The Effect of Picture Series on Students' Writing Ability of Recount Text (A Quasi-experimental Study at the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)

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WRITING ABILITY OF RECOUNT TEXT

(A Quasi-experimental Study at the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)

“SKRIPSI”

Presented to Faculty of Educational Sciences

in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education at the Department of English Education

By:

Tias Sil Romansyah 1111014000098

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

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A Skripsi

Presented to Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-l)

in English Education at the Department of English Education

Approved by:

Advisor

I

NIP. 196909L2 2009M

I

008 NrP. 19761007 200710 1 002

DEPARTMENT OF' ENGI,ISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UMVERSITY OF SYARIF IIIDAYATULLAH JAKARTA

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Writing Ability of Recount Text (A _{Quasi-experimental}Study ut the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)" written

by Tias Sil Romansyaho students' registration number: 1111014000098, was

examined by the Committee on January 23'd,2017.The skripsi has been accepted

and declared to have fulfilled one of the requirements for the degree of S.Pd. (S-1)

in Engtish Education.

Jakarta, January 23'd 2077

EXAMINATION COMMITTBE

Date

Chairman Dr. Alek. M.Pd.

NrP. 19690912 200901

I

008

Zaharil Anasy. M.Hum. NrP. 19761007 2007t0 1 002

Dr. Fahriany, M.Pd. NrP.19700611 199101 2 001

Dr. Ratna Sari Dewi, M.Pd. NrP. 19720501 199903 2 013

Secretary

Examiner

I

Examiner

II

@/,lq

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i

Department of English Education, The Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2017.

Key Words: Picture Series, Writing, Recount Text

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ii

2016/2017), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Key Words: Gambar Berseri, Tulisan, Teks Recount

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blessing to finish his last assignment in his study, skripsi. Peace and salutation be

upon to the prophet Muhammad SAW, his family, his companion and his adherents.

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

Faculty of Educational Sciences in partial fulfillment of the requirements for the

degree of S.Pd. (S-1) in English Education at the Department of English Education.

The first, he would like to express his great honor and deepest gratitude to his

beloved father Zauli, his beloved mother Sarina, his sisters Tiassil Haviana, S.T.,

Nurtias Jumiatul Rohmah and Nurtias Sil Isromi, and all families who always give

support, motivation and moral encouragement to finish his study.

He would like to give thanks to his advisors Mr. Dr. Alek, M.Pd. and Mr. Zaharil

Anasy, M.Hum. who have given his precious help, guidance and advices patiently

during the completion and the development of the study. Also his greatest gratitude

and honor to Dr. Ratna Sari Dewi, M.Pd. as his academic advisor who always gave

support and advice during his study.

He also realized that he would 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, MA, as the Dean of Faculty of Educational

Sciences Syarif Hidayatullah State Islamic University 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 gave motivation

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SMP Nusantara Plus Ciputat who have given their time for sharing.

7. The eighth grade students of SMP Nusantara Plus Ciputat in Academic Year

2016/2017, as the participant of this research.

8. All of friends in the Department of English Education academic year 2011,

especially C class who always supported him.

9. His best friends Farras Labieb Ahmad, S.Pd., Shendy Pratama, S.Pd., Wildan

Ahdiyat, S.Pd., and Muhammad Kahfianan who always supported and helped

him. Thank you for the best friendship ever after.

10.All of members of ―LOL‖ who always helped and gave the writer support,

time and love to remind him in accomplishing the research.

11.His special mate Hidayana Putri who always stood by him in finishing this

skripsi.

12.All of his friends and all the people who contributed in this study that he

could not mention one by one who always gave motivation to the writer in

finishing this skripsi.

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, 11 January 2017

The Writer

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ACKNOWLEDGMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Identification of Problems ... 5

C. The Limitation of Problem ... 6

D. The Formulation of Problem ... 6

E. The Objective of the Study ... 6

F. The Significance of the Study... 6

CHAPTER II THEORETICAL FRAMEWORK ... 7

A. Writing ... 7

1. The Nature of Writing ... 7

2. The Process of Writing ... 7

3. The Purpose of Writing ... 8

B. Recount Text ... 9

1. The Definition of Recount Text ... 9

2. The Purposes of Recount Text ... 10

3. The Types of Recount Text ... 10

4. The Generic Structure of Recount Text ... 11

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vi

2. The Kinds of Picture ... 13

3. The Function of Picture ... 14

4. Picture as Media in the Writing Process ... 15

5. Picture Series ... 17

6. Application of Using Picture Series in Teaching Writing of Recount Text ... 18

7. The Example of Picture Series ... 18

D. Previous Related Studies ... 19

E. Conceptual Framework ... 21

F. Theoritical Hypothesis ... 21

CHAPTER III RESEARCH METHODOLOGY ... 22

A. Place and Time of the Study ... 22

B. Method and Research Design ... 22

C. Population and Sample ... 23

D. The Research Instrument ... 23

E. The Technique of Data Collection ... 23

F. The Technique of Data Analysis ... 27

G. Statistical Hypothesis... 29

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 31

A. Research Finding ... 31

1. Data Description ... 31

2. Data Analysis ... 37

3. The Hypothesis Testing ... 41

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viii

Table 4.1 The students’ score of pre-test of experimental class (VIII-1) and

controlled class (VIII-2) ... 31

Table 4.2 The students’ score of post-test of experimental class (VIII-1) and

controlled class (VIII-2) ... 33

Table 4.3 The students’ gained score comparison between pre-test and post-test in

