kelas kontrol yaitu 63.81 dan rata-rata nilai rentangnya yaitu 11.35. Hasil penghitungan menunjukkan bahwa dalam derajat signifikansi 1% = 1.99 dan 5% = 2.64 adalah 1.99 < 3.96 > 2.64. Ini berarti bahwa to(t observasi) lebih tinggi disbanding tt(t table). Berdasarkan kriteria pengujian, dapat disimpulkan bahwa ada kemajuan dalam penggunaan gambar pada tulisan recount text siswa. Kesimpulannya, penggunaan gambar dalam tulisan recount text siswa di kelas X siswa SMA Negeri 9 Kota Tangerang Selatan adalah efektif.
vi
mercy in completing this research. Peace and blessing be upon our Prophet Muhammad SAW, his families, his companion and his followers.
This research can also not be completed without a great deal of help,
guidance, correction and suggestion from Mrs. Dr. Farida Hamid, M.Pd. and Mrs.
Yenny Rahmawati, M.Ed.as the writer’s advisors.
The deepest thank also goes to those who have helped the writer in
finishing her research with their love, support and prayers, they are:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiya and
Teachers’ Training of Syarif Hidayatullah State Islamic University
Jakarta.
2. Dr. Alek, M.Pd., the Head of The Department of English Education.
3. Zaharil Anasy, M.Hum., as the secretary of The Department of English
Eduaction.
4. Sunardi (Alm.) and Surani as the writer’s parents and Romi Asriani, S.E., as her sister who always be her spirit to make them proud and
happy.
5. The headmaster, the teachers, the staffs and the students of SMA
Negeri 9 Kota Tangerang Selatan.
6. The writer’s long-life best friends: Afifatul, A.Md Kep., Bripda Bisma,
Indah Yuni, Kartika Wulan, Kemas, S.T. and Bripda Windra, who
always cheer me both in my happiness and sadness. Thanks for all
crazy moments.
7. The writer’s high school-friends, Ita Rosita, A.Md, Gita, S.Sos.,
Eviyanti, S.S., Hendrianto, S.Si., Halfy Safitri, Syarafina, Pratiwi and
vii
their contribution to the writer during finishing her research.
Hopefully, this research can be useful to the readers, particularly to the
writer. Also, the writer realized that this research is far from being perfect. It is a
pleasure for her to receive constructive critics and suggestion from anyone who
read her research for valuable improvement.
Jakarta,
The Writer
ROSYA KURNIATI
viii
ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI... iii
ABSTARCT ... iv
ABSTRAK... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS... viii
LIST OF TABLES ... xi
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
A. The Background of the Study ... 1
B. Identification of Problem ... 3
C. Limitation of the Study ... 4
D. Formulation of the Study ... 4
E. Purpose of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 5
A. Writing ... 5
1. The Definition of Writing ... 5
2. Stages of Writing... 6
3. Purposes of Writing ... 11
B. Recount Text... 12
1. Definition of Recount Text ... 12
ix
1. Definition of Picture ... 14
2. Types of Picture ... 15
3. The Advantages of Picture... 16
D. Teaching Writing by Using Picture ... 17
1. Picture Sets for Writing ... 17
2. Picture for Whole-class Discussion of Writing ... 18
3. One Picture–Many Different Techniques for Writing.... 18
4. One Picture–A Sequence of Tasks for Writing ... 19
5. Teaching Writing by Using Picture Procedures ... 21
E. Previous Study ... 22
F. Thinking Framework ... 24
G. Research Hypothesis ... 24
CHAPTER III RESEARCH METHODOLOGY ... 25
A. Place and Time ... 25
B. Research Design ... 25
C. Population and Sample ... 26
D. Research Instrument ... 26
E. Technique of Data Collection ... 26
F. Technique of Data Analysis ... 27
G. Statistical Hypothesis... 29
CHAPTER IV FINDING AND DISCUSSION ... 30
A. Data Description ... 30
1. The Data of Experimental Class (X MIPA 1) ... 30
2. The Data of Controlled Class (X MIPA 5) ... 32
x
3. Normality Test ... 42
4. Homogeneity Test... 43
5. Hypothesis Testing ... 43
C. Interpretation of the Result ... 47
CHAPTER V CONCLUSION AND SUGGESTION ... 49
A. Conclusion ... 49
B. Suggestion ... 49
REFERENCES ... 51
xi
Table 4.3 : Table of Data Description of Pre-test Result of Experimental
Class ... 34
Table 4.4 : Table of Frequency Distribution of Pre-test Result of
Experimental Class ... 35
Table 4.5 : Table of Data Description of Pre-test Result of Controlled Class
... 36
Table 4.6 : Table of Frequency Distribution of Pre-test Result of Controlled
Class ... 37
Table 4.7 : Table of Data Description of Post Test Result of Experimental
Class ... 38
Table 4.8 : Table of Frequency Distribution of Post Test Result of
Experimental Class ... 39
Table 4.9 : Table of Data Description of Post Test Result of Controlled Class
... 40
Table 4.10 : Table of Frequency Distribution of Post Test Result of
Controlled Class ... 41
Table 4.11 : Normality Pre-test Results between Experimental and Controlled
Class ... 42
Table 4.12 : Normality Post Test Results between Experimental and
Controlled Class ... 42
Table 4.13 : Homogeneity Pre-test Result between Experimental and..
Controlled Class ... 43
Table 4.14 : Homogeneity Post Test Result between Experimental and
Controlled Class ... 43
Table 4.15 : The Comparison of Gained Score between Students in
xiii
Appendix 3 : Syllabus ... 61
Appendix 4 : Lesson Planning(RPP) ... 74
Appendix 5 :Students’ Writings with the Picture ... 87
Appendix 6 : Research Documentation (photos) ... 93
Appendix 7 :Lembar Uji Referensi ... 94
Appendix 8 :Surat Pengesahan Proposal... 107
Appendix 9 :Surat Bimbingan Skripsi ... 108
Appendix 10 :Surat Pernyataan Jurusan ... 109
1
Language as “a tool” to communicate cannot be separated in our lives has
been taught since we were children, moreover since we were a baby – language
was heard to us. What is a language? The meaning of language depends on where
it occurs within a larger stretch of discourse.1 Language also has function, which
is to achieve a purpose when you say or write something.2Today, language which
is an international language–it is spoken by people around the world, is English.
