SKILL IN WRITING RECOUNT TEXT
(A Quasi-experimental Study at the Eighth Year Students of Nusantara Plus Junior High School Ciputat in Academic Year 2014/2015)
“SKRIPSI”
Presented to the Faculty of Tarbiyah and Teachers’ Training In Partial Fulfillment of the Requirements
for the Degree of S.Pd. (S-1) In English Language Education
By : Shendy Pratama
1111014000121
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ii ABSTRACT
SHENDY PRATAMA, 2016, The Effectiveness of Using Photograph Towards
Students’ Skill in Writing Recount Text (A Quasi-experimental Study at the Eight Year Students of Nusantara Plus Junior High School Ciputat in Academic Year 2014/2015), Skripsi, Department of English Education, The Faculty of Tarbiyah and
Teachers’ Training, Islamic State University of Syarif Hidayatullah Jakarta, 2016
Key Words: Photograph, Writing, Recount Text
The purpose of this study was to find outthe effectiveness of using photograph
towards students’ skill in writing recount text at the eight year students’ of Nusantara
Plus Junior High School. The method used in this study was a quasi-experimental research. The study was carried out in two classes of research, experimental and control class. The subject of this study was the eight grade students, and the samples of this research were 8-3 as the experimental class and 8-2 as the control class.
The instrument used in this study was test. The researcher gave the writing test in pre-test and post-test. The technique used in collecting the data was quantitative data with t-test. The result of this study showed that the use of photograph in teaching writing recount text was effective. It could be seen from the result of calculation that
the students’ score in experimental class was higher than the students’ score in control class. The mean score of post-test in experimental class was 75.64. Meanwhile the mean score of post-test in control class was 57.11. Furthermore, based on the statistical calculation with the significance level of 5% and 1%, it showed that t-observation is higher than t-tablethat was 2.00<5.95>2.65. Therefore, it proved the alternative hypothesis, which stated that there was significant different between the
students’ score in learning writing recount text by using photograph and the students’
iii ABSTRAK
SHENDY PRATAMA, 2016, The Effectiveness ofUsing Photograph Towards
Students’ Skill in Writing Recount Text (A Quasi-experimental Study at the Eight Year Students of Nusantara Plus Junior High School Ciputat in Academic Year 2014/2015) Skripsi, Pendidikan Bahasa Inggris, Fakultas IlmuTarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016
Key Words: Photograph, Writing, Recount Text
Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan foto terhadap kecakapan siswa dalam menulis teks recount di kelas delapan SMP Nusantara Plus. Metode yang digunakan dalam penelitian ini adalah penelitian quasi-eksperimen. Penelitian tersebut dilaksanakan di dua kelas penelitian, yaitu kelas eksperimen dan kelas kontrol. Subyek dalam penelitian ini adalah siswa kelas delapan, dan sampel dalam penelitian ini adalah 8-3 sebagai kelas eksperimen dan kelas 8-2 sebagai kelas kontrol.
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ACKNOWLEDGMENT
In the name of Allah, the Beneficent and the Merciful
All praised is due to Allah, Lord of the world, who has given himlove and blessing to finish his last assignment in his study, “Skripsi”. Peace and salutation be upon to the prophet Muhammad, his family, his companion and his adherence.
It is a pleasure to acknowledge the help and contributions to all of lecturers, institutions, family and friends who have contributed in the different ways hence this
“Skripsi” is processed until it becomes a complete writing which will be presented to
the Faculty of Tarbiyah and Teachers’ Training in partial fulfillment of the requirements for the degree of S. Pd. in English Languge Education.
The first, hewould like to give thanks to his advisors Mr. Nasifuddin Djalil, M.Ag. and Mr. Dadan Nugraha, M.Pd.who have given hisprecious help, guidance and advices patiently during the completion and the development of the study. The second, he also his greatest gratitude and honor to Dr. Ratna Sari Dewi, M.Pd. as his academic advisor who always gives support and advice during his study.
Healso realize that hewill never able to finish this “Skripsi” without help and support from people around him. Therefore, he would like to give his gratitude and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers’ Traning Islamic State University Syarif Hidayatullah Jakarta.
2. Dr. Alek, M.Pd., as the Head of Department of English Education
3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education 4. All lecturers of Department of English Education who always give motivation
and valuable knowledge during his study.
5. Cecep Setiawan, M.A., as the headmaster of Nusantara Plus Junior High School.
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7. To his father, mother, Grand Father, Grand Mother and all his family that always support him.
8. To his best friends Fahmi Fauzji, Wildan Ahdiyat, Tias Sil Romansyah, Muhammad Fadly, Fuad Hasan, Wiyudo Serena, Muhammad Kahfianan, Hasrul Hutagaol, Achmad Badrun, Esti Setyaningrum, Dessi Wulandari, Dwi Ratnasari, Ajeng Rizki Agita, Niki Brilian Rindu Putri, Rahmi Rabbani, Monasia Gusti, Ellen Firdhayana, Aminah Siti Rohanah, Aulia Rahmawati, Karima Desti Annisa, Titin Supartini Yunengsih and friends of ‘PPKT’who always be there whenever he needed, support him, and help him.
9. Thanks to brother, Ramadan Wisnugroho and Wawan Hermawan who always support him in finishing his study.
10.The eight year students of Nusantara Plus Junior High School in Academic Year 2014/2015, as the participant of this research.
11.All friends from Class C 2011 who always support him.
The words are not enough to say any appreciation for their help and contribution in this “Skripsi”. May Allah, the Almighty bless them all. Moreover, the writer also
realized that this “Skripsi” is far from perfect. It is a pleasure for him to get critiques
and suggestion to make this “Skripsi” better.
