THE EFFECT OF USING WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING
RECOUNT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement for the degree of Sarjana Pendidikan
By:
SIRIKIT KAROLA BR SEMBIRING Reg. Number: 2113321051
DEPARTMENT OF ENGLISH AND LITERATURE FACULTY OF LANGUAGES AND ARTS
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ABSTRACT
Sembiring, Sirikit Karola. 2113321051. The Effect of Using Wordless Picture Book on Students’ Achievement in Writing Recount Text. A Thesis. Faculty of Languages and Arts. State University of Medan. 2016.
This study was conducted as an attempt to discover the effect of Using Wordless Picture Book on students’ achievement in writing recount text. It was an experimental research. The subject was students of Grade VIII, SMP Negeri 1 Stabat. Two classes from five parallel classes were taken by lottery technique which divided into two groups, 30 students as control group and 30 students as experimental group. The instrument used in this research is to find quantitative data. The analysis in were showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant = 0.05 with the degree of freedom (df) 58, t-observed value 3.006 > t-table value > 2.000. The findings indicate that using Wordless Picture Book significantly affected the students’ writing achievement. So, English teachers are suggested to use Wordless Picture Book in order to improve students’ achievement in writing recount text.
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ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest gratitude to Jesus Christ for the blessing, health and opportunity which has enabled her to complete it without the love of Jesus, the guidance of her lecturers, help from friends, and support from her family. This thesis has been written in fulfillment of the requirement of the degree of Sarjana Pendidikan of the English Department, Faculty of Languages and Arts, State University of Medan.
The writer was helped by many people through their guides, supports, prays, comments and suggestions. The writer would like to express her sincere gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department. Dra. Meisuri, MA., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study
Program.
Drs. Elia Masa Gintings, M.Hum., her Thesis Supervisor.
Drs. Johan Sinulingga, M.Pd., her Thesis Supervisor and Academic Advisor. Dr. Rahmad Husein, M.Ed., her Reviewers.
Rita Suswati, S.Pd., M.Hum., her Reviewers.
All the Lecturers of English and Literature Department who have taught,
guided, and advice her throughout the academic year.
Eis Sri Wahyuningsih, M.Pd., and Mr.Pantas, Administrative staff of English
Education.
Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving chance to
conduct the research.
H. Doyo, S.Pd., the English teacher of Grade eight SMP Negeri 1 Stabat for the
support.
Her gorgeous parents, Drs. Abadi Sembiring and Kristina Br Tarigan, thanks for always support, pray, inspire, motivation. Thanks for unconditionally love and this thesis dedicated for her parents.
Her lovely family ; Sanches Elvan Sembiring, A.md., Karyati Ndraha, S.Pd.,
Siska Novia Br Sembiring, S.S., and Daffin Arjunanta Sembiring thanks for
support and pray.
Her special one, Hansen Tarigan who has supported. Thanks for being the reason her smile and laughing.
Her best friends in Class Extension C 2011 ; Sarah Marilyn S.Pd., Megawati
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Sitanggang, Mauritz Angga Pangabean, Putri Permata Samosir, S.Pd., Putri Tarigan, Susan Nangin, Santa Manik, Pevi Handayani , Laura Atika, Fitri. Her lovely friends ; Selviana Br Pinem, A.md., Risa Febrina Kaban, A.md.,
Monica Robica Br Sembiring, Lya Laurensha Br Ginting, Debora Butar-butar, Rikki Barus for the experiences shared. And also for those who cannot be
mentioned one by one.
The writer realizes that the content of this thesis is not perfect, so she warmly welcomes any constructive suggestions that will improve the quality of this thesis. She hopes it would be useful for those who are interested in this field of study.
Medan, September 2016 The Writer,
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E. The Significance of the Study ... 4
CHAPTER II REVIEW OF LITERATURE ... 5
A. Theoretical Framework ... 5
1. Writing ... 5
a. Text ... 6
b. Genre of the Text ... 6
2. Recount Text ... 8
a. Generic Structure of Recount Text ... 8
b. Language Feature of Recount Text ... 9
c. Types of Recount ... 9
7. Wordless Picture Book ... 18
a. The Advantages of Wordless Picture Book... 20
b. The Procedures of Wordless Picture Book ... 21
c. The Applying of Wordless Picture Book in Recount Writing .. 23
B. Conceptual Framework ... 24
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CHAPTER III RESEARCH METHODOLOGY ... 27
A. Research Design ... 27
B. Population and Sample ... 27
C. The Instrument for Collecting Data ... 28
D. The Procedures of Research ... 28
E. Validity of the Test ... 31
-Reliability ... 31
F. Rubric ... 32
G. Technique for Analyzing the Data ... 34
CHAPTER IV THE DATA AND DATA ANALYSIS ... 36
A. The Data ... 36
B. Data Analysis ... 37
C. Hypothesis Testing ... 40
D. Research Finding ... 41
E. Discussion ... 41
CHAPTER V CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Suggestion ... 43
REFERENCES ... 44
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LIST OF TABLES
Pages
Table 1.1 The Students’ Score of Writing Test………2
Table 2.1 The Example of Recount Text ... ………..12
Table 3.1 Research Design ... ………..27
Table 3.2 Teaching Procedure in Experimental Group ... ………..29
Table 3.3 Teaching Procedure in Control Group ... ………..30
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LIST OF PICTURE
Page
Picture 2.1 Media.……….17
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LIST OF APPENDIXES
Pages
Appendix A : Pre Test for Experimental and Control Group………...46
Appendix B : Post Test for Experimental and Control Group………..47
Appendix C :The Scores of Pre Test and Post Test in Experimental………....48
Appendix D :The Scores of Pre Test and Post Test in Control Group……….…....49
Appendix E :The Calculation of Mean and Standard Deviation of Experimental Group....50
Appendix F :The Calculation of Mean and Standard Deviation of Control Group………..52
Appendix G : The Calculation of T-Test………...54
Appendix H : The reliability of the test………...55
Appendix I : Percentage Point of the T-Distribution………...57
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CHAPTER I
INTRODUCTION
A.