English is used in almost every part of the world is important to learn, so many countries offer English as their lesson in schools to be learned by their students, whether in elementary schools, secondary schools or even kindergarten. In Indonesia, English is an obligatory subject in junior and senior high schools. It also becomes one of subjects tested in National Examination (Ujian Nasional). As in Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 pasal 70 ayat 3, ayat 5 dan ayat 7 “Pada jenjang
SMA/MA/SMALB, atau bentuk lain yang sederajat, Ujian Nasional mencakup pelajaran Bahasa Indonesia, Bahasa Inggris, Matematika dan mata pelajaran yang menjadi ciri
khas program pendidikan”(verse 5). Therefore, all of students need and learn English to achieve academic purposes. One of the academic purposes is to understand English texts and also to communicate when it is needed.
One of ways of communication is writing and students are asked to master
this skill as it is a tool to assess their knowledge. Writing is one of productive
skills which have to be taught to students in schools in Indonesia based on
standard curriculum. The tasks which teacher usually gives for English subject are
mostly in written form, for example making dialog, paragraphs, answering essay
test, etc., therefore writing ability is important.3 Students are demanded to master
1
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p. 59.
2
Ibid., p. 76.
3
aspects of writing – content, structure and diction, in producing good writing.4
Readers of English text also expect a clear topic sentence and a unified paragraph
that deals with one idea, so the writers are asked to achieve unity, to achieve
coherence and to achieve concrete details in their texts.5In fact, we can find some
students in Indonesia still have difficulties to write in English and do some errors
because of the difference between the two languages, both in structure, spelling
and lexical meaning.6 Besides, they lack of vocabularies to write although they
have their main idea but they should write about their own experience as in
recount text–one of kinds of text taught in Indonesia.
Kinds of text in Indonesia such as report, descriptive, procedure, narrative
and recount are taught and stated in curriculum as parts of English lesson students
should master. Recount as one of kinds of text taught in school is usually
practiced by writing self experience in past time but students are seldom provided
to use media. They usually lean upon their memory about the event. It can limit
their vocabularies to put in text, therefore they can only write short text of
recount. Therefore, they need interesting media, such as picture, to support their
writing.
Picture is one of media which is usually used and it can be provided easily by
teachers. The examples of picture are painting, sketch, photo, etc. Picture usually
used is photo because it reminds and tells student about what happened at that
time. Teachers are asked to use all of possible media to help students studying
easily and fun. Picture is one of useful media to make it fun and easy because it
can help them to build their ideas, to make cohesive and systematic sentence and
to use more vocabularies based on the theme given because some of students are
lack of vocabularies, and this is one of the causes students feel difficult to
4
Giyatno, Improving Students’ Writing Skill On Recount Text Using Questioning
Technique and Facebook Media, (Surakarta: Sebelas Maret University, 2011), p. 18.
5
Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw Hill Companies, 2005), p. 63.
6
speaking and writing.7Picture also gives imagination to build their ideas based on
the picture they see. As the writer’s experience, some students feel difficult in
writing due to some factors.
The first factor students have less interest in writing. They think that the ideas
they want to write are difficult to come into their mind and it makes them bored,
so it causes the second factor. They usually feel confused how to start writing.
They do not know which part should be the first thing to be written and what
words they should put. The third, students lack of vocabularies. It happens in
almost all of kinds of text – narrative, descriptive, report, procedure and recount
and it may be caused the students’ reading motivation to improve their vocabulary
is insufficient. In writing recount, when students are asked to write about their
own experience, they still have difficulty to write it although it should be easier
because they involved in that moment or experience but the problems above can
limit students’ ability in writing, which is one of important skills in academic
purposes.
Based on the problem and explanation above, the focus of this research can
be stated to find that picture as one of media is effective to improve students’
writing of recount text. Therefore, this research will be conducted by the title
“The Effectiveness of Using Pictures on Students’ Writing of Recount Text
(A Quasi-Experimental Research at the Tenth Grade Students of SMA
Negeri 9 Kota Tangerang Selatan)”.
B. Identification of Problem
Based on the object which was investigated in writing recount text, some
problems were identified:
1. Students have less interest in writing.
2. Students usually feel confused how to start writing.
3. Students lack of vocabularies.
7
C. Limitation of the Study
Based on the identification of problem, the study was focused on the
effectiveness of using pictures on students’ writing of recount text of the tenth
grade students of SMA Negeri 9 Kota Tangerang Selatan.
D. Formulation of the Study
As the limitation stated, the problem of this study could be formulated as:
Was there any effectiveness of using pictures on students’ writing of recount
text?
E. Purpose of the Study
Based on the formulation of the problem, the purpose of the study was to
know the effectiveness of using pictures on students’ writing of recount text at the
tenth grade students of SMAN 9 Kota Tangerang Selatan.
F. Significance of the Study
By conducting this study, some significances could be expected in
contribution for students, teachers and further research.
Students.
This study will help them to use and adopt creative way in learning English,
especially in writing recount, so that they can write easily and fun.
Teachers.
This study will give them information that picture can be useful to help
students in writing so teachers can use it and make it more attractive in improving
students’ recount writing skill. Teachers can also use other visual aids or media in
their teaching and learning process.
Further Research.
For further research, this study can be one of references in research about
text and picture.
A. Writing Skill
1. Definition of Writing
Generally, writing is one of the English productive skills. Writing needs
evidence that supports the idea with specific reasons or details.1 While in
speaking, it is a spontaneous action and it does not challenge people to give
reason of what people say.2 In order to make the skill develop better, people can
learn it and practice extensively, and more crucial is belief to improve the skill.3
Harmer stated in How to Teach Writing: “Spoken language, for a child, is acquired naturally as a result of being exposed to it, whereas the ability to write
has to be consciously learned”.4 There are some definitions about writing appear
from educational experts. An action where we write something using some tools
such as book or paper, pen or pencil, computer and other gadgets can be called as
writing. Today, writing can not only be done by using paper and pencil but also
gadgets.