Jakarta, January 26th 2016
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TABLE OF CONTENTS
APPROVAL ... i
ABSTRAC ... ii
ABSTRAK ... iii
ACKNOWLEDGMENT ... iv
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. The Identification of Problems ... 3
C. The Limitation of the Study ... 3
D. The Research Question ... 3
E. The Objective of the Study ... 4
F. The Significance of the Study... 4
CHAPTER II THEORETICAL FRAMEWORK ... 5
A. Writing ... 5
1. The Definition of Writing ... 5
2. The Process of Writing ... 5
3. The Purpose of Writing ... 6
B. Recount Text ... . 7
1. The Definition of Recount Text ... 7
2. The Purpose of Recount Writing ... 7
3. The Generic Structure of Recount Text ... 8
vii
5. The Example of Recount Text ... 9
C. Instructional Media ... 10
1. The Definition of Instructional Media ... 10
2. The Kind of Instructional Media ... 11
3. The Advantages of Using Instructional Media ... 12
D. Visual Media ... 12
1. The Definition of Visual Media ... 12
2. The Kind of Visual Media ... 13
3. The Benefit of Using Visual Media ... 15
E. Photograph ... 16
1. Photograph as One of the Resources of Pictures ... 16
2. Photograph as a Visual Medium in Teaching Writing Recount Text ... 17
3. The Benefit of Utilizing Photograph ... 18
F. Previous Study ... 18
G. The Theoritical Hypothesis ... 20
CHAPTER III RESEARCH METHODOLOGY ... 21
A. Place and Time of Research ... 21
B. The Research Design ... 21
C. Population and Sample ... 24
D. The Research Instrument ... 24
E. Technique of Data Collection ... 24
F. Technique of Data Analysis ... 27
G. Statistical Hypothesis... 30
CHAPTER IV RESEARCH FINDING AND INTERPRETATION ... 30
A. Research Finding ... 30
viii
2. Data Analysis ... 33
3. The Hypothesis Testing ... 38
B. Interpretation... 38
CHAPTER V CONCLUSION AND SUGGESTION ... 40
A. Conclusion ... 40
B. Suggestion ... 40
ix
Table 4.1 Students’ Score of Experimental Class ... 31
Table 4.2 Students’ Score of Control Class ... 32
xi
APPENDIX 2 Lesson Plan for Experimental Class
APPENDIX 3 Lesson Plan for Control Class
APPENDIX 4 Research Instrument
APPENDIX 5 Photograph that Used in Treatment
APPENDIX 6 Sample of Students’ Pre-test in Writing Recount Text (Experimental Class)
APPENDIX 7 Sample of Students’ Pre-test in Writing Recount Text (Control Class)
APPENDIX 8 Sample of Students’ Recount Text Writing in the Treatment
(Experimental Class)
APPENDIX 9 Sample of Students’ Recount Text Writing in the Treatment
(Control Class)
APPENDIX 10 Sample of Students’ Post-test in Writing Recount Text (Experimental Class)
APPENDIX 11 Sample of Students’ Post-test in Writing Recount Text (Control Class)
APPENDIX 12 The Result of Students’ Pre-test in Each Writing Element and Total Score in Experimental Class
APPENDIX 13 The Result of Students’ Post-test in Each Writing Element and Total Score in Experimental Class
APPENDIX 14 The Result of Students’ Pre-test in Each Writing Element and Total Score in Control Class
APPENDIX 15 The Result of Students’ Post-test in Each Writing Element and Total Score in Control Class
1
CHAPTER I INTRODUCTION
A. The Background of the Study
In English subject, writing is one of the language skills that is taught both at Junior High School and Senior High School. The students must be able to communicate in written form. Based on the syllabus of KTSP (Kurikulum Tingkat Satuan Pendidikan) for Junior High School, writing is one of the competences that must be mastered by the students. The students are expected to be able to develop their writing skill in a variety of text types.1
One of the text types that is taught is recount text. In this case, the students must be able to write recount text in the context of daily life. According to Anderson and Anderson, recount text is a text that retells the events that happened in the past chronologically. Its purpose is to tell the readers about what event that happened and when it happened.2
Writing is considered as complex and difficult language skill to be mastered by the students as J. B. Heaton stated that “The writing skill is complex and sometimes difficult to teach, requiring mastery not only grammatical and rheorical devices but also of conceptual and judgemental elements”.3 Therefore, it is not easy for the students to produce a writing product. Being able to write well is not easy. It needs a process; the students have to practice a lot and build writing habits in their daily life. Beside that, to develop the students’ writing skill, the teachers also have to motivate, guide, and give feedback to their students in writing activity. It is supported by Harmer who said “Training students to write thus
demands the care and attention of language teacher”. 4
1 Kurikulum Tingkat Satuan Pendidikan (KTSP)
2 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan
Education Australia PTY LTD, 1998), p. 24.
3J. B. Heaton, Writing English Language Test: Longman Handbook for Language
Teacher, (New York: Longman, 1975), p. 135. 4
Based on the researcher’s experience when he was doing PPKT (Praktik Profesi Keguruan Terpadu) at SMP Nusantara Plus Ciputat, there were some problems faced by the students in writing skill aspect. The first is the students have difficulties in expressing their ideas in written form. On the other word, they do not have many ideas to write. The second is the lack of interest and motivation in learning writing skill. The third is the students have limited vocabulary mastery. The fourth is the lack of English grammar mastery. The fifth is the students have difficulty to organize their ideas in order to get unity and coherence sentence. The sixth is the lack of knowledge in using the correct punctuation, capitalization and spelling. The seventh is the lack of practising in writing. The last is the teacher does not use interesting media in teaching writing.
Based on the problems above, the teacher is required to provide appropriate media of teaching. One of the learning media that can be used is photograph. In this case, the teacher can use photograph in teaching writing recount text. In this research, the researcher would try to utilize photograph owned by the students as a visual medium in teaching writing recount text, because photograph will make the students easier to remember the events that they experienced in the past. So, it will help them in generating ideas to write a recount text.
The use of photograph as a learning medium in English teaching and learning activity is supported by some experts. Wright mentioned that photograph is one of the sources of pictures that can be used for language learning.5 Beside that, Heinich at al. stated that photograph is one of still pictures that are most commonly used in instruction .6 Another expert Raimes also supported that “because everybody likes to look at pictures, their use in classroom provides a
stimulating focus for the students’ attention”.7 By utilizing photograph as a visual
medium in teaching writing recount text, the students can learn writing recount
5
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), pp. 182—186.
6
Robert Heinich et al., Instructional Medium and Technology for Learning, (Upper Saddle River, New Jersey: Pearson Education Inc., 2002), p. 142.