experimental class (VIII-1) and controlled class (VIII-2) ... 35

Table 4.4 Statistical calculation of gained score both the experimental and

controlled class ... 37

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Figure 2.2 The example of picture series 2 ... 19

Figure 2.3 The example of picture series 3 ... 19

Chart 4.1 The students’ score of pre-test of experimental class and

Chart 4.2 The students’ score of post-test of experimental class and

Chart 4.3 The students’ gained score of experimental class and controlled

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Appendix 3 Sample of Students’ Pre-test in Writing Recount Text

(Experimental Class & Controlled Class) ... 74

Appendix 4 Sample of Students’ Post-test in Writing Recount Text (Experimental Class & Controlled Class) ... 78

Appendix 5 Surat Permohonan Izin Penelitian ... 82

Appendix 6 Surat Keterangan telah Melaksanakan Penelitian ... 83

Appendix 7 Surat Bimbingan Skripsi ... 84

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1

A.

The Background of the Study

Language is a means of communication. To be easy in a language, people

must acquire the language skills like writing. Writing is one of the language skills

that must be mastered by students at Junior High School. Writing becomes a

means and important part of communication that is the most used by many people

around the world to interact and share information in English language for many

purposes, beside listening, speaking, and reading. Writing involves transferring a

message from our thoughts using language in the written form and it is called

communicative competence. According to Brown, he stated that communicative

competence is relative, not absolute, and depends on the cooperation of all the

participants. Communicative competence enables one to convey and interpret

messages and to negotiate meanings interpersonally within specific context.1 In

addition, Canale and Swain stated that communicative competence consists of

grammatical competence, discourse competence, sociolinguistic competence, and

strategic competence.2 The grammatical competence and discourse competence

reflect the use of linguistic system itself. The sociolinguistic competence and

strategic competence reflect the functional aspects of communication. By

acquiring communicative competence, the students are expected to have

knowledge of grammar and vocabulary of the language; to have knowledge of

rules of writing and to be able to apply it in real communication appropriately.

Writing is an important part of language learning. The main purpose of

writing is to make the writer creates or expresses ideas into a written form to give

information to the reader. It is the same as the purpose of communication. That is

to deliver information from sender to receiver, like writer to reader and speaker to

listener. In writing, when the reader can understand what the writer writes, it

1

H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson Education Inc., 2007), Fifth Edition, p. 219.

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means that communication happened and got success. Thus, writing is also called

as a written communication. Meanwhile, for junior high school students, writing

is not only a crucial written communication, but also a crucial language skill that

must be learnt in the school. They have to master writing for some purposes like

academic, job applications, applying scholarship, and future carriers. Hence,

writing is very suitable for their educational, social, and professional field.

Writing is an activity where the students write and share what they think.

The students usually use writing as a tool to make notes, to do assignments and

exercises, to summarize lessons, to record the teacher’s explanations, and to write

diaries. According to Urquhart and McIver, they stated writing is about expressing

knowledge and you want your students express their knowledge as thoughtfully

and clearly as they can.3 Through writing, teachers are able to identify students’

ability in using the language, because the writing does not only deal with list of

vocabularies and knowledge of grammar, but also ability to organize thoughts into

series of paragraph.

Writing is a productive skill. It is very useful for students because it is able

to convey their message through their minds in written form. It is placed at the last

stage among the four skills (listening, speaking, reading, and writing). Writing is

the production of the written word in text form and it must be read and

comprehended in order to communicate to take place. To write well, people must

have good capabilities in writing. Moreover, someone who wants to write story or

essay must know the writing process and the aspects of writing ability. People

must be able to organize ideas, to construct sentences, to use spellings and

punctuations well. Besides, they must be able to arrange their writings into

cohesive and coherent paragraphs and texts. However, people could not develop

their ideas if they do not master the use of grammatical sentence well and they are

lack of vocabulary. According to Jack C. Richards, he stated that writing is the

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most difficult skills for second learner to master of putting together strings of

grammatically correct sentences.4

Writing is not a natural skill because one can’t acquire this ability automatically and easily. It needs a lot of practice to be mastered. Writing skill

differs from other skills like listening and speaking. The two other skills can be

gained through natural processes. Since one was born, he has got considerable

experiences of listening and speaking. In writing, he must recognize and

understand new symbols. Therefore, writing is a sophisticated skill combining a

number of different elements that must be grammatically connected.