In Barnet and Stubbs’s Practical Guide to Writing, writing is a physical act that needs material and energy and requires practice.5 While Rosen said, which
restated in Writing by Hedge, writing is detached from the wide range of expressive possibilities in speech. It requires a number of things –high degree of
1
John Langan,Exploring Writing: Paragraphs and Essays, (New York: McGraw-Hill, 2008), p. 3.
2
Laidlaw Brothers, Composition and Grammar II: Steps in the Writing Process, (California: The Laidlaw Brothers Publishers, 1985), p. 13.
3
John Langan,Op. cit.,pp. 7—9 .
4
Jeremy Harmer,How to Teach Writing, (Essex: Pearson Education, 2004), p. 3.
5
organization, accuracy, the use of complex grammatical devices, vocabulary
selection, grammatical patterns and sentence structures.6
The other writing definition says that it is as human act. It means that writing
as a way to communicate and the writer will speak through written form in their
own words by reading other resources before.7 Writing is a way of remembering
and a way of thinking as well because it makes ideas permanent, and thus expands
the collective memory of human being than remember idea orally.8 In writing,
idea is put on a medium so that it can be permanent, while in speaking there is no
medium. Therefore, writing is used either as evidence of successful learning in
schools or as a means of learning.9
From those definitions above, the difference between writing and speaking
can be seen from the medium. Writing needs medium to put the ideas on it, such
as paper, book, laptop, etc., while speaking the speaker only speak directly
although they can use medium such as telephone, video call, etc. but it is just a
connector between one speaker and the other, not a medium to put the ideas.
Writing, like speaking, is productive a skill as a way of communication but it has
special demands in communication as a complex process that consists of four
stages – prewriting, organizing, writing and revising.10 The four stages help
people arrange their writing well-organized because some people are confused to
start writing and what ideas they will write.
2. Stages of Writing
There are some books which explain stages of writing. Here are stages of
writing based on Composition and Grammar II by Laidlaw Brothers andWriting in Processby Binder and Lopez-Nerney.
6
Tricia Hedge,Writing, (Oxford: Oxford University Press, 1988), p. 5.
7
Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, (New
York, St. Martin’s Press Inc, 1985), pp. 2—3.
8
James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper & Row Publishers, 1980), p. 2.
9
Jack C. Richards,The Language Teaching Matrix, (USA: Cambridge University Press, 1990), p. 100.
10
Stages of writing stated by Laidlaw Brothers11:
a. Prewriting
First of all, in order to make writing easier and organized, someone needs to
take this stage, which is prewriting, also known as idea-generating stage. In
morphology the prefixpre- means ‘before’, therefore prewriting is an activity we should do before take writing. It is a process in collecting idea that may include
experience or something someone has ever been as bases or sources of their
writing. It is free flowing and spontaneous.12Writers may take a note or a journal
about idea and everything they want to write.
In prewriting stage, one thing might be added to make their writing is
recording impressions. It means that sources of writing come from people (including the writer itself), places, objects, events, situations and ideas. The
writer can use their journal to discover, capture and preserve for later use.13
b. Organizing
After writer has done with the first stage, the next is organizing. It means that
writer generates ideas which one will be included or discovered for their writing.14
In this step, writer should be aware of the purpose for writing. Bring it for writing
into sharp focus and identifying the audience.
c. Writing
In the next step of writing, which is writing itself, writer gathers all pieces of
the ideas and information then creates meaningful and satisfying writing.15 This
process is “the real writing” because writer should gather all of the ideas he/she
gets then creates the important and meaningful point for their writing.
d. Revising
The last step, revising, writer should be the reader position. The writer should
evaluate his/her writing – it is better and easier waiting for the next day after
writing, from the reader’s point of view. It is to find out how what the writer has
written will strike the readers.16 This process is important to be done because
writer should look from both two sides–as the writer itself and as the reader.
While Binder and Lopez-Nerney stated there are three stages of writing –
planning, writing and finalizing which are divided into some parts in each stage.
Planning is divided into four steps –formulating a question, determining purpose
and audiences, generating ideas and organizing/outlining. Writing is divided into
drafting and revising, and the last stage, finalizing, is divided into editing and
formatting and documenting.17
a. Planning
1. Formulating a question
Generally, writing is an extended response to a question, so the writer should
give wide information. It can be said that planning is a process which basically
begins with a question. Instead, a topic may be set as“a question” for writers to be
formulated into their writing.18
2. Determining Purpose and Audience
After the planning has been arranged, writer should take some time to
understand purpose and readers of his/her writing. Therefore, before writers write
something in a piece of paper, they should consider two things – purpose and
audience.
To consider the purpose of writing, it is necessary to know why someone is
writing, so he/she can choose appropriate information, language and style. Some
examples of why people write are to inform, to express an opinion, to convince, to
argue, to entertain, etc. If writers have identified the purpose, it will help them
how to present their idea.
Besides the reason to know why someone writes, it is good to know for
him/her who they are writing for. It is essential to remember that writers are
always writing for specific readers because it helps to decide the suitability of the
16
Ibid., p. 35.
17
Carol A. Binder and Susan Lopez-Nerney, Writing in Process: Second Edition, (Singapore: Pearson Prentice Hall, 2005), p. 6.
18
topic and level of difficulty of their writing in terms of vocabulary, style and
tone.19
3. Generating Ideas
In generating ideas, writers should bring ideas which come to their mind into
“a note”.They spend more time thinking about and writing down ideas that can be
used in their writing. This stage helps writers to identify the ideas will be put
properly for their writing.
There are two ways in generating ideas. First is brainstorming and the second
is mind-mapping. In brainstorming, writers list down everything that comes into
their mind about a topic. The objective is to allow ideas just come and flow onto
paper. The other step is mind-mapping, which is in form of drawing of branches.
Mind-mapping not only helps in generating ideas but also in organizing them.
