CHAPTER I
INTRODUCTION
This chapter discusses about introduction. The discussion includes background of the study, statements of the problem, objectives of the study, scope and limitation of the study, significant of the study and some definition of key terms.
1.1 Background of the Study
Writing is one of the skills which has to be mastered by students who join English as Foreign Language (EFL) whether in formal or informal educational institution. According to Patel and Jain, writing is an essential feature of learning a language because it provides very good resources of vocabulary, spelling, and grammar (2008:125). Writing is a skill which must be taught and practiced to make students accustomed to express their ideas and thoughts in written form.
to achieve learning purpose. Thus, teacher should be more creative in using teaching media so that students can pay more attention in classroom activity.
In the other hand, English writing is sometimes difficult to teach because it contains complex element that needs grammatical and rhetorical mastery. According to Harmer in The Practice of English Language Teaching, each skill has difficulties for student but writing is more complicated skill to learn since writing is a skill that has to be coherent and cohesive (2001:246). Coherent writing is following the sequence of ideas and points. Besides, cohesion is more technical matter that connecting ideas across phrases and sentences. In addition, Effective teaching of writing takes time such as time for practice, time to share writing, time to complete pieces of writing, and time to respond to and evaluate all of that writing. Therefore, the breakthrough in teaching writing has to be done.
also teach habits of mind, choice for expression, strategic thinking and self-awareness (2013:6). It is important for writing teacher to acknowledge the nature of writing that need more concern in the creation of writing product. Furthermore, teaching writing in unique way like the use of picture media may be attractive, motivating and effective for students.
Nowadays, visual media is widely used to teach learners of English as Foreign Language (EFL). Media in classroom are appropriate for activating ideas, making difficult subjects more understandable, and for holding attention on important ideas (Hart and Hicks, 2002:8). Picture is one of the visual media that is used in teaching English. In this situation, picture contains positive impact in teaching English. In writing, picture series can be used to help students in creating cohesive and systematic sentences to be the series of events which is constructed in a chronological order. Therefore, visual media is needed to activate students’ creativity in creating product of writing.
objects or the situations. That is why, the variation of picture series is necessary to be figured out.
researcher wants to explore the variation of picture series in teaching of writing recount text used by the teacher of Passio English Course Malang. Therefore, this study entitled: “An Analysis on Picture Series Used in Teaching Writing Recount
Text at Passio English Course Malang”.
1.2 Statements of the Problem
Based on the background of the study that has been described, the writer formulates the statements of problem as follows:
1. What are the variations of picture series used by English teacher in teaching writing recount text at Passio English Course Malang?
2. What are the advantages and disadvantages of picture series in teaching writing recount text at Passio English Course Malang?
1.3 Objectives of the Study
In relation to statements of the problem above, the objectives of the study systematically presented as follows:
1. To investigate the variation of picture series used by English teacher in teaching writing recount text at Passio English Course Malang.
1.4 Scope and Limitation of the Study
As mentioned on the background of the study above, the pictures series is one of the alternative solutions that can be used by the teachers in writing recount text in the classroom. The problem is limited on the variation of pictures series and its advantages as well as disadvantages on the use of picture series in teaching learning of recount text. The writer focuses on the students at Passio English Course Malang.
1.5 Significance of the study
The finding of the study hopefully can be useful for the student, the English teacher, the reader and further researcher.
1. For the student
3. For the reader and further researcher
This research can be useful as an alternative reference if the reader want to conduct the research in similar topic on the implementation of picture series in English writing of recount text.
1.6 Definition of Key Terms
1. Picture Series
Picture series is not just an aspect of method, but through the representative series of places, objects and people that are essential part of the overall experience (Wright on Pictures for Language Learning 2004:2).
2. Recount Text
Recount text is a text which list and describe past experiences by retelling events in the order in which they happened (Anderson and Anderson 2002:3).
3. Passio English Course
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AN ANALYSIS ON PICTURE SERIES USED IN TEACHING WRITING
RECOUNT TEXT AT “PASSIO ENGLISH COURSE” MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
MUHAMMAD NUR AFIF AZIZ 201110100311317
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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ACKNOWLEDGEMENTS
Alhamdulillahirobbil’alamiin thanks to Allah SWT because of His marvelous and His mercy, the researcher can finish this thesis. His wonderful blessing makes the researcher realize that nothing is difficult in His eyes. Thanks for Your will and endless blessing in my life.