Writing is considered the most difficult to be learned and mastered

because it involves some language components such as spelling, language use,

vocabulary, and punctuation. Writing requires the rules of English grammar and

mechanics like the correct use of verbs and pronouns, as well as commas and

other marks of punctuation and it also involves many aspects such as paragraph

development, organization of content and it demands standard form of grammar,

syntax, and vocabulary. Writing involves more than just producing words and

sentences, but in writing activity the students should be able to combine words

and sentences grammatically into written text.

In Junior High School, writing in English is a competency that should be

achieved by students, like writing simple functional text in descriptive text,

procedure text, narrative text, recount text, and report text. Especially, recount text

and narrative text learned by the students in the eighth grade of Junior High

School. In recount text, students usually asked by teacher to write a story based on

the themes.

Based on the syllabus of KTSP (School-based curriculum), the writing

ability is taught in junior high school. It is one of the language skills that must be

mastered by students. Based on the situation above, the writer did an observation

in SMP Nusantara Plus. Based on the observation conducted between the

researcher and the students in the school, it was found that the students’ ability in

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writing was still far from what was expected. On the writing test, the students

were asked to write a recount text based on the topic that was given by the

researcher. The score of students’ writing test was bad. It means many students

have problems in writing ability. That was happened because of some factors.

First, the students have difficulties in expressing their ideas in written form. On

the other word, they do not have many ideas to write. Second, the students have

the lack of interest and low motivation in learning writing. So, it made writing

becomes a boring and hard activity for them. Third, the students have difficulty in

develop their ideas in order to get unity and coherence sentence. Fourth, the

students have limited vocabulary mastery. It made the students wrote difficultly.

Also, the lack of English grammar mastery. And the last, the students are still low

in understanding of mechanical writing. Because of these they got difficulties in

writing and the result of their writing were still far from what were expected.

In this case, the researcher wants to conduct the research about recount

text because it is the most common text used rather than others. Recount is a text

which consists of three aspects and it tells about people’s experience in the past. Recount text gives the description of events of someone’s past experience for the reader, which is to give the information or to entertain. Based on the researcher’s experience when teaching students, they would be enthusiastic when they were

asked to tell about their experience or story, especially about amusing story.

Students remembered their story and wanted to share their story to other people. It

seems that they wanted others to feel what they feel.

There are aspects which were scored in scoring the students recount text

writing. They were content, text organization of recount, and usage. Considering

the importance of writing ability for students, it needs a media to help the students

in creating ideas, writing correct and appropriate sentences. One of media that can

be used to help the students in writing recount text is by using picture. Pictures

have an excellent device for providing both a purpose and content for writing. It

also provides students with information about object, actions, events, and a

relationship. Pictures can stimulate and motivate students to express themselves.

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students will not find a difficulty to write and explore their ideas because what

they will write is focused on the pictures. Picture series have a lot of fun and can

be adapted to a variety of writing types. Picture series also have pictures with full

color. It makes the students are attracted to explore their ideas in writing recount

text. They have some imaginations when they saw pictures. The pictures inspire

the students in expressing their ideas into paragraph. The students are expected to

be more interested in following English subject, especially in the aspects of writing and the students’ writing ability of recount text also increased because the students have motivation to increase their potential in writing recount text after

they have imagination about the pictures.

Based on the explanation and problems above, the writer was interested in

finding out the factors from the observation above which made the students were

so far from what were expected in writing test. The factor is media to make a

good paragraph in writing recount text. It is hoped that the media can improve the students’ ability in writing, especially in recount text.

Finally, the writer intended to conduct quasi-experimental study entitled, “The Effect of Picture Series on Students’ Writing Ability of Recount Text (A Quasi-experimental Study at the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)”

B.

The Identification of Problems

Based on the background of the study above, the problems that can be

identified as follows:

1. Students have difficulty in expressing their ideas in written form.

2. Students have the lack of interest and low motivation in learning writing.

3. Students have difficulty in develop their ideas in order to get unity and

coherence sentence.

4. Students have limited vocabulary mastery and the lack of grammar

mastery.

5. Students are still low in understanding of mechanical writing.

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C.

The Limitation of Problem

Based on the problems were identified above, the problem of the research

was limited on the effect of picture series on students’ writing ability of recount

text. In addition, the writer focused on the students at the eighth grade of SMP

Nusantara Plus.

D.

The Formulation of Problem

Based on the limitation of problem above, the problem of this study can be

formulated as follows: Is there any effect of picture series on students’ writing

ability of recount text for the eighth grade students of SMP Nusantara Plus?

E.

The Objective of the Study

Based on the formulation of the problem above, the objective of this study

was to get the empirical evidence about the effect of picture series on students’

writing ability of recount text.

F.

The Significance of the Study

The result of this study was expected to be useful for:

1. The teachers

The teacher, especially the English teacher would get information and

description about the effect of picture series on the students’ writing

ability of recount text as a media to produce better writing.