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text in interesting way. The students are expected to be more interested in following English subject, especially in the aspects of writing and the students' skill in writing recount text also increased.
According to explanation above, the researcher formulates his skripsi entitled
“The Effectiveness of Using Photograph Towards Students’ Skill in Writing
Recount Text (A Quasi-experimental Study at the Eighth Year Students of SMP Nusantara Plus Ciputat in Academic Year 2014/2015)”
B. The Identification of the Problem
Based on the background of the study above, there are some problems that can be identified as follows:
1. The students have difficulties in expressing their ideas in written form. 2. The lack of interest and motivation in learning writing.
3. The students have limited vocabulary mastery. 4. The lack of grammar mastery.
5. The students have difficulty to organize their ideas in order to get unity and coherence sentence.
6. The lack of knowledge in using punctuation, capitalization and spelling. 7. The lack of practising in writing.
8. The teacher does not use interesting media in teaching writing.
C. The Limitation of the Study
The limitation of the study is the effectiveness of using photograph towards
students’ skill in writing recount text at the eighth year students of SMP
Nusantara Plus Ciputat in academic year 2014/2015.
D. The Research Question
The research question of the study is “is the use of photograph effective
E. The Objective of the Study
The objective of the study is to find out the empirical evidence whether or not the use of photograph is effective towards students’ skill in writing recount text.
F. The Significance of the Study
The result of this study hopefully will give contribution to English teaching and learning not only theoritically but also practically go to:
1. Teacher
This study will give contribution to English teacher to use photograph as a visual medium in teaching writing recount text. It will become a guide for the teacher to teach in interesting and better way.
2. Students
This study will make the students more enthusiastic and interested in learning English language skill especially in writing skill and their writing skill in recount text hopefully will get improvement.
3. Writer
This study will give the writer a new knowledge and experience in teaching writing recount text through photograph, beside fulfilling of the requirement for the degree of S.Pd. in English language education.
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dependent upon the continuity and clarity of the thought”.1 From the statement, it
can be known that when the writer needs to write something, he/she has to know what he/she needs to deliver about and expresses his/her ideas clearly in order to make the readers understand about his/her writing. Another expert, Hyland defined, “Writing is a way of sharing personal meanings and writing courses emphasize the power of individual to construct his/her own views on a topic”.2 In conclusion, writing is as a medium for the writer to expresses his/her ideas in written form.
2. The Process of Writing
There are many conceptions about writing process. Oshima and Hongue stated that there are four steps in writing process: pre-writing, organizing, writing, and polishing: revising and editing.3 Harmer mentioned that the stages of writing process included: planning, drafting, editing (reflecting and revising), and final draft.4 Langan also explained the process of writing as follows:5
1Sherman Kent, Writing History, (New York : Appleton Century Crofts, 1941), Second
Edition, p. 56.
2Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press,
2003), p. 9.
3Alice Oshima and Ann Hongue, Introduction to Academic Writing, (New York: Pearson
Education Inc., 2007), Third Edition, p. 15—18.
4Jeremy Harmer, How to Teach Writing, (Longman), p. 4—6.
5John Langan, College Writing Skills with Readings, (New York: McGraw-Hill, 2005),
a. Prewriting, as a starting point in writing activity to develop the topic that will be discussed by the writer in his/her writing. There are five techniques in prewriting stage that can be applied by the writer such as freewriting, questioning, making a list, clustering and preparing a stratch outline.
b. Writing a first draft, the writer is just focused on what he/she wants to write about, keeps on the fluency of his/her writing and does not worry yet about grammatical and writing mechanic.
c. Revising, the writer rewrite his/her paper based on what has already been written by him/her. The goal is to make his/her writing be stronger.
d. Editing, as the last stage in writing process. The writer will identify and correct his/her writing for mistakes and errors in grammatical and mechanic of writing that covering punctuation and spelling.
In summary, all the experts’ explanation above have similar ideas dealing with the process of writing. In producing a writing product, there are some steps that should be done by writer as explained above. The writer will go through those steps until he/she finished his/her final draft.
most important aspect of writing”.6 The second, according to Halliday in Nunan,
the written language is used for: action (for example, public signs, product labels and instructions, recipes, maps, television and radio guides, bills, menus, telephones directories, ballot papers,computer manuals), information (for example, news and current affairs magazines, hobby magazines, non fiction books, public notices, advertisement, political pamphlets, reports), entertainment (for example comic strips, fiction books, poetry and drama, newspaper features,
6Penny Ur., A Course in Language Teaching: Practice and Theory, (Cambridge:
film subtitles, games).7 The third, Raimes mentioned the purpose of writing as belows:
Writing hepls our students to learn. How? First, writing reinforces the grammatical structures, idioms, and vocabulary that we have been teaching our students. Second, when our students write, they also have a chance to be the adventurous with the language, to go beyond what they have just learned to say, to take risks. Third, when write they necessarily become very involved with the new language.8
In summary, the purposes of writing are to give a message, to express ideas, to get things done, to provide information and entertainment, and to give a chance to our students for applying the language in written form.
B. Recount Text
1. The Definition of Recount Text
Anderson and Anderson stated that a recount is speaking or writing that tell about events that happened in the past.9 Linawati Setiadi et al. explained that:
A recount is a piece of writing that tells events in a chronological sequence. A recount is similar to a narrative text. The story may be an event or situation that took place on a particular day. The order of the events is very important. A recount can entertain and/or inform.10
It can be concluded that recount text represents the past events that experienced in daily life.
2. The Purpose of Recount Writing
According to Th. M. Sudarwati et al. the purpose of recount writing is to tell the readers about past events in series.11 Hyland also stated that the purpose of recount text is “To reconstruct past experiences by retelling events in original
7David Nunan, Language Teaching Methodology: A Textbook for Teacher,(London:
Prentice Hall, 1998), p. 84.
8Ann Raimes, Teachnique in Teaching Writing, (New York:Oxford University Press,
2001), p. 3.
9Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: MacMillan
Education Australia PTY LTD, 1997), p. 48.
10Linawati Setiadi et al, Seri Pendalaman Materi Bahasa Inggris SMA/MA, (Jakarta:
Erlangga, 2008), p. 28.