This method helps writers develop new ideas by finding connections to their
original thoughts.20
4. Organizing/Outlining
When the first three stages are done, the next stage is to choose information
which writers want to put in their writing. By noticing ideas which best respond to
the question writers formulated, this stage can be done. After that, categorize the
different types of information and organize them so the readers can follow
should concern about the ideas and the organization of them and should not spend
much time worrying about grammar.23
19
2. Revising
Revising is to check organization of the paragraphs and the clarity of the
ideas which should be explained logically and clearly. From revising stage,
writers should get feedback from another reader. It can be gotten from teacher,
students or someone who is equal to the writers. The way to get feedback from
someone who has equal information or knowledge is called peer feedback or peer
review.24
c. Finalizing
1. Editing
Editing is checking process for spelling, punctuation and grammar errors.
Besides, writers should check the flow of their idea. Writers can read their writing
aloud to help spot any errors and check for any sections or parts.25 More skilled
writers tend to look at issues of general meaning and overall structure before
concentrating on detailed features–individual words and grammatical accuracy.26
2. Formatting and Documenting Information Sources
Along with editing, writers should do a final check the format of their writing
which means visual presentation. It is called as formatting.
Documenting indicates the source of writers’ information. It is usually used
for essay writing because the writers need to acknowledge the source for their
writing. Several documentation styles are APA (American Psychological
Association), MLA (The Modern Language Association), The Chicago Manual of
Style, etc.27
3. Purposes of Writing
Writing includes the ability to organize ideas, to construct correct sentences,
to use tenses and to choose appropriate words. Students are demanded to master
aspects of writing – content, structure and diction, in producing good writing.28
24
Carol A. Binder and Susan Lopez-Nerney,Op.cit., p. 13.
28
However, writing has purposes as a way of communicating to deliver ideas to the
readers. Based on Miller, the purposes of writing are29:
1. To describe what a writer hopes to accomplish.
2. To amuse the readers.
3. To persuade the readers (like in hortatory exposition)
While Carol A. Binder and Susan Lopez-Nerney, stated the purposes of
writing as follow30:
1. To inform. It means that writing can help readers to know what they do not
know before they read the text. Writing gives information in many forms,
such as newspaper, articles, books, magazines, etc.
2. To express an opinion. It means that writing can express what the writer feels
or thinks and express their idea or response about something.
3. To convince. To convince is same as to persuade. Writer can convince reader
through their writing in discussing an issue. Today, there are some writers,
moreover journalists, who write their writing to convince so many people in
form of internet article, newspaper, magazine and books.
4. To argue. Besides to persuade, writing has also a purpose to argue an issue
which is being talked by some people.
5. To entertain. It means that writing entertains readers from the text written.
The examples of entertaining text are short story, novel, entertainment news,
etc. It gives such refreshment for mind and imaginative idea and is included
in the two kinds of text–narrative and recount text.
B. Recount Text
1. Definition of Recount Text
Recount text recount is a piece of text that retells past events, usually in the
order in which they happened.31 It tells significance event happened to the writer
29
Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill, 2006), p. 4.
30
and it usually uses the first person as recount tells about writer’s lives.32Recount,
as the other text types, has purpose to deliver what writer wants to share with
readers.
2. Purpose of Recount Text
The purpose of recount text is to tell what and when something happened to
the audience. Miller stated goals of recount text are to make the writers more
understand about them, and for the readers, it makes them understanding of their
own experience and the writer’s.33 While in Adibah’s book, she wrote social
function of recount text is to retell events for the purpose of informing or
entertaining.34 In order to achieve the purpose, recount text has generic structure
as a base for the writing.
3. The Generic Structure of Recount Text
In order to create well-organized recount text, students should pay attention to
the features (past tense, proper nouns, word order of events) and the generic
structure. The generic structure of recount text should be known by students to
characterize between recount text and the other kind of texts. This structure, as
Hall stated in Writing Well: 2ndEditionwhich restated by Haryati in her research, and Hyland inWriting Text Types: A Practical Journal, is orientation, event and reorientation.35
a) Orientation : setting and participants.
b) Event : what happened in what sequence.
c) Reorientation : closure of events (optional).
31
Mark and Katy Anderson,Text Types in English, (South Yara: MacMillan Education, 1997), p. 48.
32
Robert Keith Miller,Motives for Writing Fifth Edition, (New York: McGraw-Hill, 2006), p. 47.
33
Robert Keith Miller,Op. cit.,p. 47.
34
Adibah,Bank Soal Bahasa Inggris SMA Kelas X, XI dan XII, (Yogyakarta: Pustaka Edukasi, 2013), p. 3.
35
Recount also focuses on individual participants, past tenses, temporal
sequence of events and action clauses.36
4. Sample of Recount Text
My First Experience to Ride Motorcycle
One day, when I was ten years old, my father bought an old motorcycle. That was "Honda 75". I think it was small light object and easy to ride it. I persuaded my father to teach me to ride "Honda 75". Firstly, my father refused my request and promised that he would teach me two or three years later, but I still whimpered. Finally, my father surrendered and promised to teach me.
He began to teach me riding the motorcycle around a field in my village. My father was very patient to give me some directions. I was very happy when I realized my ability to ride a motorcycle. "Yes, I did it!"
One day after that, when I was alone at home, I intended to try my riding ability. So, I tried bravely. All ran fluently in the beginning, but when I was going back to my home and I must pass through a narrow slippery street, I got nervous. I lost my control and I fell to the ditch.
After that, I told my father about the last accident. I imagined my father would be angry and never let me ride a motorcycle anymore. But the reality was exactly on the contrary, my father was very proud of me. He just gave me some advice and since that accident, I got my father's permission to ride motorcycle.
Based on the sample above, it can be found that the purpose is to tell the
readers about the writer’s first experience in riding a motorcycle. From the first
paragraph, it is known as the orientation of this recount text. The second to the
36
third is the event of this recount text which is the story how the writer had the
experience. As the closure, it is in the fourth paragraph.
5. Kinds of Recount Text
Texts which included as recount are diary, journal and everything tells
personal experiences. Personal experience also included as narrative but it is not
fully narrative as in novels, historical occurrences, or even myths, therefore it
belongs to recount text.37 Narrator tries to communicate through his/her writing
about what happened in the event the narrator included and nothing is artificial
about the event.38 So that, by writing recount text, students are hoped to write
easily and enjoyably.