2. The students

After the students were researched, they had motivation in writing recount

text using picture series as a media to writing; and write correct and

appropriate sentences.

3. The writer

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A.

Writing

1. The Nature of Writing

Learning language means learning to communicate with each other, to

interact with them, to talk to them, to understand them, to read what they have

written, to write to them. One way to create communication is through writing.

Writing is one of four language skills in learning English, beside listening,

speaking, and reading. It is one of the important skills to be mastered, especially

by the students in Junior High School. According to Zemach, writing is an

important element of daily life communication, especially in secondary school

and university. However, writing is one difficult skill to be mastered for the first

language and the second language both. It challenges students to find ideas in

their writing. Each student has different style to organize their academic writing

based on their culture.1 Another expert, Hyland defined, ―Writing is a way of

sharing personal meanings and writing courses emphasize the power of individual

to construct his or her own views on a topic‖.2 In conclusion, writing is a medium

for the writer to express his or her ideas in written form.

2. The Process of Writing

There are many ideas about writing process. According to Oshima and

Hogue, they 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

1

Dorothy E. Zemach and Carlos Islam, Writing in Paragraph, (England: MacMillan, 2006), p. IV.

2

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 9.

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revising), and final draft.4 Langan also explained the process of writing as

follows:5

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 free writing,

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’ explanations 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.

3. The Purpose of Writing

There are many experts who explain about the purpose of writing, among

them Penny Ur, Halliday, and Ann Raimes. The first, Penny Ur said that ―The

purpose of writing, in principal, is the expression of ideas, the conveying of a

message to the reader; so the ideas themselves should arguably be seen as the

most important aspect of the writing‖.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,

4

Jeremy Harmer, How to Teach Writing, (United Kingdom: Pearson Education Limited, 2004), pp. 4–6.

5

John Langan, College Writing Skills with Readings, (New York: McGraw-Hill, 2005), Six Edition, pp. 23–34.

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telephones directories, ballot papers, computer manuals), information (for

example, news and current affairs magazines, hobby magazines, nonfiction books,

public notices, advertisement, political pamphlets, reports), entertainment (for

example comic strips, fiction books, poetry and drama, newspaper features, film

subtitles, games). The third, Raimes mentioned the purpose of writing as belows: ―Writing helps 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.‖7

In conclusion, 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

Recount text is one of common text types that used in writing. It is the

unfolding of a sequence of events over time and reconstruct past experience.

Many experts propose the definition of recount text but their words lead to the

same meaning. Anderson defines recount text as a piece of text that retells past

events, usually in the order in which they happened.8 The purpose of recount text

is to give the audience a description of what occurred and when it occurred.

Hyland, in other word, said that recount text is a text that reconstructs past

experiences by retelling events in original sequence.9 The social function of

recount text is to retell events for the aims of informing or entertaining. Some

7

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 2001), p. 3.

8

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan Education Australia Pty Ltd, 2003), p. 48.

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examples of recount text can be found in the types of journal, diary, newspaper,

article, historical recount, letter, log, and timeline.

Based on the explanation above, it can be concluded that recount text is a

simple text represents the past events that experienced in daily life. Its purpose is

either to inform or to entertain the audience. On the other word, the main purpose

of recount writing is as a medium for the writer to share events, activities, and

experiences that occurred in the past related to his/her daily life in written form.

2. The Purposes of Recount Text

According to Hyland, the purpose of recount text is ―To reconstruct past experiences by retelling events in original sequence‖.10

On the other word, the

purpose of recount text is as a medium for the writer to share activities, events,

and experiences that happened in the past related to his/her daily life in written

form.

3. The Types of Recount Text

In common there are three types of recount text. The types of recount text

according to Anderson are:11

a. Personal recount: Retelling of an activity that the writer/speaker has been

personally involved in (e.g., oral anecdote, diary entry). This type is also

used in this research.

b. Factual recount: Recording the particulars of an incident (e.g., report of a

science experiment, police report, news report, historical account).

c. Imaginative recount: Taking on an imaginary role and giving details of

events (e.g., A day in the life of a Roman save; how I invented)

10

Hyland, op. cit.

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4. The Generic Structure of Recount Text

Anderson & Anderson explained the generic structures of recount text as

follows: 12

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.

5. The Language Features of Recount Text

The language features of recount text are as follows:

a. Introducing personal participant, e.g., I, my group, etc.

b. Use of chronological connection, e.g., then, first, etc.

c. Use of linking verb, e.g., was, were, saw, heard, etc.

d. Use of action verb, e.g., look, go, change, etc.

e. Use of simple past tense.

6. The Example of Recount Text Here is the example of recount text.

MY FOOTBALL EXPERIENCE

Orientation

I really loved football. Every Saturday afternoon I practiced in school field with

my team and my coach.

Event 1

They were strong and smart players. My coach, Mr. Phillips was a kind person.

