THE EFFECT OF PICTURE WORD INDUCTIVE STRATEGY
ON STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirements For the Degree of Sarjana Pendidikan
By
INDRI WIDYASTUTI
Registration Number 2113121032
DEPARTMENT OF ENGLISH AND LITERATURE FACULTY OF LANGUAGES AND ARTS
DECLARATION
I have familiarized with the university’s policy on academic integrity. Except where
appropriately acknowledged, this Thesis is my own work, has been expressed in my own words,
and has not previously been submitted for assessment. I understand that this paper may be
screened electronically or otherwise for plagiarism.
Medan, April2016
The Researcher,
ABSTRACT
Widyastuti, Indri. 2113121032. The Effect of Picture Word Inductive Strategy on Students’ Achievement in Writing Descriptive Text. A Thesis. Faculty of Language and Arts. State University of Medan.
The aim of this study is to discover the effect of Picture Word Inductive Strategy in writing descriptive text. Experimental research design is used as the research method. This research took place at SMP Swasta PAB 7 Tandem Hilir. There were 2 classes chosen as the population with 20 students in each class as samples. The classes were divided to be experimental and control group. The experimental was taught by using Picture Word Inductive Strategy and the control group was taught by using Roundtable Strategy. The instrument in collecting the data was writing test, which was provided from pre – test and post – test. The result of the research was analyzed by using T – test formula. The result shows that the T – test was higher than T – table (2.838>1.684) at the level significant 0.05 with degree of freedom (df) 38. It proves that hypothesis is accepted that students who are taught by using Picture Word Inductive Strategy are higher than the students who are taught by Roundtable Strategy.
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ACKNOWLEDGEMENT
First of all, the writer would like to thank to Allah SWT who has given the blessing and opportunity so that the writer can finish the academic year and complete this Thesis. This thesis is aimed to fulfill one of the requirements for the degre of Sarjana Pendidikan of English Department, Faculty of Languages and Arts, State University of Medan.
During the process of writing and conducting the research, many people have contributed their thought and assistance. This Thesis could have not been accomplished without the suggestion and comment from them, for which the writer would like to express her sincere appreciation which directed to:
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. 2. Dr. Isda Pramuniati, M. Hum., the Dean of Languages and Arts, State
University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department.
4. Prof. Dr. Busmin Gurning, M. Pd., and Prof. Dr. Sri Minda Murni, M. S., her thesis supervisors for great care, guidance, and advices during the process of accomplishing this Thesis.
5. Rafika Dewi Nasution, S. Pd., M. Hum., her Academic Consultant and her Reviewer.
6. Dra. Masitowarni Siregar, M. Ed. and Dr. Anni Holila Pulungan, M. Hum., her Reviewers.
7. Abdul Rahman, S. Ag., the Headmaster of SMP Swasta PAB 7 Tandem Hilir and Indah, S. Pd., the English Teacher.
8. Truly deeply sincerely thank to her parents, Sukamso and Sukarmi, for their love, prayer, sacrifice, support, guidance, and advices during the finishing of her study. Hopefully this could make them proud.
12. Her beloved friends at SMA Negeri 1 Stabat, Bella Octaviana and Laila Ramadhani, for their kind friendship and motivation.
13. Her best friend, Ganda Hartoyo, Ayu Syahputri, Rizky Utami, Yolanda, Septian, Robby Muhammad, Syaiful Bahri, and the others friends from SMP Negeri 3 Stabat and SDN 106151, for their existence and craziness during her life.
Finally, the writer hopes this Thesis will be useful for those who read it, especially for the students of English Department.
Medan, April 2016
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CHAPTER I. INTRODUCTION ... 1
A. The Background of the Study ... 1
B. The Problem of the Study ... 4
C. The Objective of the Study ... 5
D. The Scope of the Study ... 5
E. The Significance of the Study ... 5
CHAPTER II. REVIEW OF LITERATURE ... 6
A. Theoretical Framework ... 6
1. Students’ Achievement in Writing Descriptive Text ... 6
2. Writing ... 8
3. Writing Process ... 10
4. Genres of Writing ... 12
5. Descriptive Text ... 13
a. Generic Structure of Descriptive Text ... 13
b. Language Features of Descriptive Text ... 14
6. Assesment of Writing Descriptive Text ... 14
7. Media ... 15
8. Kinds of Media ... 15
9. Picture ... 17
a. Picture Word Inductive Model ... 18
b. Moves of Picture Word Inductive Model ... 21
c. The Advantages of Picture Word Inductive Model ... 21
B. Relevant Studies ... 23
C. Conceptual Framework ... 24
D. Hypothesis ... 28
CHAPTER III. RESEARCH METHODOLOGY ... 27
A. Research Design ... 27
B. Population and Sample ... 27
C. Instrument for Collecting Data ... 28
D. Scoring of the Test ... 29
E. The Procedure of the Research ... 30
1. Pre – Test ... 30
2. Treatment ... 30
3. Post – Test ... 35
F. Validity and Reliability of the Test ... 36
1. The Validity ... 36
2. The Reliability ... 36
G. The Technique of Analyzing Data ... 37
H. The Statistical Hypothesis ... 37
CHAPTER IV. DATA ANALYSIS AND DISCUSSION ... 38
A. Data Analysis ... 38
1. Analyzing the Data Using T – Test ... 39
2. Testing the Reliability of the Test ... 39
3. Testing Hypothesis ... 40
B. The Discussion ... 40
CHAPTER V. CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Suggestion ... 43
REFERENCES ... 45
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LIST OF TABLES
LIST OF APPENDICES
Pages
Appendix A. Pre – Test Sheet ... 47
Appendix B. Post – Test Sheet ... 48
Appendix C. The Score of Pre-Test and Post—Test Experimental Group ... 49
Appendix D. The Score of Pre-Test and Post-Test Control Group ... 50
Appendix E. The Calculation of the Test ... 51
Appendix F. The Calculation of the Reliability of the Test ... 55
Appendix G. Percentage points of the T Distribution ... 57
Appendix H. Lesson Plan of Experimental Group ... 58
Appendix I. Lesson Plan of Control Group ... 73
Appendix J. Pre-Test and Post Test Sheet in Experimental ... 89
1 CHAPTER I
INTRODUCTION
A. The Background of the Study
Education in Indonesia has more enhancements because it puts English as one of the subjects in schools. It means that English becomes one of the important subjects which are taught in the school. But, it doesn’t mean that every teacher and student in school should speak English as English is only a foreign language in Indonesia.