C. Picture
1. Definition of Picture
Picture in teaching technique, based on Raimes, is drawings, photographs,
posters, slides, cartoons, magazine advertisements, diagrams, graphs, tables,
charts and maps can be valuable resource for teaching writing. Pictures provide a
shared experience for the students in the class, a common base that leads to a
variety of language activities.39
In addition, Schwartz’s opinion about picture which rewritten by Yusnita,
Sada and Novita is a great incentive for language production and can be used in
many ways in the classroom to interest and to motivate a sense of language
context and stimulus.40Moreover, picture can bring the world outside the students
have not known before into the class in a concrete way, as it provides41:
a) A shared experience in the classroom.
b) A need for common language forms to use in the classroom.
37
Sylvan Barnet and Marcia Stubbs,Op.cit., p. 178.
38
Sylvan Barnet and Marcia Stubbs,Op cit., p. 181.
39
Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press, 1983), p. 27.
40
Enny Yusnita, Clarry Sada and Dewi Novita, Improving Students’ Recount Writing Text by Using Picture Series, (Pontianak: Tanjungpura University, 2011), p. 5.
41
c) A variety of tasks.
d) A focus of interest for students.
2. Types of Picture
As Wright stated in his book, there are twenty types of picture can be used in
teaching and learning process.42
1) Pictures of a single object
2) Pictures of one person
3) Pictures of famous people
4) Pictures of several people
5) Pictures of people in action
6) Pictures of places
7) Pictures from history
8) Picture with a lot of information
9) Pictures of the news
10) Pictures of fantasies
11) Pictures of maps and symbols
12) Pairs of pictures
13) Pictures and texts
14) Sequence of picture (Picture Series)
15) Related pictures
16) Single stimulating pictures
17) Ambiguous pictures
18) Bizarre pictures
19) Explanatory pictures
20) Student and teacher drawings
42
3. The Advantages of Picture
Picture is one of visual and printed media and it is widely used for
educational purposes. Picture as one of media can be used by teacher in teaching
learning process has some advantages. Based on Gerlach and Ely, restated in
research by Dwi Nur Indah, the advantages of picture are43:
a) Picture is inexpensive and widely available.
b) Provide common experiences for an entire group.
c) Visual details make it possible to study subject that would otherwise be
impossible.
d) Picture after stimulus to further study reading and research.
e) Pictures help to focus attention and develop critical judgment.
f) Pictures are easily to manipulate.
In Wright’s book, Pictures for Language Learning, he wrote some
Besides the five advantages above, Wright also said that picture can be used
for teachers and students in whatever syllabus they are following.
There are some suggestions for general strategies for teachers using any
picture in a classroom45:
a) Whole-class discussion–it can lead to writing by giving any type of pictures.
b) Changing information–it can lead to speaking by dividing 2 groups in a class.
One group one picture, then they share and exchange their information about
the picture.
43
Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang: IKIP PGRI Semarang, 2010), p. 10.
44
Andrew Wright,Op.cit., p. 3.
45
c) Working in pairs or small groups – the teacher gives each student of the pair
or give each group different picture to work with.
d) Real communicative tasks –students provide themselves their own pictures. It
has advantage that teacher is relieved of the task of finding a picture and
students can share their personal moments.
D. Teaching Writing by Using Picture
Teaching writing by using picture can lead to interesting learning for
students.46 As the writer’s experience when she was in school, her friends were
more interested in book which has so many pictures. Here are some ways to teach
writing by using picture.
1. Picture Sets for Writing
Picture sets is pair of pictures or pictures in sequence provide variety of
guided and free writing. It provides the subject matter about the story in the
picture.47It is usually used for narrative writing but it can be flexible for any kinds
of text. For recount writing, these pictures can be sequenced photographs from
students itself. This can help students in offering vocabulary, sentence structure
and organization about new subject matter.48
By using picture sets, students are hoped to produce more words and various
vocabularies which can be put in their writings.
2. Picture for Whole-class Discussion of Writing
Teacher can provide two pictures while he/she is teaching in the classroom if
some pictures are not possible. Give a half class one picture and the other half
another.49 The teacher can give a task to write all the information about the
picture, then, each group will share or exchange the information about their own
picture.
46
Dwi Nur Indah,Improving Writing Recount Text by Using Photographs, (Semarang: IKIP PGRI Semarang, 2010), p .9.
3. One Picture–Many Different Techniques for Writing
For example, a teacher has a sketch as the picture for students’ writing and
the sketch can be used for many types of writing – description, sentence
combining, role-play, questions and answers, etc.50
For writing description, firstly students need to label some parts in the sketch
with word or phrase. After that, in small groups, students discuss and write down
what other words and phrases they will need to describe it.51 If the sketch is drawn
by the teacher on the board, he/she can erase it and ask students to write
description paragraphs from their memory. If it is in a piece of paper, exchange it
to other groups/students.
Combining sentence by using picture may be shorter than a paragraph or if it
is continued, can be as long as paragraph. For example, there are two pictures
which contain a sentence that can be combined each other to make new sentence.
They are given to two students randomly. Example sentences52:
a) Debbie Johnson’s room is small.
and
b) Debbie Johnson’s room is practical.
Each student in the class should find partner whose sentence will combine
with the one he/she has. Therefore, students are asked to find the sentence which
has same meaning. Some of the possibilities with the two sentences above are:
a) Debbie Johnson’s room is smalland practical.
b) Debbie Johnson’s room is smallbut practical.
c) Debbie Johnson’s room is small yet practical.
d) Although Debbie Johnson’s room is small, it is practical.
e) Though small, Debbie Johnson’s room is practical.
f) Debbie Johnson’s room, though small, is practical.
50
Ibid., p. 30.
51
Ibid., p. 30.
52
With the new sentences above, students can discuss to organize those
sentences to make a paragraph.
