1
This chapter presents and discusses about background of the study, statement
of the problems, purposes of the study, significance of the study, scope and
limitation, and definition of the key terms. Each section is presented as follows:
1.1Background of the Study
As a social being, human being cannot live alone. They need other people to
create interaction. In daily relationships, people can use many kinds of ways to make
interactions; those are by behavior, sign, and language. Language is an important
media to communicate with people. According to Johnston (2008), “language is the
process or set of processes used to ensure there is agreement between the sender and
receiver for meanings assigned to the symbols and the schema for combining them
used for each communication”. This idea tells us that language is a process to transfer
messages between the sender and the receiver to communicate, in order to create
interaction and get information.
Nowadays in globalization era, English becomes an international language that
should be learned by people. Moreover, English becomes a window of the world
because it gives update information about cultures, languages, politics and economy
from different countries. By learning English, people have got the key for mastering
the knowledge since most of books are written in English. For those reasons, it is
2
In learning English, there are four skills to master the communication: listening,
reading, speaking, and writing. Listening and reading belong to receptive skills that
people receive the language when listening and understanding the message when
reading. Whereas, speaking and writing belong to productive skill that people
Writing belongs to productive skill that is related to the way to generate and organize
the ideas. Moreover, “writing is an instrument of power…writing is particularly
important for the principle of individual responsibility” (Neler, 2011). It can also be
stated that writing is an important ability as instrument of power that should be learnt
by each individual. In order to write, we need letters join together to make words or
sentences to communicate or share information. From those theories, we can also
learn that writing is difficult skill because it is not only just writing on the paper.
Writing also produces accuracy, complete sentences and phrases. It is difficult to
organize the idea in written text, because the content of writing must be related to the
topic in order to be understood by people. Another reason why writing becomes the
difficult skill to be mastered for the learners is because it is more complex and
complicated to produce or organize the ideas in written text. This argument is also
Brown (2001) claims that product of writing is the result of thinking. Writing is
thinking process to convey ideas or information in written form in order to be
understood by others. The process of writing itself is not just putting words on the
piece of paper. Hedge (2005) writes that process of writing generally requires quite a
lot of classroom time. In other words, process of writing needs more time to think,
because it is very important to build a coherent text, related to the topic, well chosen
words and punctuations. In the process of writing, teacher will guide students and
give them feedback or respond in writing. So that writing process gives the students
the opportunity to use both expressive writing and to use writing as a tool for learning
and thinking.
In developing writing skill, teacher should give writing direction and respond to
the students since writing involves all accuracy aspects: grammar, vocabulary,
punctuation, spelling, and capitalization. Brown (2001) states that in the school,
writing is a way of life. Without some abilities to express in writing, students will not
pass the course from elementary school until university graduate courses. Students
need to write in order to succeed in mastering the subject matter. As EFL students,
learning to write is not easy. They face some difficulties, such as how to start writing,
how to generate ideas, lack of vocabulary, and etc. According to Harmer (2004),
teacher should respond positively and encouragingly to the content of what the
students have written. Following this idea, teacher can give feedback on students’
4
In many schools, writing has a bad reputation for both teachers and students. For
the teacher, the score is far from the expectation because of many mistakes in
accuracy of writing and about the content. It makes harder to teach and explain how
to write well. Hancock and McDonald (2000) states that students do not like writing
because it is like an opportunity to make a lot of mistakes, whether it is about the
wrong grammatical or the content is not related to the topic. For many students,
writing is boring activity. Most of students have no idea to write and then they are
getting lost in writing. When the teacher gives them a topic to write, they are
confused to express their idea in a written form.
In teaching writing, teacher should explore students’ motivation. Harmer (2001)
states that “teaching writing is the way where a teacher has to give writing direction
to the students, stimulate them to get ideas, help the students when they lose their
words, and always give support.” Following this idea, we learn that the teacher
should help the students to find out and organize the ideas in written text. Teacher can
also help the students when they are getting lost in writing. To help students solve the
difficulties in writing, teacher should be creative to find out the appropriate
techniques in teaching writing.