But, while he was coaching us, he was very discipline. He would grounded anyone who came late and not obeyed the team’s rules.

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Event 2

With Phillips, our team won many tournaments in many big cities. Our team

named Treble Maker because we had so many trophies and we had so many fans

too. Now, I still love football and have a team too.

Re-orientation

But, my parents warn me to play attention more to study, football just for hobby.

C.

Picture

1. The Nature of Picture

Picture is a drawing object and it is visual aids that are very useful for

teaching, especially for English teaching. Picture can really help the learners to

ease them in comprehending the meaning of a word, a sentence, or a paragraph.

By using picture, the learners can get the imagination about the objects or the

situations. Picture consists of lines and shapes which are drawn, painted, or

printed on a surface. It also shows a person, thing, or scene.

According to Wright, he stated that, ―pictures are not just an aspect of method, but through their representation of places, objects, and people they are

essential part of the overall experiences, we must help students to cope with.‖13 It

means that pictures can help the learners to understand the meaning of a word

because it represents the meaning of it. Through picture, students can see people,

places, and things from out of their own experiences.

From the explanation above, it can be concluded that picture is one of a

media in study which is able to be used to help the teacher in delivering a material

which is given to the students. This media is used to stimulate the participation of

the student in learning process. It is needed to make the learning process more

attractive and makes the material become easier to be accepted by the student.

One of media in learning process, picture series is also intended to increase student’s motivation. Through picture, language learners get both of it because

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they can directly see the object or the situation of the material. So, they can

remember it much longer from the sight.

2. The Kinds of Picture

According to Andrew Wright, there are 21 kinds of picture based on the

form, they are:

a. Checkchart for pictures

b. Pictures of a single objects

c. Pictures of one person

d. Pictures of famous people

e. Pictures of several people

f. Pictures of people in action

g. Pictures of places

h. Picture from history

i. Picture with a lot of information

j. Pictures of the news

k. Pictures of fantasies

l. Pictures of maps and symbols

m. Pairs of pictures

n. Pictures and texts

o. Sequence of picture (Picture series)

p. Related pictures

q. Single stimulating pictures

r. Ambiguous pictures

s. Bizarre pictures

t. Explanatory pictures

u. Student and teacher drawings14

As mentioned above, it can be concluded that there are so many kinds of

pictures. They can be useful for teachers and students to help them in mastering

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English. Those kinds of pictures also can be applied in teaching and learning

activities.

3. The Function of Picture

After identifying the definition and the kinds of pictures, it is also

necessary to know the functions of pictures are. Here are some functions of

picture for the teaching and learning activity. According to Andrew Wright, here

are some functions of pictures:15

a. Structures and Vocabulary

Pictures are very useful for presenting new grammatical and

vocabulary entries. They also help to provide the situations and the

contexts that light up the meaning of words or utterances, help the teachers

to avoid giving a long translation that might the learners become confuse.

b. Function and Situation

Pictures can be used for the revision from one lesson to another.

Pictures also can be used as the basis of the written work, for example

question writing. Pictures also can increase the learners’ motivation and

provide a useful practice material.

c. Skills

Pictures can be useful to give the learners a chance to practice the

language in real context or in the situations in which they can use it to

communicate their ideas.

Based on the statements above, it can be concluded that pictures can be

used by teachers and students whatever the emphasis of the syllabus they are

following. Pictures have some functions that related to structure and vocabulary,

function and situation, and skills.

15

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4. Picture as Media in the Writing Process

Pictures as media play important roles in the writing skill learning:16

1. Pictures can motivate the student and make him or her want to pay

attention and want to take part. This means using pictures can gain students’ interest to the material brought by their teacher. Motivating students will also give good result in class participation in gaining

their frequency to express their ideas from everything they can see in

the pictures.

2. Pictures contribute to the context in which the language is being

used. They bring the world into the classroom (a street scene or a

particular object). Pictures play big role in supplying ideas to

students mind because the world is depicted clearly through pictures.

This clear depiction brings language context to students because they

also can see the situation when the language can be use, the

participants, and also the purpose of using the utterance.

3. The pictures can be described in an objective way („This is a train.’)

or interpreted (It’s probably a local train.) or responded to

subjectivity (I like travelling by train.). The expansion of the ideas depends on students’ imagination and sensitivity in observing the pictures. In describing the pictures, students can be guided by their

teacher.

4. Pictures can cue responses to questions or cue substitutions through

controlled practice. In relationship to writing skill, students need

words to build a sentence, and sentences to build a paragraph, and

paragraphs to build a text. To assist pictures, a controlled practice

through guided task can be a good choice for teacher.

5. Pictures can stimulate and provide information to be referred to in

conversation, discussion, and storytelling. Ideas in form of words can

be obtained from pictures. After students got their ideas, teacher can

guide students to use their words in form of writing product.