11Th.M. Sudarwati et al, Look Ahead 1 An English Course for Senior High School
sequence”.12 On the other word, the main purpose of recount writing is as a
medium for the writer to share events, activities, and experiences that occured in the past related to his/her daily life in written form.
3. The Generic Structure of Recount Text
Anderson & Anderson explained the generic structures of recount text as follows:13
a. Orientation: provides some basic information related to the event such as who, what, where and when.
b. Events: tells the events that happened in a chronological sequence. c. Re-orientation: a conclusion of the story.
4. The Language Features of Recount Text
The language features of recount text are as follows:14 a. Use of noun, e.g., man, journey, town, etcetera.
b. Use of pronoun, e.g., it, he, him, his, etcetera.
c. Use of action verbs, e.g., wanted, decided, ate, etcetera.
d. Use of past tense, e.g., A rich man wanted to make a journey to another town.
e. Use of time conjunction, e.g., before, finally, etcetera.
f. Use of adverb, e.g., cheerfully, quickly, etcetera.
g. Use of adverb of phrases, e.g., a few days ago, at the end of the journey, etcetera.
h. Use of adjectives, e.g. old, clever, light, heavy, etcetera
12Ken Hyland, op. cit., p. 20.
5. The Example of Recount Text Model of Recount Text
Photograph when having holiday in Singapore
Title Having Holiday in Singapore
Orientation Last month, my friends and I went to Singapore to spend our holiday.
Events We stayed there for three days. On Tuesday morning, we were ready at the ‘Husein Airport’. The plane took off at 12.25 p.m. and landed at ‘Changi Airport at about 3 p.m. Then, we went to the hotel by taxi. In the afternoon, we took a walk to ‘Mustafa Centre’ it’s not far from the hotel. There’re many things sold here, we felt hungry so we found some food for our dinner.
cable car. At night, we watched “Song of the Sea” wow... it’s amazing. All audiences looked satisfied to watch the show. Unfortunately, we didn’t visit ‘Universal Studio’ because of the time.
On thursday morning, we prepared everything to go back to our lovely country. I brought a doll for my younger sister, some t-shirt for my brothers and nice brooches for my beloved mother.
Re-orientation It’s an exiting experience for me.
(Adapted from Learning More English 2 for grade VIII Junior High School)15
C. Instructional Media
1. The Definition of Instructional Media
There are a lot definitions related to instructional media. The first, Nkuuhe in Seth stated that “instructional media are all devices and materials used in the teaching and learning process”.16 The second, Nyame-Kwarteng in Seth defined
“instructional media are the various materials that appeal to the five senses-
seeing, hearing, touching, feeling and tasting which enhance teaching and learning”.17 The third, Scanlan in Ruis said that:18
Instructional media encompasses all the materials and physical means an instructor and teacher might use to implement instruction and facilitate learners' achievement of instructional objectives. This may include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, flash card and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.
15 Titie Surtiyah K. et al., Learning More English 2 for grade VIII Junior High School,
(Bandung: Grafindo Media Pratama, 2014), p. 97.
16Owusu Koranteng Seth, “Instructional Media as a Tool for Ensuring Quality Teaching
and Learning for Pupils in Junior High School”, Thesis (Kumasi: Kwame Nkrumah University of Science and Technology, 2009), p. 13, unpublished.
17Ibid.
18Nuhung Ruis et al., Instructional Media, (Jakarta: Center for Development and
In short, instructional media are all media such as visual media, audio media, audio-visual media and etc. used by the teacher to support teaching and learning activity in the classroom.
2. The Kinds of Instructional Media
There are many instructional media that can be used in teaching and learning activity. Mulyana in Ruis classified the instructional media for language teaching into:19
a. Games and Simulation, some examples of game: Simon says, Scrabble, Bingo, Words puzzle. Some examples of simulation: role playing, socio drama, psycho drama, puppet show.
b. Visual media, for example: a black board, flannel board, magnetic board, wall chart, flash card, reading box, reading machine, module, picture card, slide, film, OHP.
c. Audio media, for example: radio, recordings, record player.
d. Audio-visual media, for example: voiced slide, film, TV, Video Tape Recorder. According to Vernon in Ruis, he mentioned that there are six kinds of media:20
a. Drawing and teacher mode drawings b. Still pictures
c. Audio recording d. Motion picture and TV
e. Real object, simulation, and model
f. Programmed and computer assisted instruction
Based on the explanation above, it can be concluded that generally, there are three kinds of instructional media: audio, visual, and audio-visual media. Audio media are media that can be listened, visual media are media that can be seen, and audio-visual media are media that can be seen and listened.
19Ibid., p. 6.
3. The Advantages of Using Instructional Media
Ruis et al. said that there are some advantages of using instructional media in a classroom teaching, namely:21
a. Instructional media is increased the learners’ experiences.
b. Instructional media is reached everything out of the class, such as: markets, stations, harbors, bacteria, virus, etc.
c. Instructional media is created the possible direct interaction between d. learners and their environment.
e. Media is produced some observation done by the learners to achieve the teachers’ aims.
f. Media is kept the basic, concrete and real concepts of the teaching.
g. Media is aroused the learners’ motivation to learn.
h. Media is integrated the experience from the concrete things to the abstract ones.
i. Media is avoided the learners bored.
j. Media make the learners easily to understand the instructional materials.
k. Media is reinforced the students’ comprehension.
l. Media is made the teaching-learning process more systematic.
D. Visual Media
1. The Definition of Visual Media
There are many definitions about the term of visual media. Visuals can be defined as things that can be seen such as posters, charts, chalkboard, flannel graph, flashcards, puzzles, objects – (real), projectors, cartoons, television,
computer CD, internet and so on.22Ogunranti and Ihongbe defined “visual aids as any picture, model, object or device which provides tangible visual experience to the learner purposely for introducing, building up and enriching ideas”.23
According to Jannah “Visual media is kinds of media that can be seen and can be
touched by the teacher also the students related to the subject of the study”.24
21Ibid., p.17
22M.O.Ashokia, Improvisation/Teaching Aids: Aid to Effective Teaching of English
Language, Int J Edu Sci, 2009, p. 3.