There are many ways to attract students’ attention in writing class. One of them is
by using picture series as a media for teaching writing. According to Suryawan
(2008), “picture series is series of pictures in which each has certain stories that has
strong correlation between one and another that is used as media of teaching.” By
Picture series as visual media are very useful for teaching writing. The teacher can
use picture series in teaching learning process, because it makes more effective. In
addition, picture series help the students to understand the material which is given by
the teacher better. Teacher can give some pictures which are related each other to
express the material and then stimulate the student to speak English by using picture
series. Those activities make students more active, meaningful, and fun in the
learning process so that they can write their own idea based on that picture series.
In the previous research, Awaliah (2014) on “The Effectiveness of Picture Series towards Students’ Writing Skill in Narrative Text” found that the result of the score
in experimental class which is taught by using pictures is higher than the control class
which received the normal treatment without using pictures. It can be concluded that
pictures was very effective and applicable for helping the students in writing a
narrative text.
Another research is from Febryanto (2012). In his thesis entitled “Using Pictures
to Improve Students’ Writing Skill at SMP Muhammadiyah 06 Dau Malang” showed
that the students are more enthusiastic and attentive to the lesson because the picture
is the real thing to describe. Interesting and colorful pictures can attract students’
interest and avoid their boredom. Suyanto (2007) stated that “color pictures will be
more attractive because children love colorful pictures.” So, the students will be not
bored in the classroom and they will be more interested in learning to write if teacher
6
MAN Kota Batu is located at Pattimura street no.25 Batu. In that school, the
media such as LCD in every class and computer laboratory are sufficient. So that it is
easier for the teacher to teach every subject by using media. In the researcher’s
interview with the senior of English teacher at the school, the teacher said that she
taught English at the hour after the break time or in the last hour. At that time, most
of the students were already tired, sleepy and bored. Then the teacher used picture
series so that the teaching learning process can be more interesting and fun.
Based on the explanation above, the researcher was interested in conducting a
research about using picture series in teaching writing at MAN Kota Batu. The
researcher wanted to know the implementation of picture series in teaching writing at
MAN Kota Batu. The researcher also tried to investigate the advantages and
disadvantages of picture series in teaching writing used by the teacher.
1.2Statement of the Problems
1. How is the implementation of picture series in teaching writing at MAN Kota
Batu?
2. What are the advantages of picture series in teaching writing at MAN Kota Batu?
3. What are the disadvantages of picture series in teaching writing at MAN Kota
1.3Purposes of the Study
1. To know the implementation of picture series in teaching writing at MAN Kota
Batu.
2. To investigate the advantages of the implementation of picture series in teaching
writing at MAN Kota Batu.
3. To investigate the disadvantages of the implementation of picture series in
teaching writing at MAN Kota Batu.
1.4Significance of the Study
The findings of this study are expected to be useful for:
1. English Teacher, to give inspiration so that the English teacher can apply picture
series media in order to motivate students in writing skill.
2. Students, to get motivation in developing their writing by using picture series.
3. English department students, to give more explanation about the implementation,
advantages and disadvantages of picture series in teaching writing. The findings
of this study will support them to understand about it.
4. The next researchers, to add an additional or source of information about the
implementation, advantages and disadvantages of picture series in teaching
8
1.5Scope and Limitation
The scope of this study is the teaching of writing skills by using picture series
used by the teacher of MAN Kota Batu, more specifically focusing on the
implementation, advantages, and disadvantages of picture series. Meanwhile, the
study is limited on the students of senior high school for the second grade at MAN
Kota Batu.
1.6Definition of the Key Terms
To avoid misunderstanding, the key terms used in the study are defined as
follows:
1. Picture series is “series of pictures in which each has certain stories that has
strong correlation between one and another that is used as media of teaching”
(Suryawan, 2008). In this research, picture series is defined as sequence of images
that has relation of chronological events between one images with another image.
Picture series is used as media of teaching to make easier the students in
expressing their ideas.
2. Teaching writing is “the way where a teacher has to give writing direction to the
students, stimulate them to get ideas, help the students when they lose their
words, and always give support” (Harmer, 2001). In this research, teaching
writing is defined as a process to guide the students to write, giving them
3. Effectiveness is the achievement of planned or desired result (Truscott, 2003). In
this research, effectiveness id defined as producing the desired result.