Peace and salutation always be presented to our beloved Prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without the support, guidance, advice, help, and encouragement from individual and institutions. Therefore, the researcher would like to express the deepest gratitude to:
1. Dra. Thathit Manon Andini, M.Hum as the first advisor who has guided the researcher and gives correction in finishing this thesis and also Drs. Taufiq Burhan M.Pd as the second advisor who has spent a lot of time in giving suggestion about the thesis writing construction of this thesis.
2. Special thanks to my beloved parents and family who always give great motivation, love, and supports to complete this thesis.
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5. And to all of my friends who encourage me in finishing this thesis that I cannot mention one by one. Thank you for your support and suggestion.
Finally, this thesis is expected to be able to contribute to make beneficial understanding and information to the readers. The researcher is delighted to receive more suggestions and contributions from the reader for the improvement of this thesis.
Malang, October 2015
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TABLE OF CONTENTS
COVER ………. i
APPROVAL BEFORE DEFENSE ……… ii
APPROVAL AFTER DEFENSE ………... iii
DEDICATION ………. iv
ORIGINALITY DECLARATION ……… v
ACKNOWLEDGEMENT ……….. vi
ABSTRACT ………. viii
TABLE OF CONTENT ……….. ix
CHAPTER I: INTRODUCTION ………... 1
1.1Background of the Study ……… 2
CHAPTER II: REVIEW OF RELATED LITERATURE ……….. 8
2.1 Teaching Writing ……… 8
2.2 Picture Series in Teaching Writing ………. 10
2.3 Media ……….. 11
2.3.1 The Definition of Media ……….. 11
2.3.2 Kinds of Media ………. 13
2.3.3 Picture Series ……… 15
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2.3.3.2 Variation of Picture Series ……… 16
2.3.3.3 The Advantages of Picture Series ………. 19
CHAPTER III: METHODOLOGY ……… 21
3.1 Research Design ……….. 21
3.2 Research Subject ………. 22
3.3 Data Collection ……… 22
3.4 Research Instrument ……… 24
3.5 Data Analysis Technique ………. 25
3.6 Data Validation ……… 27
3.6.1 Credibility………. 27
3.6.2 Dependability ……… 30
3.6.3 Confirmability ……….. 30
CHAPTER IV: FINDING AND DISCUSSION ……… 32
4.1 Findings ………... 32
4.1.1 The Variation of Picture Series ……… 32
4.1.2 The Advantages of Picture Series Variation ……… 39
4.1.2.1 The Advantages of Picture Series Variation for Teacher 39 4.1.2.2 The Advantages of Picture Series Variation for Students 41 4.1.3 The Disadvantages of Picture Series Variation ………… 43
4.1.3.1 The Disadvantages of Picture Series Variation for Teacher 43 4.1.3.2 The Disadvantages of Picture Series Variation for Students 44 4.2 Discussion ……… 47
CHAPTER V: CONCLUSION AND SUGESSTIONS ………. 52
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5.2 Suggestions ……….…. 53
REFERENCES ……… 54
APPENDICES ……….. 55
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REFERENCES
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Arsyad Azhar. 2011. Media Pembelajaran. Jakarta: Rajawali Pers.
Donald Ary. Chaser L, Jacobs. Razavieh Asghar. Sorensen C, K. 2009. Introduction to Research in Education. Wadsworth: Cengage Learning
Frau-Meigs Divina. 2006. Media Education. Paris: L’exprimeur.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. New York: Longman Group.
Hart, A. and Hicks, A. 2002. Teaching Media in English Curriculum. Published article in the media education journal. Tremtham Books Limited.
Hartono, Rudi. 2005. English Text Types. Semarang: English Department, Faculty of Language and Art.
Kirby, L Dawn. and Crovitz Darren. 2013. Strategies for Teaching Writing. Heinemann: National Council of Teachers of English.
McDonough Jo. Shaw Chrisropher. Mashura Hitomi. 2003. Materials and Methods in ELT. Wiley-Blackwell: Blackwell Publishing Ltd.
Patel, M, F. and Jain, M Praveen. 2008. English Language Teaching. Jaipur: Sunrise Publisher and Distributors.
Scrivener, Jim. 2005. Learning Teaching. Macmillan: Macmillan Books for Teachers. Sugiyono. 2008. Metode Penelitian Pendidikan. Bandung: Alfabeta.
Tafsir. 20012. Pengembangan Wawasan Profesi Guru. Bandung: Universitas Islam Negeri Bandung.