16

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Pictures as media directly help students in writing by giving them

opportunities to produce their text. The opportunities given by pictures in writing

are classified by Wright as the following explanation:17

1. Opportunities to express their opinion. These opportunities are given

to students so they can write their ideas from the picture in the range

of opinion. For example, if objects in the pictures are jobs, students

can express their ideas about the payment of the job whether it is

well paid or not, whether it is outdoor or indoor job, and other

opinion related to the job.

2. Opportunities to express experience and feelings. Pictures can be

used to lure students’ memories about past experiences and their

feelings about them. The ideas are obtained by saying what the

experience is, their feeling whether it is bad or god, and also the

implication for their future after learning from past experience.

3. Opportunities to express speculation and opinions. After seeing

objects in pictures, students can make some speculations about the

information related to the object. If the object is people, the

information can be about age, family background feeling, and other

speculation about the people. When a thing is used as an object in the

picture, students can speculate about the use of the thing, the price,

the belongings, and any other speculations in the range of the picture.

A teacher must not have any fixed interpretation of the pictures so

that students will have wider opportunities in speculating.

4. Opportunities to express and debate opinions. Since every student

may have different opinions toward a picture, teacher can facilitate

them to conduct debate to get ideas to write. Every student can

enrich each other ideas by conducting debates.

5. Opportunities to dramatize. Picture can show an event. Prediction on

what is going to happen after the event, the cause of the event, can be

17

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dramatized. Every student can be given opportunities to predict it

based on their ability to dramatize the event to gather their ideas.

Based on the explanation above, it can be concluded that picture is one of

media to give opportunities to the students to reveal or express more than their

writing before, picture helps them to recall their past, to think critically, and to

bring them to their imagination about the idea of the pictures.

5. Picture Series

Betty Morgan defines a picture sequence as a series of pictures of a single

subject. Its function is to tell a story or a sequence of events.18 It means picture

sequence is a kind of picture which presents a chronological order. In this type, it

is presented in a series of picture that tells a story in some events. It usually tells

experience, legend, or fable story, etc. From this picture series, learners will be

easier to understand the meaning of a word, a sentence or event or a paragraph

after they saw the picture itself.

The definition of picture series above gives a clearly understanding that

this picture series is usually used to tell a story by telling the sequence of events

that happen in it. It is a series picture tells of one idea of story.

According to Wright, he states that picture series consists of cartoon strips

and instruction strips. Carton strips and instruction strips are potentially useful.

Experience will show the teacher which strips are the most useful. The strips can

be kept as they are and used to contextualize a story on description of a process.19

It means that picture series need to use by the teacher to make students think

chronologically on their writing based on which describe of a process. This

cartoon strips were the most found in daily life to represent picture sequences. It

can be used to contextualize a story, therefore learners can know the sequence of

events happen in that story to find out the relation between the picture and the

appropriate words to use.

18

Betty Morgan Brown. Look here! Visual Aids in Language Teaching, (London: Language Teaching Series, 1973), p. 28.

19

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All of the explanation above, it can be concluded that a picture series is a

kind of pictures that has a series of an object or a situation is explained by some

pictures. This picture usually tells about a story, or an event about something that

happened. The sequence must be presented in chronological order.

6. Application of Using Picture Series in Teaching Writing of Recount Text Most of the students are lazy to write because they regard it as a complex

and difficult English language skill. In their thought, it needs a long process to

write something. They also are often having no idea about the topic that will be

written on their paper. Moreover, they are always getting stuck to tell and describe

the next plot of story after writing the introductory paragraph. Therefore, the

teacher can use picture series to help them develop their ability in writing from the

pictorial story.

In the classroom, the teacher can apply it to teach writing recount text.

After explaining about recount text, he/she can distribute the picture series to each

student, and then ask them to retell and rewrite the story into paragraph in

English. This method is very easy to be conducted by the teacher in the classroom,

and it will make the students feel fun in writing. Hence, teaching writing of

recount text by using picture series is an appropriate and recommended method

for the teachers to apply in the classroom in the teaching-learning activity.

7. The Example of Picture Series

Picture 2.1

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Picture 2.2

The example of picture series 2

Picture 2.3

The example of picture series 3

D.

Previous Related Studies

The first previous study is a skripsi entitled Improving Students’ Ability in

Writing Recount Text Through Picture Sequences (A Classroom Action Research

at X Grade MA Darul Ma’arif Cipete) written by Puji Astuti, (Department of

English Education, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif

Hidayatullah Jakarta 2011). From her research can be taken a conclusion that

using picture sequences can improve the students’ ability in writing recount text.

(34)

students in experimental class is higher than the mark of students in control

class.20

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 of 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.21

From the two of the previous related studies above, there is similiarity in

this study that is discussing about the effect/effectiveness of using picture series on students’ ability in writing recount text. Meanwhile, the differences between this study and the previous study are this study is not Classroom Action Research

(CAR) and this study used t-test formula to find the result of the data. Also, the

method used in those studies is one group pre-test and post-test while this study

used quasi-experimental study with experimental class and controlled class as the

sample.