4. MAN Kota Batu is the name of the school that is analyzed in this study. It is
THE IMPLEMENTATION OF PICTURE SERIES IN TEACHING WRITING
TO THE SECOND GRADERS AT MAN KOTA BATU
THESIS
by:
Novi Indah Sari
201110100311129
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
i
This thesis is submitted to meet one of the requirements to achieve Sarjana
Degree in English Education
by:
Novi Indah Sari
201110100311129
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
v
“Maka sesungguhnya bersama kesulitan ada kemudahan. Sesungguhnya
bersama kesulitan ada kemudahan. Maka apabila engkau telah selesai
(dari sesuatu urusan), tetaplah bekerja keras (untuk urusan yang lain).
Dan hanya kepada Tuhanm
ulah engkau berharap.”
QS: Al-Insyirah: 5-8
“When there is a will, there is a way”
“Jangan menunda
-nunda suatu pekerjaan karena waktu tidak akan bisa
menunggumu. Hargai waktumu karena waktu yang hilang tidak akan
pernah kembali”
-
Novi Indah sari
-DEDICATION
I dedicate this thesis especially to:
My beloved Mother and Father
My beloved Brother
My beloved Friends
vi
ACKNOWLEDGEMENTS
In the name of Allah, the Almighty and Merciful. Praise is only to Allah, for all
His abundant blessing, mercies, and guidance, so that the writer is able to complete this
thesis writing.
The researcher is fully aware that this thesis cannot be finished without other people’s help. Therefore, in this opportunity she would like to express her deep gratitude to the following people:
1. Dr. Poncojari Wahyono, M. Kes, the dean of Faculty Teacher Training and
Education University of Muhammadiyah Malang.
2. Dr. Sudiran, M.Hum., the head of English Department.
3. Dr. Masduki, M.Pd, as the first advisor who has given his support, suggestions,
criticism, guidance, and motivation for writing this thesis. He has done so much
to help the writer finish this thesis.
4. Mrs. Laela Hikmah, M.Ed, as the second advisor for her guidance, advice, and
feedback in writing the thesis. Thanks a lot for the spending time and energy to revise the researcher’s thesis.
5. My beloved parents and family who always motivates, supports, and prays for
finishing this thesis.
6. Drs. Winarso, the headmaster of MAN Batu who has given permission to
conduct the research at the school..
7. Mrs. Emmy Suzana, S.Pd, the English teacher of MAN Batu who helped the
researcher during the research in the process of collecting the data by observing
and interview.
8. Students of XI Science 1 and XI Science 4 at MAN Batu for their cooperation.
9. Her beloved parents who are never tired giving material, support, and pray so
that the researcher is able to finish this thesis.
vii motivates the researcher.
13. All people who cannot be mentioned one by one.
The researcher realizes that this thesis is still far from being perfect. Therefore,
suggestion is needed for the progress of the next study. The researcher hopes that this
research would be beneficial to the readers.
Malang, 12 September 2015
viii 1.1Background of the Study……… 1
1.2 Statement of the Problems……….. 6
1.3 Purposes of the Study………. 7
1.4 Significance of the Study……… 7
1.5 Scope and Limitation……….. 8
1.6 Definition of the Key Terms………...… 8
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Writing………..… 10
2.2 The Process of Writing………. 12
2.3 Teaching Media……… 15
2.4 Picture………...… 17
2.4.1 Definition of Picture……… 17
2.4.2 Kinds of Picture………... 18
2.4.3 Picture Series………...… 19
2.4.4 Teaching Writing by Using Picture Series……….. 20
ix
3.1 Research Design………...……… 25
3.2 Research Subject………... 26
3.3 Data………... 26
3.4 Data Collection and Research Instrument……… 27
3.4.1 Observation……….. 27
3.4.2 Interview……….. 28
3.5 Data Analysis……… 29
CHAPTER IV RESEARCH FINDING AND DISCUSSION 4.1 Research Findings……….. 30
4.1.1 The Implementation of Picture Series in Teaching Writing………. 30
4.1.1.1 The First Meeting…...………...………. 32
4.1.1.2 The Second Meeting………... 36
4.1.1.3 The Third Meeting……….. 40
4.1.2 The Advantages of Picture Series in Teaching Writing……….. 43
4.1.3 The Disadvantages of Picture Series in Teaching Writing…...…..…. 47
4.2 Discussion………. 49
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion……… 56
5.2 Suggestion………. 57
5.2.1 For the English Teacher………... 57
5.2.2 For the Next Researcher………... 58 REFERENCES
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