23Grace Ngure et al., Utilization of Instructional Media For Quality Training In Pre-Primary
School Teacher Training Colleges in Nairobi Country, Kenya, ResearchJournali’s Journal of Education Vol. 2, 2014, p. 2.
24Nurul Jannah, The Use of Visual Media to Improve Descriptive Text in Writing Skill,
2. The Kinds of Visual Media
Heinich et al. categorized the visual media into:25 a. Non-projected visuals
There are six types of non-projected visuals commonly found in the classroom situation namely : still picture, drawing (including sketches and diagrams), charts, graphs, posters, and cartoons.
1) Still picture are photograpic (or photograp-like) representations of people, place, and things. The still pictures most commonly used in instruction are photographs; postcards;illustrations from books, periodicals, and catalogs; and any study prints.
2) Drawings, sketches and diagrams employ the grapich arrangement of lines to represent persons, place, things, and concepts.
3) Charts are visual representations of abstracts relationships such as chronologies, quantities, and hierarchies. They are appear frequently in textbooks and training manuals as tables and flowcharts.
4) Graphsprovide a visual representation of numerical data. They also illustrate relationships among units of the data and trends in the data. Graphs are also more visually interesting than tables. There are four major types of graphs; bar, pictorial, circle, and line.
5) Posters incorporate visual combinations of images, lines, color, and words. They are intended to catch and hold the viewer’s attention at least long enough to communicate a brief message, usually a persuasive one. To be effective posters must be colorful and dynamic. They must grab attention and communicate their message quickly.
6) Cartoons are perhaps the most popular and familiar visual format. They appear in a variety of print media-newspaper, periodicals, textbooks and range from comic strips intended primarily to entertain to drawings intended to make important social or political comments. Be sure the cartoons you use
25Robert Heinich et al., Instructional Medium and Technology for Learning, (Upper Saddle
for instructional purposes are within the experiential and intellectual range of your students.
b. Projected visuals
Projected visuals are defined here as media formats in which still image are enlarge and displayed on a screen. The examples of projected visuals are document camera, overhead projection, slides, digital image, digital camera, still from videotape or videodisc, and digital image projection.
1) Document camera is a video camera mounted on a copy stand, pointed downward at documents, flat pictures, or graphics and small object.
2) Overhead projection, the typical overhead projector is a simple device. Basically it is a box with a large aperture or “stage” on the top surface. Light from powerful lamp inside the box is condensed by a special type of lens, known as a fresnel lens, and passes through a transparency place on the stage. 3) Slides, the term slide refers to a small-format photographic transparency
individually mounted for one-at-a-time projection.
4) Digital image, it is possible to store images in a digital (or analog) form and show them on a computer or television monitor or project them before a group. Available digital storage media include CD-ROM, photo CD, DVD-ROM, and computer disks.
5) Digital camera, instead of storing the visuals on photographic film, digital cameras connect directly to a computer to place the image onto the computer. Once the picture is taken, it is easy to connect the camera or use the disk or smart card to put the image onto the computer. These image can also be incorporated into web pages. Because they are digital, the images are easy to place into these type of files.
6) Still from videotape or videodisc, videodisc resemble silver, shiny phonograph record. They are also referred to laser discs. Recorded images and sound are stored on these discs in analog format.
television monitor, an LCD panel on an overhead projector, or a data projector.
3. The Benefit of Using Visual Media
Morgan and Bowen in Ariningsih explained the benefits of using visual aids in the language classroom as belows:26
a. they vary the pace of the lesson;
b. they encourage the learners to lift their eyes from their books, which makes it easier and more natural for one to speak to another;
c. they allow the teacher to talk less, by diminishing the importance of the verbal stimuli provided by the teacher’s voice, and allow the students to talk more. This visual rather than verbal approach results in less teacher talking time and more student participation.
d. they enrich the classroom by bringing in topics from the outside world, which are made real and immediate by the pictures;
e. they spotlight issues, providing a new dimension of dramatic realism and clarifying facts that might pass unnoticed or be quickly forgotten. Abstract ideas of sound, temperature, motion, speed, size, distance, mass, depth, weight, colour, taste, feel, and time can be taught with visual aids;
f. a student with a creative imagination will often find the learning a new language easily and enjoyably through the use of pictures while he finds it difficult to learn just from a textbook and dictionary;
g. they make a communicative approach to language learning easier and more natural;
h. they help to teach listening, speaking, reading and writing and allow the teacher to integrate these skills constructively;
i. they inspire imaginativeness in both the teacher and students comments, guesses, interpretations and arguments turn newly practical phrases into a lively give and take;
j. they provide variety at all levels of proficiency. A collection of visuals in the various media enters for all ages of learners and all types of
E. Photograph
1. Photograph as One of the Resources of the Pictures
According to Raimes, the writing teacher can find a valuable resource of
Wright also explained that the sources of pictures can be found in:28
Newspapers Wallcharts
Magazines Instructions
Advertisements and publicity Old books
Holiday brochures Comics and cartoon strips
Bussiness brochures Family photographs and
slides
Catalogues Stamps
Calendars Playing cards
Greetings cards Wrapping paper
Postcards Coursebook
Reproductions of art The teachers’ and students
own drawings
Posters Photocopying
In addition, Wright stated that:
Sometimes family photographs can be brought to the lesson, shown and talked about. We all have photographs and slides which we do not really want to keep and never look at (and that applies to our students as well).
Based on the explanation above, it can be concluded that photograph is as one of the sources of pictures that can be utilized by the teacher as medium of learning.
27Raimes,op. cit., p. 27.
28Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University
2. Photograph as a Visual Medium in Teaching Writing Recount Text
Photograph is the representation of the real picture of an object such as, people, place, building, things and many more. In daily life, many people like to take photograph. They usually take photograph in various occasion both in happy and sad moment. For example, when the people went to Kuta Beach for having holiday, all of them surely would took photograph and made Kuta Beach as a background of their photograph. The people usually keep their photograph on the album, frame or mobile phone. Photograph will be a memory of past moment for everyone, because it tells past events that ever experienced in real life.