20

Puji Astuti et al., Improving Students’ Ability in Writing Recount Text through Picture Sequences, 2011.

21

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E.

Conceptual Framework

Based on theoritical above, the writer synthesize that writing is one of four

basic skill that can not be mastered as easy as speaking. Writing is not just

combining some words or sentences, it has forms and rules that not equal with

something we use in conversation. We need a lot of practice and have interesting

techniques in order to make the students accustome to learn english. One of those

technique is the using of picture series in the teaching of recount text writing. The

writer assumes that picture series can be adapted in teaching learning English,

especially writing recount text. It works well for stories process and sequences of

events and it will help students more focus on the story that they will write. Then,

the use of picture series is more efficient and practice than words, they will be

easier to recall and to remember because those picture series will be exposed in

real life situation.

In addition, the writer assumes that the use of picture series can stimulate the student’s interest and motivation in writing, especially in recount text. It can help them to build up their ideas in writing the story by creating a topic and then

developing into some paragraphs. They will also learn how to write the story

grammatically to make a good composition in writing.

F.

Theoretical Hypothesis

The theoretical hypothesis of the study is as follows:

1. Alternative Hypothesis (Ha): There is effect of picture series on students’

writing ability of recount text.

2. Null Hypothesis (Ho): There is no effect of picture series on students’ writing

(36)

22

A.

Place and Time of the Study

This research was held on 20th Nov up to 2nd Des 2016. This research was

conducted at SMP Nusantara Plus. It is located at Jl. Tarumanegara Dalam No. 1

Ciputat, Kota Tangerang Selatan, Banten.

B.

Method and Research Design

The method of this study was quantitative method. The researcher used in

this study was a experimental design. According to Creswell,

quasi-experimental design seeks to determine if a specific treatment influences an

outcome. The researcher assesses this by providing a specific treatment to one

group and with holding it from another and then determining how both groups

scored on an outcome. Experiments include true experiments, with the random

assignment of subjects to treatment conditions, and quasi-experiments that use

nonrandomized assignments. Include within quasi-experiments are single subject

design.1

In this research, the students in the experimental class were taught by

using Picture Series and the students in the controlled class were taught without

using Picture Series. The research was done for five meetings, including giving

the pre-test, treatment, and post-test. Pre-test was done to collect the data by measuring students’ performance before they received a treatment.

Meanwhile, post-test was done to measure students’ performance after a

treatment. There were two variables which involved in this research. They were

Picture Series as the independent variable and recount text as the dependent

variable.

1

(37)

C.

Population and Sample

The population of this research was the eighth grade students of SMP

Nusantara Plus which consists of four classes. The total number of population was

104 students. Class VIII–1 consists of 25 students, class VIII–2 consists of 25

students, class VIII–3 consists of 27 and class VIII–4 consists of 27 students.

In selecting the sample, the researcher used purposive sampling technique.

Purposive sampling is also known as judgmental, selective or subjective sampling

is a sampling technique in which researcher relies on his or her own judgment

when choosing members of population to participate in the study. This technique

was used to determine the sample with certain consideration.2 There were two

classes as the sample. The first class was VIII–1 as the experimental class and the

second class was VIII–2 as the controlled class. The researcher chose VIII–1 and

VIII–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 was a writing test. The

researcher gave the writing test in pre-test and post-test. Pre-test was given to the

students to measure their writing ability of recount text before the treatment while

the post-test was given to the students to measure their writing ability of recount

text after getting the treatment. The topic that was given to the students both in

experimental and controlled class is the same. The topic of pre-test is about ―My

Experience that Happened in My Life‖ and the topic of post-test is about ―My Unforgettable 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

2

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[image:38.595.107.518.197.727.2]

analyzing and assessing the students’ writing test in pre-test and post-test, the analytic scale was used as described in table 3.1.3

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.

3

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Organization 13—10 FAIR TO POOR:

Non-fluent. Ideas confused or disconnected.

Lacks logical sequencing 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,

(40)

Language Use 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.

17—11 FAIR TO POOR:

Major problems in simple/complex

constructions. Requent errors of negation,

agreement, tense, number, word order/function,

articles, pronouns, prepositions and/or

fragments, run-ons, deletions. Meaning confused

or obscured.

10—5 VERY POOR:

Virtually no mastery of sentence 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.