Role-play demands practical action in a classroom. In writing by using
picture, teacher asks students to work in pairs groups to make attractive writing
about the picture then discuss the details about the picture given. After that,
students are asked to write it in a paragraph. Final step, they read their own aloud
to each other and discuss which one works the best and why.53
In questions-answers session, a class is divided into four groups. The teacher
gives one picture with a word for each group. For example, the teacher has
pictures of Debbie Johnson’s“bedroom, garden, kitchen and house”which given
to four groups. Then, ask the students to compile some questions about it, pretend
that they will stay there and do not know the house. After that, the teacher collects
them from each group and redistribute to other groups. Each group of students
writes a letter from Debbie that answers those questions.54
4. One Picture–A Sequence of Tasks for Writing
Using a picture can give teachers opportunity to develop not only wide
variety of tasks but also a sequence of tasks, so that students can move from one
level of difficulty to another, gathering more vocabulary, knowledge of idiom and
sentence structure and organizational skill. The picture can be discussed by the
students for cultural phenomenon and their own experience related to it.55
The example of one picture for a sequence of tasks56:
1. Divide class into some groups and ask students to answer: “What is happening
in this picture?” The picture is about Debbie’s wedding. They should write
down related words or phrases then the teacher compares the result and writes
necessary vocabularies on the board.
2. Still in groups, students are asked to answers such questions:
a) How old are the two people getting married?
b) Do their parents want them to get married?
c) What jobs do the two people have?
d) Will the people have children? When? How many?
e) Have you ever been to a wedding? Was it like Debbie’s?
The groups share the result and the teacher write necessary words and idioms,
again on the board.
3. The class reads a paragraph describing Debbie Johnson’s traditional wedding:
Debbie Johnson and Frank Willett had a traditional wedding last Saturday.
The bride wore her grandmother’s veil and her mother’s wedding dress,
which was made of white satin. She wore her sister’s necklace and carried a
bouquet of blue flowers – so she had the bride’s traditional “something old, something new, something borrowed something blue”. She had six
bridesmaids. They wore long dresses of flowered blue lace. The bridegroom and the bride’s father were wearing traditional morning suits –a black jacket and grey pants. The couple was married in church and the bride’s parents
held a reception for 100 guests at their home.
The students examine the paragraph and determine which sentence makes the
main point.
4. Then, students imagine that they are Debbie Johnson writing a letter a friend
abroad, six month before, telling her what the wedding will be like. Students
can take sentences from the paragraph before and change the subjects. For
example,the couplebecomeswe,the bride’s parentsbecomesmy parents, etc. 5. Small groups discuss and write a description about the wedding for a local
newspaper, and then the other groups make comments and suggestions.
6. After discussion, students are asked to describe a typical traditional wedding
5. Teaching Writing by Using Picture Procedures
The writing task can be approached in two ways – students select a previous
piece that they can rewrite or enhance and students create a new piece. Students
are led to follow basic steps57:
1. Talk the picture. Teachers give each student one to three sheets of paper. Students talk with each other and the teacher, discussing what they can draw
to tell their story. Teachers coach and support students in providing rich
description and they ask questions that will lead to detailed illustrations and a
coherent story line.
2. The picture. Students illustrate the story they have described and are reminded to include the key elements. The richer details, the richer the
conversation and the writing will be.
3. Talk the writing. Students discuss, describe and “read” the picture story. Teachers model and support students in formulating sentence to make a story.
Students practice saying the story aloud.
4. The writing. Students then write the picture story. They are reminded to utilize the rich and descriptive language they practiced.
5. The share. Students read their story to the group. Students ask questions and compare the completed story to the previous discussion.
Some ways of using picture in teaching writing also stated by Harner through
“drills”, which is in form of grammar items for cueing different sentences or
practicing vocabulary, “(communication) games” for creative writing, where
teachers give some pictures to be written by the students then practice it in
speaking, and “understanding” which is an easy way of explaining the meaning
of words by having a picture.58
57
Teresa Walter,Teaching English Language Learners, (New York: Pearson Education, 2004), p.77.
58
E. Previous Study
Some researches had been conducted related to the use of pictures on writing
of recount text. There were so many kinds of picture used by the researchers. The
first research was entitled “Improving Students’ Recount Text Writing by Using
Picture Series (A Classroom Action Research to the Tenth Grade Students of SMK Panca Bhakti Kubu Raya in Academic Year 2011/2012)” written by Eni Yusnita,
Clarry Sada and Dewi Novita had problem that students felt difficult to get ideas
in recount text paragraph, so that the writers decided to use picture series to
improve students’ recount text. The result found that by using picture series,
students’ recount text writing could be improved. The result of first cycle was
61,5 (less than 65, not achieved), while the second cycle was 66 (achieved, higher
than KKM score). The differences between this research and the writer’s are the
writer will conduct an experimental research which is different from the research
above– a classroom action research, the writer will not use picture series and the
place of the research is also different.
The second research was entitled “The Use of Picture Series to Improve
Students’ Ability in Writing Recount Texts (A Classroom Action Research on the
Eight Grader of SMPN 3 Kartasura in 2009/2010 Academic Year)” by
Muhammad Luqman Hakim stated the problem that students felt difficult in
making correct grammatical sentences, developing paragraph and finding
appropriate vocabulary. Moreover, the teacher seldom taught writing process and
only asked for writing production. Based on the questionnaire, 73.5% of students
felt that writing was difficult, 61,8% of students felt that the time for writing was
not enough, 55,9% said that they felt difficult to start writing, 52,9% students
seldom paid attention to appropriate vocabularies and 52,9% students did not
arrange an outline or draft before writing. The result said that there was an
improvement of students’ ability in writing recount text, an improvement in
teaching learning situation and an improvement in students’ personal competence.
The differences between this research and the writer’s are the writer will conduct
an experimental research which is different from the research above–a classroom
instrument of data collection. The other difference is the place and the population
of the research.
The third research was entitled “Improving Writing Recount Text by Using
Photographs: A Case Study of the Eleventh Year Students of SMA Negeri 1 Batangan Pati in the Academic Year of 2009/2010” written by Dwi Nur Indah.
She thought that writing is more complex and difficult to teach because it needs
grammatical mastery and theoretically devices and also the conceptual and
judgment. The purpose was improving students’ recount writing by using
photograph as it guided students to generate idea into a meaningful composition.