Photograph can be utilized as a visual medium in teaching writing recount text, because photograph represent the past events in the form of picture. It has a relationship with recount text that retell about the events that happened in the past. So, Photograph can be an interesting visual medium that can be used in teaching writing recount text. It is supported by Indah in her research that found the average score of the students’ achievement who were taught writing recount text by using photograph is 76,8 which is categorized good meanwhile the average score of the students’ achievement who were taught writing recount text without using photograph is 64 which is categorized fair. In addition, the t-test level significant t 0.05 shows that t- obtained value is 12.85 and t-table value is 1.98, so there is a significant difference in the students’achievement between those who were taught writing recount text by using photographs and those who were taught writing recount text without using photographs. It means that teaching writing recount text by using photograph is effective.29
The teacher can ask the students to bring their own photograph that kept on their family album , frame, or mobile phone to school or the teacher can utilize photograph documentation of school events that owned by the school. Then, the teacher can give instruction to them to write a recount text based on the photograph. It can give a new experience for the students to learn English skill, especially writing skill in interesting way.
29Dwi Nur Indah, “Improving Writing Recount Text By Using Photograph”, skripsi,
3. The Benefit of Utilizing Photograph
According to Raimes, photograph as one of the valuable resources of pictures provides:30
a. A shared experience in the classroom
b. A need for common language forms to use in the classroom c. A variety of tasks
d. A focus of interest for students
Heinich et al. explained that photograph as one of the still pictures most commonly used in instruction is categorized into non-projected visuals that give some benefits as follows:31
a. Non-projected visuals are easy to use because they do not require any equipment
b. They are relatively inexpensive. Many can be obtained at little or no cost c. They can be used in many ways at all levels of instruction and in all
disciplines
d. You may also used them to stimulate creative expression, such as telling or writing stories or composing poetry
F. Previous Study
The first previous study is a skripsi entitled Improving Writing Recount Text By Using Photograph (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, (English Education Department, Faculty of Language and Art Education, IKIP PGRI Semarang 2010). This research was conducted to prove whether the use of photograph is effective or not in teaching writing recount text to the eleventh year students of SMA N 1 Batangan Pati in the academic year of 2009/2010. The researcher used a quasi-experimental research design. In selecting the sample, the researcher used random sampling technique. The researcher chose
30Raimes, op. cit. pp. 27—28.
two classes as the sample. They are XI IPA 2 as the control class and XI IPA 1 as the experiment class. The researcher used writing test as the instrument to collect the data. The researcher gave pre-test and post-test. The researcher analyzed the data by using statistical analysis. The researcher used t-test formula to find out the effectiveness of using photograph in teaching writing recount text. The result of the data shows that the t-obtained value (12.85) was greater than the t-table value (1.98) by appling 0,05 level of significant. It means that the use of photographs in teaching writing recount text to the eleventh year students of SMA N 1 Batangan Pati in the academic year 2009/2010 is effective.32
The second previous study is The Use of Real Picture Series in Teaching Recount Text Writing written by Desy Yunita Sari Widarti et al. (English Education Study Program, Language and Art Education Department, Teacher Training Education Faculty of Tanjungpura University, Pontianak). The purpose of this research is to know whether the use of real picture series is effective or not in teaching recount text writing to the tenth year students of SMA Negeri 2 Sungai Ambawang Kab. Kubu Raya, West Kalimantan Province in academic year 2013/2014. This research applied a pre-experimental research design in one group pre-test post-test design. The sample of this research is the students of class XB that consisted 26 students. The instrument that used to collect the data is written test. The pre-test was given by the researcher before the treatment while post-test was given after the treatment. The data analyzed statistically. To prove the effectiveness of using the real picture series in teaching recount text writing the researcher applied the ES (Effect Size) formula. The result of the data shows that the effect size is 2,6. Therefore, it can be concluded teaching writing recount text through the real picture series is strong effective.33
32Ibid., pp. 1—60.
33Desy Yunita Sari Widarti et. at, The Use of Real Picture Series in Teaching
Recount Text Writing, pp.1—10.
G. The Theoritical Hypothesis
The theoritical hypothesis of the study is as follows:
1. Alternative Hypothesis (Ha): The use of photograph is effective towards students’ skill in writing recount text.
2. Null Hypothesis (Ho): The use of photograph is not effective towards students’ skill in writing recount text.
21 CHAPTER III
RESEARCH METHODOLOGY A. Time and Place of the Research
This research was held on March 30th up to April 28th 2015. This research was conducted at SMP Nusantara Plus, Ciputat. It is located at Jl. Tarumanegara Dalam No. 1 Ciputat – Tangerang Selatan.
B. The Research Design
In this research, the researcher used a quasi-experimental design. Gay et al. stated that a quasi-experimental design can be applied by the researcher when assign of the subjects to groups randomly is impossible.1 According to Nunan,
there are some characteristics of quasi-experimental design. The first has both pre-test and post-pre-test. The second has experimental and control class. The third assign the subjects nonrandomly.2 This quasi-experimental design attempted to find out the effectiveness of using photograph towards students’ skill in writing recount text. Furthermore, the variables examined in this research are photograph as the independent variable and recount writing as the dependent variable. The procedures that used in this quasi-experimental design are as follows:
1. Pre-test
The pre-test was conducted in the first meeting to measure students’ writing skill in recount text before treatment. The researcher gave a writing test. The students both in experimental and control class were asked to write a recount text. The topic that was given to the students both in experimental and control class is
the same. The topic is about “My Experience When I Went to My Hometown”.
1Gay et al., Educational Research, Nineth Edition, (New Jersey: Pearson Education, Inc.,
2009), pp. 258—259.
2David Nunan, Research Method in Language Learning (Cambridge: Cambrige
2. Treatment
In the treatment, the researcher conducted teaching and learning process both in experimental and control class in three meeting. The students in experimental class and control class were taught by using different method. The students in experimental class were taught by using photograph while the students in control class were taught without using photograph. In the first meeting of treatment, the researcher explained about recount text and how to write it. Then, in the next two meetings, the researcher asked the students to practice to write recount text. In experimental class especially, the students wrote recount text based on their own photograph. The procedure of teaching writing recount text through photograph in treatment explained as follows:
a. Teaching Preparation
There were several preparation that should be prepared by the teacher before teaching writing recount text through photograph. The first, the teacher should choose the topic of recount text that will be written by the students. In this case, the topic should be based on the real life. In this research, the researcher as the
teacher would choose the topic about “Visiting Recreation Place” and “ My Experience When I Attended School Event/School Festival in My School ”. The
b. The Implementation of Utilizing Photograph as a Visual Medium in Teaching Writing Recount Text.