Background of The StudyEnglish is one of international language and it is learned in a lot of
countries. English is used in a particular activity, job and education. In Education
of Indonesia, English has became the first foreign language taught at school. It
means that English becomes a subject and students are supposed to learn English
since the early ages. That’s why in Indonesia English has been taught for students
since playgroup (http://www.5minuteenglish.com/feb28.htm).
In studying English, there are four aspects that will be learned, those are
listening, speaking, reading and writing. Those skills are used to build students’
language strategic competence and also to enhance their motivation to learn
English. One of the these four skills which are very important and most equired in
academic field is writing. Writing is an activity of how people put the idea,
thought and knowledge on a piece of paper. Writing (as one of the four skills of
listening, speaking, reading, writing) has always been formed as part of the
syllabus in the teaching English (Harmer, 2004:30).
Indeed, the writing skill is complex and sometimes difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgmental elements. Through writing, students are able to
express idea, opinion, experience, comment or information in the form of written
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Based on observation in SMP Negeri 1 Stabat , most of the students always
got difficulties when they were asked to write in English. The writer found the
data about the writing score test in two semesters. The data can be seen as
follows:
Table 1.1 The Grade X students’ Scores of Writing Test
Semester Score Students Percentage
Actually, the students were able to study English, but they could not prove
out their idea and thought specially in writing. It causes of the way of the
teachers’ teaching does not use media. The teaching was monotonous .The
teachers were not able to create the teaching. So, media is one ways that can be
used by teachers to solve the problem ,specially the students will be more easily to
arrange the sentences because the pictures will give them ideas to be written .
A good way for improving students’ writing is by using media. Media is a
medium (Plural, media) is a means of communication and source of information.
Derived from the latin word meaning "between", the term refers to anything that
carries information between a source and a receiver. Examples include video,
3
All the explanation above is reflected in a media that is Wordless Picture
Book. A Wordless Picture Book is a book in which illustrations are used for
telling the story without text. Wordless Picture Book is a good media for creative
writing. Wordless Picture Book will give positive effect in teaching and learning
process. Students often struggle with ideas and topics for writing. So, Wordless
Picture Book will motivate students to learn and practice critical thinking. It is
really needed in order to help students to decide how to write especially in recount
text writing.
By using wordless picture the students will be able to expose their idea in
writing. After looking at the picture, students will understand in order to make the
story by their own words and will have different story from the other. Thus, the
Wordless Picture Book will be useful for students in getting knowledge.
Based on the explanation above, the works will conduct a research in order
to improve the students writing achievement in writing recount text.
B.
The Problem of StudyBased on the background above, the problem of study is formulated as
follows, “ Does there any significant effect of using wordless picture book on the
students’ achievement in recount text?”
C.
The Objective of the StudyIn relation to the problem of study, the objective of the study is to find out
the effect of using wordless picture book on students’ achievement in writing
4
D.
The Scope of the StudyThere are many types of writing, such as narrative, descriptive, recount,
argumentative, spoof, and others. This study basically focus on the effect of
using wordless picture book on students’ achievement in writing recount text.
E.
The Significance of the StudyFinding of this study are expected to be useful for .
1. Teachers of English , as information in teaching recount text through
applying visual media and teachers in English can motivate their
students in teaching recount text.
2. The students in gaining the information about recount text by appliying
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CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The mean of control and experimental group in the post-test score are 48.7
and 70. The number of students for each group is 30. It means that the mean
score of experimental group is higher than those of control group.
The result of calculation of t-test shows that the score of t-observe (3.006)
< the score of t-table (2.000). It means that the null hypothesis (Ho) is rejected
and the alternative hypothesis (Ha) is accepted. So, from the calculation of the
data, it can be concluded that wordless picture book media significantly
affects the students’ achievement in writing recount text.
B. Suggestions
The researcher point out some suggestions as following:
1. The English teachers apply Wordless Picture Book media on their English
Teaching because this media help the students in understanding the
recount text much better.
2. The students to involved actively in the classroom it facilitates them to
share ideas and information before they writing. Threfore by applying
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