The result of the improvement was very good which was 62,07 from pre-test
became 76,8 from post-test. It meant that teaching writing recount text by using
photographs in experimental class was successful. The differences between this
research and the writer’s are the writer will use not only photographs but also
illustration picture during the experiment process and the place and the population
of the research is also different.
F. Thinking Frameworks
Writing as a skill which is needed to be mastered for students in Indonesia
seems to be improved because some students do not interested in writing, feel
confused to start writing and they lack of vocabularies. Students need interesting
way to learn producing good writing.
Recount is one of kinds of text which should be mastered by students because
it is taught in high school. Writing recount means that students should write their
own experience in written form. They should put their ideas in well-ordered
writing.
After reviewing theories about teaching writing by using picture, especially
writing recount text, the writer could see that students’ were more interested in
writing if they had clue such as picture as visual aid. It made them easier in
organizing paragraphs for their writings. So that, the writer was interested in
writing of recount text at the tenth grade students of SMA Negeri 9 Kota
Tangerang Selatan.
G. Theoretical Hypothesis
The hypothesis of the study can be formulated as follows:
Ha: There was effectiveness of using pictures on students’ writing of
recount text.
Ho: There was no effectiveness of using pictures on students’ writing of
CHAPTER III
This research is categorized as quantitative research with experimental study.
The design of this study is a quasi-experimental research to know the effectiveness of using pictures on students’ writing of recount text. The independent variable in this study is picture while the dependent variable is
writing recount text.
In this research, pre-test and post-test were used for both experimental class
and controlled class. The experimental class received treatment which was using
pictures in their recount writing while the controlled class did not receive the
treatment. The effectiveness in recount writing improvement would be seen from
the post-test score in experimental class. Below is the explanation of experimental
design by Cresswell.1
True
C. Population and Sample
The population of this study was the tenth grade students of SMA Negeri 9
Kota Tangerang Selatan. The total of class X was ten classes which were divided
into five sciences and five social. Each class consisted of 37 students. The
sampling technique used was sample random sampling to choose experimental
and controlled class based on the same characteristic because there were so many
classes could be the participant, so two classes were chosen randomly. The classes
for the sample were X MIPA 1 as the experimental class and X MIPA 5 as the
controlled class. Therefore, the total of students as the sample in this research was
74 students.
D. Research Instrument
The instrument the writer used was test in form of imperative sentence “Write
about your memorable moment in your life, minimum 3 paragraphs!”. The
requirements students should have in writing by using picture were:
a. Students should have minimum 3 paragraph as recount generic structure
(orientation, event, reorientation),
b. Students should pay attention to the cohesive, unity, and clarity in their
writing.
E. Technique of Data Collection
In collecting the data, the writer used writing test. The students should make recount writing by using their own picture, which is a photograph of their own
activity, and should pay attention to the cohesive, unity, and clarity in their
The steps the writer conducted were as follows:
1. Chose control class and experimental class based on the English teacher’s
recommendation.
2. Gave pre-test to both classes to write their memorable moment in 3 paragraphs (for minimum).
3. Taught to both classes about recount text. Gave treatment for experimental
class and no treatment for control class. Experimental class was taught to
write recount by using pictures. First, the picture was given by the writer. Next, the picture was their own photo (students’ photo).
4. Gave post-test to both classes to write their memorable moment in 3 paragraphs (for minimum).
5. The writer calculated and compared the scores from pre-test and post-test to
find the effectiveness of using pictures on students’ writing of recount text.
In calculating the scores, the scoring would be used was rating scale by
Weigle which can be seen in appendix 1.2
F. Technique of Data Analysis
In calculating the data, the writer used t-test formula. The two classes are
compared to the independent variable, the experiment class is X variable and the
control class is Y variable. T-test formula is as follow:
Where:
= Mean of Variable X = Mean of Variable Y
= Standard Error
2
Afterwards, the calculation goes to several processes as follows:
1. Determining Mean of Variable X.
2. Determining Mean of Variable Y.
3. Determining Standard of Deviation Score of Variable X.
√
4. Determining Standard of Deviation Score of Variable Y.
√
5. Determining Standard Error of Mean of Variable X.
√ 6. Determining Standard Error of Mean of Variable Y.
√
7. Determining Standard Error of Difference of Mean of Variable X and Y.
√
8. Determining to.
9. Determining ttable in significance level 5%, with df (degrees of freedom).
df or db =(Nx+Ny )-2
Where:
M = the average of students score
SE = standard errors
X = experimental class
Y = controlled class
N = number of students
df = degree of freedom
G. Statistical Hypothesis
The statistical hypothesis of this study could be seen as:
Ho : µ1 = µ2
Ha : µ1≠ µ2
Ho: There was effectiveness of using pictures on students’ writing of
recount text.
Ha: There was no effectiveness of using pictures on students’ writing of
recount text.
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is
rejected. It means that the rates of mean score of the experimental group are
higher than the control group. The using of pictures is effective on students’
writing of recount text.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis)
is accepted. It means that the rates of the means score of the experimental
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Data Description
The data were collected from the tenth grade students of SMA Negeri 9 Kota
Tangerang Selatan for pre-test and post-test. The experimental class was X MIPA
1 and the controlled class was X MIPA 5. The data which was obtained described
into two tables. Each table had five columns; the first column showed the number
of students, the second and the third column showed pre-test and post-test scores,
the fourth column showed the gain score from pre-test and post-test, and the last
column showed the catogorization in post test score.
1. The Data of Experimental Class (X MIPA 1)
Table 4.1
Pre-test and Post-test of Experimental Class
Name Pre-test score Post-test
Name Pre-test score Post-test
the experimental class consists of 37 students. The lowest score in pre-test was 34
in teaching writing recount text, the writer gave the students post-test. The data
showed in the post-test that the lowest score was 62 and the highest was 90.
2. The Data of Controlled Class (X MIPA 5)
Table 4.2
Pre-test and Post-test of Controlled Class
Name Pre-test
score was 44 and the highest was 85.