In teaching writing, the students would be guided by the teacher in doing writing activity. There are three stages of teaching namely opening activity, main activity and closing activity.
1) Opening Activity
In this activity, the teacher greeted the students. After that the teacher checked the attendance list. Then, the teacher made sure the students were ready to learn. Next, the teacher activated the students’ background knowledge related to the lesson that would be discussed by asking some questions to the students. After that, the teacher explained the students about the goal of learning that had to be reachead by them, the students are required to be able to write a recount text in the context of daily life.
2) Main Activity
The first, the teacher explained about the definition, communicative purpose, generic structures, language features and how to write recount text. The second, the teacher showed recount text that written based on the photograph as the example. The third, the teacher asked the students to observe the example the recount text. The last, the teacher asked the students write recount text based on their own photograph.
3) Closing Activity
This stage, the teacher concluded the lesson with the students. The teacher made sure that all of the students were participating in concluding the lesson by giving their own opinion. If the teacher found the students who still confused or had problem the teacher had to give further explanation.
3. Post-test
the same. The topic is about “My Unforgetable Moment/Event/Experience that Happened in My Life”
C. Population and Sample
The population of this research is the eighth grade students of SMP Nusantara Plus Ciputat in academic year 2014/2015 which consist of 4 classes. The total number of population is 146 students. Class 8-1 consists of 39 students, class 8-2 consists of 34 students, class 8-3 consists of 36 and class 8-4 consists of 37 students. In selecting the sample, the researcher used purposive sampling technique. This technique is used to determine the sample with certain consideration3. There are two classes as the sample. The first class is 8-3 as the experiment class and the second class is 8-2 as the control class. The researcher choose 8-3 and 8-2 as the sample, because the researcher was suggested by the English teacher of SMP Nusantara Plus Ciputat to do the research at both classes.
D. The Research Instrument
The research instrument used in this research is a test. The researcher gave the writing test in pre-test and post-test. Pre-test was given to the students to measure their skill in writing recount text before the treatment while the post-test was given to the students to measure their writing skill in recount text after getting the treatment. The topic that was given to the students both in experimental and control class is the same. The topic of pre-test is about “My Experience When I
Went to My Hometown”, and the topic of post-test is about “My Unforgetable Moment/Event/Experience that Happened in My Life”
E. The Technique of Data Collection
The technique of collecting data in this research used quantitative data. The quantitative data obtained from the students’ score in pre-test and post-test. In
3Sugiono, Metode Penelitian Kuantitatif, Kualitataif dan R&D, (Bandung: Alfabeta,
analyzing and assessing the students’ writing test in pre-test and post-test, the analytic scale was used as described in table 3.1. 4
Table 3.1
Scale for Assessing the students’ writing test
Categories Score Criteria
Content 30—27 EXCELLENT TO VERY GOOD:
Knowledge. Substantive. Thorough
development of thesis. relevant to assigned topic.
26—22 GOOD TO AVERAGE: some knowledge of
subject. Adequate range. Limited
development of thesis. Mostly relevant to topic, but lacks detail.
21—17 FAIR TO POOR: limited knowledge of subject. Little substance. Inadequate development of topic.
16—13 VERY POOR: does not show knowledge of subject. Non-substantive, non pertinent, or not enough to evaluate.
Organization 20—18 EXCELLENT TO VERY GOOD: fluent
expression. Ideas clearly stated/supported.
Succinct. Wellorganized. 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: non-fluent. Ideas confused or disconnected. Lacks logical sequencing
4Arthur Hughes, Testing for Language Teacher, Second Edition, (United Kingdom:
development.
9—7 VERY POOR: does not communicate. No organization.or not enough to evaluate.
Vocabulary 20—18 EXCELLENT TO VERY GOOD:
sophisticated range. Effective word/idiom choice and usage. Word form mastery. Appropriate register.
17—14 GOOD TO AVERAGE: adequate range. Occasional errors of word/idiom form, choice, usage but meaning not obscured. 13—10 FAIR TO POOR: limited range. Frequent
errors of word/idiom form, choice, usage. 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: efffective complex constructions. Few errors of
agreement, tense, number, word
order/function, articles, pronouns, prepositions.
21—18 GOOD TO AVERAGE: effective but simple constructions. Minor problems in complex constructions. Several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.
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 construction rules. Dominated by errors. Does not communicate. Or not enough to evaluate.
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. Meaning not obscured
3 FAIR TO POOR: frequent errors of spelling. Punctuation. Capitalization. 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.
F. The Technique of Data Analysis
The researcher analyzed the data by using statistical analysis. In analyzing the data, the t-test was used to find out the effectiveness of using photograph towards
students’ skill inwriting recount text. The formula of t-test is as follows:5
t =SEᴍ − SEᴍ M − M
5
M : Mean of the score of experimental class M : Mean of the score of control class SEᴍ : Standard error of experimental class SEᴍ : Standard error of control class
The steps that must be done in calculation are:
1. Determining mean of variable X, with the formula as follows:
M = Σx N
M : Mean of the score of experimental class Σx : Sum of the students’ score of experimental class N : Number of the students of experimental class
2. Determining mean of variable Y, with the formula as follows:
M = NΣy
M : Mean of the score of control class
Σy : Sum of the students’ score of control class N : Number of the students of control class
3. Determining standard of deviation score of variable X, with formula as follows:
SD = √Σx²N
SDx : Standart deviation score of experimental class
4. Determining the standard deviation score of variable Y, with formula as follows:
SDy : Standard deviation score of control class
5. Determining standard errors of mean of variable X, with the formula as follows:
SEᴍ = SD √N −
SEMx : Standard error of experimental class
6. Determining standard errors of mean of variable Y, with the formula as follows:
SEᴍ = SD √N −
SEMy : Standard error of control class
7. Determining of standard errors of different mean variable X and variable Y, with the formula as follows:
SEᴍ − ᴍ = √SEᴍ ² + SEᴍ ²
8. Determining
t
o, with the formula as follows:t =SEᴍ − SEᴍM − M
Mx : Mean of the score of experimental class My : Mean of the score of control class SEMx : Standard error of experimental class SEMy : Standard error of control class
9. Determining
t-
table with the degree of freedom (df) in significant level 5% and 1% with the formula as follows:Df : Degree of freedom
N : Number of students of experimental class N : Number of students of control class
G. The Statistical Hypothesis
The hypothesis of statistic that used in this research is: H0 : μ1 = μ2
Ha : μ1≠μ2
H0 : Null Hypothesis
Ha : Alternative Hypothesis
μ1 : The students’ achievement in writing recount text, who are taught by using photograph.