The purpose of learning English is to master four integrated skills of language, namely: speaking, listening, reading and writing. All of those skills must be taught and applied in teaching-learning process. Writing is one of basic language skill that is important to be taught to students as learning writing helps them to put out ideas in their mind. This activity will produce products like essays and papers.
In the Curriculum of Educational Stratified Level (Kurikulum Satuan Tingkat Pendidikan) and written in the syllabus of second year students of Junior High School, students are expected to master the ability in writing some genres especially descriptive.
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structured with general identification and followed by detail description (Nasution et al., 2007:73).
Based on the researcher’s experience in Teaching Practice Program and based on an observation conducted in junior high school named SMP Swasta PAB 7 grade VIII, it was found that students’ ability in writing was not good enough. The researcher did observe the students in class VIII.2 by giving questionnaire. From that questionnaire, the researcher found if the students did not like studying English. That’s why their score in the first year was not too far from KKM which is only 70. The mean of English score of the students could be seen in table 1.1 as follows:
TABLE 1.1 The Mean of English Score of VIII Class
No. Semester Mean of English Score
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they also had no curiosity to look for the meaning in dictionary. Most of the students didn’t bring their dictionary when they were learning English.
The other reason was the using of old method. Most of the teacher still use the old method in teaching. The students did bored as the teacher didn’t use interesting media in teaching English. In this situation, the teacher should be creative in creating new methods or interesting media so that the students would enjoy in following the learning process.
In teaching and learning process, the use of media could improve the ability of students especially in writing descriptive text. Pictures is one of the easiest media can be used to teach students of junior high school.
Based on the problem in writing a descriptive text above, the researcher wanted to use Picture Word Inductive Strategy in solving the problems. By applying this strategy, the students would get improvement in their writing as Picture Word Inductive Strategy help them in remembering words and writing a descriptive text. Another advantage of using this strategy was that the students are able in remembering the words and their meaning as Picture Word Inductive Strategy was focused on words.
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As stated before, the problem of the students in writing descriptive text was actually based on the ability of the students which are lack of vocabularies. The Picture Word Inductive Strategy helps the students to learn word by word by using pictures. By seeing pictures, the students become interested in learning English. Then, the students would analyze the content of the pictures and try to look for the word in English. That’s why it was very recommended to use Picture Word Inductive Strategy in teaching writing of descriptive text.
Review the fact, the researcher was interested in conducting a research in order to know that Picture Word Inductive Strategy could be significantly give the improvement on students’ achievement in writing descriptive text on VIII grade students.
In another side, the researcher realized that there were so many researches which use Picture Word Inductive Strategy as a strategy in improving the ability of the students. But, some of the researchers applied the Picture Word Inductive Strategy in Senior High School or Vocational School. So, in this research, the researcher tried to apply Picture Word Inductive Strategy to the students in the second year of Junior High School.
B. The Problem of the Study
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C. The Objective of the Study
As stated in the title and the formulated problem of the study, this research was conducted to investigate whether the students’ achievement in writing descriptive text taught by Picture Word Inductive Strategy was higher than that taught by using Roundtable technique.
D. The Scope of the Study
In order to see the effect of Picture Word Inductive Strategy in teaching descriptive writing, the limitation of applying Picture Word Inductive Strategy was only focused on the application in writing descriptive text.
E. The Significance of the Study
The finding of this study expected to have both theoretical and practical importance in writing as a process and product especially the framework of writing.
1. Theoretically, the findings of this study were expected to be useful to increase knowledge on the theories of teaching language.
2. Practically, the findings of the study were useful and relevant to
a. English teacher, to add and improve their way in teaching writing descriptive text by using picture word inductive strategy.
b. The students could improve their ability in writing descriptive text. c. The readers, who were interested in conducting further study related to
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the data analysis, it was conclude that using Picture Word Inductive Strategy significantly affect the students’ ability in writing descriptive text (t-calculated > t-table, p = 0.05). The using of Picture Word Inductive Strategy made the students write descriptive text grammatically and coherently than by using Roundtable Strategy. The calculation of t – test is 2.838 > 1.684 with df 38 and the level of significance α = 0.05.
From the result of the data, it can be seen that the highest score of experimental group was 81 and the lowest score was 58 in post-test. Meanwhile, the highest score of control group was 70 and the lowest score was 49 in post-test. The students’ score in experimental group was higher than the students’ score in control group. It means that the alternative hypothesis is acceptable.
Therefore, it is concluded that the using of Picture Word Inductive Strategy significantly raise the students achievement in writing a descriptive text compared to the using of Roundtable Strategy.
B. Suggestion
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a. It is advisable that the teachers of English to apply Picture Word Inductive Strategy in teaching writing of descriptive text as the strategy in teaching learning process.
b. It is suggested for the students to use Picture Word Inductive Strategy because this strategy can overcome their problems in descriptive writing, such as lacking of vocabularies.
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