B. Analysis of Data and Hypothesis Testing
1. Results of Pre-test of Experimental and Controlled Class
The result of pre-test of experimental and controlled class based on SPSS 22
Table 4.3
Table of Data Description of Pre-test Result of Experimental Class
Statistics
Experimental
N Valid 37
Missing 37
Mean 61.24
Median 65.00
Mode 47a
Variance 210.967
Range 56
Minimum 34
Maximum 90
Sum 2266
a. Multiple modes exist. The
smallest value is shown
Table 4.3 showed that the data of X MIPA 1 as the experimental class
consisted of 37 students. The total of all data which was divided with the number
of data determined as mean score from the experimental class was 61.24. Median
score was 65.00. The median is the numerical value separating the higher half of a
data sample, a population, or a probability distribution, from the lower half. The
mode is defined as the element that appears most frequently in a given set of
elements. The mode score from the table was 47. The set of scores constituted a
population determined a variance score was 210.967. The highest score of the
experimental class was 90 and the lowest was 34. The sum gained from the total
scores was 2266.
According to the table, it could be made a table of frequency distribution
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experimental
Class
Experimental
Frequency Percent Valid Percent
Cumulative
Percent
Valid 34 1 1.4 2.7 2.7
37 1 1.4 2.7 5.4
38 1 1.4 2.7 8.1
45 1 1.4 2.7 10.8
46 1 1.4 2.7 13.5
47 4 5.4 10.8 24.3
49 2 2.7 5.4 29.7
50 1 1.4 2.7 32.4
51 1 1.4 2.7 35.1
52 2 2.7 5.4 40.5
62 1 1.4 2.7 43.2
64 2 2.7 5.4 48.6
65 3 4.1 8.1 56.8
66 2 2.7 5.4 62.2
67 4 5.4 10.8 73.0
71 1 1.4 2.7 75.7
72 1 1.4 2.7 78.4
77 2 2.7 5.4 83.8
78 2 2.7 5.4 89.2
79 1 1.4 2.7 91.9
80 1 1.4 2.7 94.6
88 1 1.4 2.7 97.3
90 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Table 4.4 was tool of presentation consisting of columns and rows and there
were numbers which describe the division and the percentage of frequency
distribution.
Results gained from a pre-test in class X MIPA 5 as the controlled class of
this research were presented in a table below:
Table 4.5
Table of Data Description of Pre-test Result of Controlled Class
Statistics
Controlled
N Valid 37
Missing 37
Mean 52.46
Median 49.00
Mode 39
Variance 195.755
Range 46
Minimum 34
Maximum 80
Sum 1941
Table 4.5 showed that the data of X MIPA 5 as the controlled class was 37
students. The total of all data which was divided with the number of data
determined as mean score from the controlled class was 52.46. Median score was
49.00. The median is the numerical value separating the higher half of a data
sample, a population, or a probability distribution, from the lower half. The mode
is defined as the element that appears most frequently in a given set of elements.
The mode score from the table was 39. The set of scores constituted a population
determined a variance score was 195.755. The highest score of the controlled
Table 4.6
Table of Frequency Distribution of Pre-test Result of Controlled Class
Controlled
Frequency Percent Valid Percent
2. Results of Post-test of Experimental and Controlled Class
The result of post-test of experimental and controlled class based on SPSS 22
version software was gained from the steps as follows: Analyze >> Description Statistic >> Frequencies. Then put post-test into variables >> Click Statistic >> Checklist the entire menu >> Click OK.
Table 4.7
Table of Data Description of Post-test Result of Experimental Class
Statistics
Experiment
N Valid 37
Missing 37
Mean 81.03
Median 80.00
Mode 80a
Variance 44.416
Range 28
Minimum 62
Maximum 90
Sum 2998
a. Multiple modes exist. The
smallest value is shown
Table 4.7 showed that the data of X MIPA 1 as the experimental class
consisted of 37 students. The total of all data which was divided with the number
of data determined as mean score from the experimental class was 81.03. Median
score was 80.00. The mode score from the table was also 80.00. The set of scores
constituted a population determined a variance score was 44.416. The highest
score of the experimental class was 90 and the lowest was 62. The sum gained
from the total scores was 2998.
According to the table, it could be made a table of frequency distribution
Table 4.8
Table of Frequency Distribution of Post Test Result of Experimental Class
Experiment
Frequency Percent Valid Percent
Cumulative
Percent
Valid 62 1 1.4 2.7 2.7
72 2 2.7 5.4 8.1
74 2 2.7 5.4 13.5
75 3 4.1 8.1 21.6
76 2 2.7 5.4 27.0
77 2 2.7 5.4 32.4
78 2 2.7 5.4 37.8
79 3 4.1 8.1 45.9
80 4 5.4 10.8 56.8
82 1 1.4 2.7 59.5
85 2 2.7 5.4 64.9
86 2 2.7 5.4 70.3
87 2 2.7 5.4 75.7
88 3 4.1 8.1 83.8
89 2 2.7 5.4 89.2
90 4 5.4 10.8 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Table 4.9
Table of Data Description of Post Test Result of Controlled Class
Statistics
Control
N Valid 37
Missing 37
Mean 63.81
Median 65.00
Mode 60a
Variance 108.602
Range
Minimum
41
44
Maximum 85
Sum 2361
a. Multiple modes exist. The
smallest value is shown
Table 4.9 showed that the data of X MIPA 5 as the controlled class consisted
of 37 students. The total of all data which was divided with the number of data
determined as mean score from the controlled class was 63.81. Median score was
65.00. The mode score from the table was also 60.00. The set of scores constituted
a population determined a variance score was 108.602. The highest score of the
experimental class was 85 and the lowest is 44. The sum gained from the total
Table 4.10
Table of Frequency Distribution of Post Test Result of Controlled Class
Control
Frequency Percent Valid Percent
Cumulative
Before the writer calculated the value of t-test to look at the hypothesis, the
writer had to analyze the normality and homogeneity of the data. The examination
of normality was needed to know whether the data had been normally distributed.
Then, after getting the normality, the next step was calculating the homogeneity of
data. It was proposed to look at whether the data was homogeneous or