(41)

Mechanic 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 effect of pictures series on students’

writing ability of recount text. The formula of t-test is as follows:4

Mx : Mean of the score of experimental class

My : Mean of the score of controlled class

SEᴍx : Standard error of experimental class

SEᴍy : Standard error of controlled class

The steps that must be done in calculation are:

1. Determining mean of variable X, with the formula as follows:

x : Sum of the students’ score of experimental class

N : Number of the students of experimental class

4

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2. Determining mean of variable Y, with the formula as follows:

: Sum of the students’ score of controlled class N : Number of the students of controlled class

3. Determining standard of deviation score of variable X, with formula as follows:

√

SDx : Standard deviation score of experimental class

4. Determining the standard deviation score of variable Y, with formula as

follows:

√

Sdy : Standard deviation score of controlled class

5. Determining standard errors of mean of variable X, with the formula as

follows:

√ SEMx : Standard error of experimental class

6. Determining standard errors of mean of variable Y, with the formula as

follows:

√

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7. Determining of standard errors of different mean variable X and variable Y,

with the formula as follows:

√

8. Determining

t

o, with the formula as follows:

SEMx : Standard error of experimental class

SEMy : Standard error of controlled 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 controlled class

G.

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

picture series.

μ2 : The students’ achievement in writing recount text, who are taught without

(44)

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 picture series and the students’ score in learning writing recount

text without using picture series at SMP Nusantara Plus Ciputat (μ1 μ2).

There is effect of picture series on students’ writing ability of 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 picture series and the students’ score in learning writing recount

text without using picture series at SMP Nusantara Plus Ciputat (μ1 = μ2).

(45)

31

A.

Research Finding

The part shows the general description of the students’ scores in both the experimental class and controlled class. The description is divided into some

sections: pre-test, post-test, gained score, and data analysis.

And it is the data were collected from the results of students’ scores of pre -test and post--test in both experimental class and controlled class. The followings

are the description:

1. Data Description

[image:45.595.108.515.228.763.2]

Table 4.1

The students’ scores of pre-test of experimental class (VIII-1) & controlled class (VIII-2)

No. Experimental Class Score Controlled Class Score

1 Student 1 76 Student 1 65

(46)

Total Score 1808 1880

Mean 72.32 75.2

As mentioned of scores in pre-test in the table, it can be clarified that the

mean score of pre-test in experimental class was 72.32, while the mean score of

pre-test in controlled class was 75.2. And from the scores of both classes, it means that there was a difference between the students’ achievement of scores in pre-test (experimental class and controlled class), the controlled class got the higher mean

(47)

[image:47.595.111.516.104.759.2]

Chart 4.1

The students’ score of pre-test of experimental class & controlled class

Table 4.2

The students’ scores of post-test of experimental class (VIII-1) & controlled class (VIII-2)

8

4 9

7 8

14

0 2 4 6 8 10 12 14 16

X Class Y Class

Pre-Test Score

(48)

Total Score 2021 1951

Mean 80.84 78.04

The table 4.2 above informs that the mean score of post-test in

experimental class was 80.84, and the mean score of post-test in controlled class

was 78.04. It is means that there was a significant score of experimental class and

controlled class in post-test, controlled class was increased in post-test session

than in pre-test. But, for this session, the experimental class got the higher score

than the controlled class. It proves that there is effect of picture series on students’

(49)

[image:49.595.108.517.110.556.2]

Chart 4.2

The students’ score of post-test of experimental class and control class

After showing the comparison of students’ pre-test and post-test scores, the table shows the gained score among those two classes/the gained score can be seen from the increasing score of students’ pre-test scores compared with students’ post-test scores.

Table 4.3

The students’ gained scores comparison between pre-test and post-test in experimental class (VIII-1) and controlled class (VIII-2)

Gained Score

1 Student 1 -2 Student 1 14

4 Student 4 12 Student 4 -1

0 2 4 6 8 10 12 14 16

X Class Y Class

Post-Test Score

(50)

Total Gained Score 213 71

Mean 8.52 2.84

The table 4.3 showed that the minimum gained score of experimental class

was -2 and the minimum score of controlled class was -3. The highest score of

experimental class is 16 and controlled class is 14. The average gained score of

(51)

Chart 4.3

The students’ gain score of experimental class and controlled 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’ writing ability of recount

text in experimental class as the X variable and controlled class as the Y variable.

But, before using the formula of t-test, the students’ score in the experimental and

controlled class were tabulated to calculate the gained score of each class. It can

[image:51.595.108.518.110.550.2]

be seen as follows:

Table 4.4

Statistical Calculation of Gained Score Both the Experimental and Controlled Group Class

No.

X Y X-MX Y-MY

(X-MX)² (Y-MY)²

1 -2 14 -11 11 121 121

2 8 2 -1 -1 1 1

3 8 6 -1 3 1 9

4 12 -1 3 -4 9 16

0 5 10 15 20 25

X Class Y Class

Gain Score

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5 8 -3 -1 -6 1 36

6 13 -2 4 -5 16 25

7 10 -3 1 -6 1 36

8 7 2 -2 -1 4 1

9 6 -2 -3 -5 9 25

10 5 8 -4 5 16 25

11 6 4 -3 1 9 1

12 14 -3 5 -6 25 36

13 16 5 7 2 49 4

14 6 7 -3 4 9 16

15 15 8 6 5 36 25

16 9 2 0 -1 0 1

17 10 4 1 1 1 1

18 11 4 2 1 4 1