THE EFFECT OF WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements For the Degree of Sarjana Pendidikan
By:
SAMERIS SITANGGANG
Registration Number: 2113321045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
i
Abstract
Sitanggang, Sameris. 2113321045. The Effect of Using Wordless Picture Book on Students’ Achievement in Writing Procedure 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 procedure text. It was an experimental research. The subject was students of Grade VII, Negeri Senior High School (Sekolah Menengah Pertama: SMP)Stabat.Two classes from five parallel classes were taken by cluster random sampling 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 procedure text.
ii
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, Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
4. Dra. Meisuri, MA., the Secretary of English Department.
5. Nora Ronita Dewi, S.Pd., S.S, M.Hum., the Head of English Education Study Program.
4. Dr. Rahmad Husein, M.Ed., her Thesis Supervisor.
5. Isli Iriani Indiah Pane S.Pd, M.Hum., her Thesis Supervisor as well as her Academic Advisor.
6. Dr. Anni Holila Pulungan, M.Hum., her Reviewers.
7. Johannes Jefria Gultom, S.Pd, M.Hum., her Reviewers.
iii
9. Eis Sri Wahyuningsih, M.Pd., and Mr.Pantas, Administrative staff of English Education.
10.Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving chance to conduct the research.
11.H. Doyo, S.Pd., the English teacher of Grade eight SMP Negeri 1 Stabat for the support.
12.Drs. Pangaloan Sitanggang (alm) and Rosita Naibaho, her beloved father and mother ; her old sister Margaretha Ria J Sitanggang, S.Kom, her brothers Arianto Sitanggang and Fransiskus Juandi Sitanggang; . and sister Gratia Miranda Sitanggang
13.Her friends in Class Extension C 2011, Shilvia Pratiwi, Fitri Apriani, Elfrida Sinaga, Silvia Suzanna Perangin angin S.Pd, Puteri Ester Tarigan S.Pd, Santa Mutia Damanik S.Pd, Arie Dwi Utami Mirza S.Pd lovely and best fiends (KLM) Megawati Siregar S.Pd, Yudhi Aditya Kurniawan S.Pd, Putri Permata Sari Samosir S.Pd, Sarah Marilyn Silaban S.Pd, Sirikit Karola Br.Sembiring S.Pd., Mauritz Anggadewa Panggabean. Chrisnalia Ivana Sihombing S.Pd, Dian Sonia Sinurat S.Pd, Agus Timanta Tarigan, Artha Romana Gisela Sihombing, Chaterine Simanungkalit, Chitra Yuli Yohan Sihombing, Oktaviyanti Siregar, Jelita Rosario Gurning, Koori Mandes Sagala, Andri Bawena Perangin-angin, Christmay Purba, Alberto Hutapea, Idris Sianturi
14.Her friends in PPL SMP Negeri 2 Kabanjahe Nancy Pratiwi V Panjaitan S.Pd, Riskana Sitepu S.Pd, Sri Datita Sembiring S.Pd and all friends .
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, November 2016 The Writer,
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LIST OF APPENDICES ... vii
CHAPTER I INTRODUCTION ... 1
A. The background of the Study ... 1
B. The Problem of the Study ... 3
C. The objective of the Study ... 4
D. The Scope of the Study ... 4
E. The Significance of the Study ... 4
CHAPTER II REVIEW OF LITERATURE ... 5
A. Theoretical Framework ... 5
1. Writing ... 5
a. Students’ achievement in writing ... 7
b. Writing Process ... 7
2. Genre of Writing ... 9
3. Teaching Writing ... 11
4. Writing Achievement ... 12
5. Writing Assessment ... 12
6. Procedure Text ... 14
7. Media ... 18
8. Wordless Picture Book ... 19
a.The Advantages of Wordless Picture Book ... 20
b. The Procedures of Wordless Picture Book ... 21
c. The Applying of Wordless Picture Book in Procedure Writing ... 23
B. Conceptual Framework ... 24
C. Hypothesis ... 26
CHAPTER III RESEARCH METHODOLOGY ... 27
A. Research Design ... 27
B. Population and Sample ... 28
C. The Instrument for Collecting Data ... 28
D. The Procedures of Research ... 29
v
1. Internal Validity ... 32
2. External Validity ... 32
F. Rubric ... 33
G. Technique for Analyzing the Data ... 35
CHAPTER IV THE DATA AND DATA ANALYSIS ... 37
A. The Data ... 37
B. Data Analysis ... 38
C. Hypothesis Testing ... 40
D. Research Findings ... 41
E. Discussions ... 41
CHAPTER V CONCLUSION AND SUGGESTION ... 43
A. Conclusion ... 43
B. Suggestion ... 43
vi
LIST OF TABLES
Page
Table 1.1 The Students’ Score of Writing Test... 2
Table 3.1 Research Design ... 26
Table 3.2 Teaching Procedure in Experimental Group ... 28
Table 3.3 Teaching Procedure in Control Group ... 29
vii
LIST OF APPENDICES
Page
Appendix A. Pre-Test For Experimental And Control Group ... 44
Appendix B. Post-Test For Experimental And Control Group ... 45
Appendix C. Students’ Score of Pre-Test and Post-Test Experimental Group ... 46
Appendix D. Students’ Score of Pre-Test and Post-Test Control Group ... 47
Appendix E. The Calculation of Mean and Standard Deviation Experimental Group ... 48
Appendix F. The Calculation of Mean and Standard Deviation Control Group ... 50
Appendix G. The Calculation of T-Test ... 52
Appendix H. The Reliability of the Test ... 53
Appendix I. Percentage Points of the T Distribution ... 55
1 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.
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 important aspects in studying English 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
2
Based on the writer’s observation in grade VII of SMPNEGERI 1 STABAT,
most of the students always got difficulties when they were asked to write in
English.Based on the observation, the writer found the data of the writing score
test in two semesters. The data can be seen as follows:
Table 1.1 The Grade VII 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 teacher’s teaching
media was monotonous and the teachers were not able to create interesting media.
So, some students cannot enjoy the lesson. The teacher only used the book,
whiteboard and marker then explained the material, told the generic structure then
asked the students to answer some task from the book. It made the students so
bored and has no interest in writing.
According to the writer, 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, television, diagrams, printed material, computer
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 make
the steps 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
procedure 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
step by their own words and will have different step from the other. Thus, the
Wordless Picture Book will be useful for students in getting knowledge.
With this condition, the writer interests to investigate the effect of using
Wordless Picture Book on students’ achievement in writing procedure text.
B.
The Problem of StudyRelated to the background of the study, the research problem is formulated
as the following:
“Is the students’ achievement taught by using Wordless Picture Book media
higher than that taught without Wordless Picture Book in writing a procedure
4
C.
The Scope of the StudyThis study purposes to find out the effect of Using Wordless Picture Book
on the students’ achievement in writing Comprehension, especially in writing
procedure text.
D.
The Objective of the StudyThe objective of this study is to investigate whether there is an effect of
using Wordless Picture Book on the students’ achievement in writing procedure
text.
E.
The Significance of the StudyThe result of this study is expected to be useful for :
1. English teachers as ateaching strategy by adopting the media to
improve their students’ skill in writing.
2. The students who want to improve their writing skill.
3. Other reseachers who are interested in doing research related to this
43 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 procedure text.
B. Suggestions
The researcher point out some suggestions as following:
The English teachers apply Wordless Picture Book media on their English
Teaching because this media help the students in understanding the procedure text
much better.
The students to involved actively in the classroom it facilitates them to
share ideas and information before they writing. Therefore by applying Wordless
44
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