μ2 : The students’ achievement in writing recount text, who are taught without using photograph.
The assumption of the hypothesis as follows:
1. If t-test > t-table in significant level of 5% and 1%, the null hypothesis is rejected and the alternative hypothesis is accepted. It means that there is significant difference between the students’ score in learning writing recount
text by using photograph and the students’ score in learning writing recount
text without using photograph at the eight year students of SMP Nusantara Plus Ciputat (μ1 ≠ μ2). The use of photograph is effective towards students’
skill in writing recount text.
2. If t-test < t-table in significant level of 5% and 1%, the null hypothesis is accepted and the alternative hypothesis is rejected. It means that there is no significant difference between the students’ score in learning writing recount
text by using photograph and the students’ score in learning writing recount
text without using photograph at the eight year students of SMP Nusantara Plus Ciputat (μ1 = μ2). The use of photograph is not effective towards students’
31 1. Data Description
Before doing the calculation by using t-test, the data of the students’ pre-test and post-test score of experimental and control class that had been collected is described as follows:
Table 4.1
Students' Score of Experimental Class
No. Pre-test Post-test Gained Score
Based on the table above, it can be seen that the score of the students’ pre-test and post-test in the experimental class are different. The mean of the students’ score in pre-test is 53.97 with the lowest score is 39 and the highest score is 71.
Meanwhile the mean of the students’ score in post-test is 75.64 with the lowest score is 49 and the highest score is 97.
Table 4.2
Students' Score of Control Class
No. Pre-test Post-test Gained Score
1. 60 62 2
No. Pre-test Post-test Gained Score
Chart 4.1
Mean Score of Pre Test, Post Test, and Gained Scores of Experimental and Control Class
2. Data Analysis
The data of the students’ was analyzed by using t-test to prove whether there was any significant different between the students’ skill in writing recount text in experiment class as the X variable and control class as the Y variable. But, before using the formula of t-test, the students’ score in the experiment and control class were tabulated to calculate the gained score of each class. It can be seen as follows:
Table 4.3
No. X Y X-MX Y-MY (X-MX)
²
(Y-MY)²
1. Determining mean of variable X, with formula as follows:
Mx =
Mx = ,
2. Determining mean of variable Y, with formula as follows:
My = NΣy
My =
My = ,
3. Determining standard of deviation score of variable X, with formula as follows:
SDx = √Σx²N
SDx = √
SDx = √ ,
SDx = ,
4. Determining standard of deviation score of variable Y, with formula as follows:
SDу = √Σy²N
SDу = √
SDу = √ ,
5. Determining standard error of mean of variable X, with formula as follows:
SEᴍx = SDx √N −
SEᴍx = , √ −
SEᴍx = , √
SEᴍx = ,,
SEᴍx = ,,
SEᴍx = ,
6. Determining standard error of mean of variable Y, with formula as follows:
SEᴍу = SDу √N −
SEᴍу = , √ −
SEᴍу = , √
SEᴍу = ,,
SEᴍу = ,
7. Determining standard error of different mean of variable X and variable Y, with formula as follows:
SEᴍx − SEᴍу = √ , + , ²
SEᴍx − SEᴍу = √ , + ,
SEᴍx − SEᴍу = √ ,
SEᴍx − SEᴍу = ,
8. Determining,
t
o with formula as follows:t =SEᴍ − SEᴍ M − M
t = , − ,,
t = , ,9
t = ,
9. Determining with degree of freedom (df) in significant level of 5% and 1% with formula as follows:
Df = (N + N ) – 2
Df = (34 + 34) – 2
Df = 68 – 2
Df = 66
The value of df (degree of freedom) is 66. Based on the table of “t” score,
there is no degree of freedom for 66, so the closer value to 66 is used, that is 70.
The value of 70 in the table “t” score at significant level of 5% = 2.00 and 1% = 2.65
10. The comparison between t-observation and t-table:
3. The Hypothesis Testing
After obtaining the data by using t-test formula, it is used to prove the result of the hypothesis as follows. Based on the description of the data calculation, it shows that:
1. The value of t-observation is 5.95
2. The degree of freedom (df) is 66, so the value of t-table in significance level of 5% = 2.00 and 1% = 2.65
Because the value of t-observation > t-table, it proves that the null hypothesis is rejected and the alternative hypothesis is accepted which stated that there is significant different between the students’ score in learning writing recount text
by using photograph and the students’ score in learning writing recount text
without using photograph at the eight year students of SMP Nusantara Plus Ciputat.
B. Interpretation
40 significant different between the students score in learning writing recount text by
using photograph and the students’ score in learning writing recount text without
using photograph at the eight year students of SMP Nusantara Plus Ciputat. It can be concluded that the use of photograph is effective towards students’ skill in writing recount text to the eight year students of SMP Nusantara Plus Ciputat.
B. Suggestion
Referring to the result of the study, there are some suggestions can be delivered to go:
1. Students
a. Photograph can be used as a learning media in teaching writing recount text. It can make the students more interested to learn and practice to write recount text.
b. Teaching writing recount text through photograph can motivate the students to write their experience to share to the others and help them in generating ideas to write a recount text.
2. Teachers
b. A learning medium can be categorized good and useful, if the students can be fun and enjoy the learning activity. Hence, a creative writing assignment is very needed and important for them, as the use of photograph in teaching writing recount text.
3. Further Researchers
