THE EFFECT OF APPLYING CARTOON PICTURES ON THE STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.

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THE EFFECT OF APPLYING CARTOON PICTURES ON

THE STUDENTS’ ACHIEVEMENT IN WRITING

DESCRIPTIVE TEXT

A THESIS

Submitted to the English Department

Faculty of Languages and Arts, State University of Medan In Partial Fulfillment of the Requirements for

the Degree of Sarjana Pendidikan

By:

NURHAMINTA HASIBUAN

Register Number : 2101321005

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

Alhamdulillahirobbil ‘alamin thanks to praise to Almighty Allah S.W.T who has blessed and given the ability to the writer to complete her thesis as a

partial fulfillment of the requirement for th degree of sarjanapendidikan at the

English Department of faculty of Language and Arts, State University of Medan.

During the process of writing, the writer realizes that she cannot

accomplish without God blessing and supporting from many people. The writer

would like to express her sincerest gratitude to those who help her in bringing this

assignment into its present existence. On this occasion, she would like to thank to:

 Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of the State University of Medan.

 Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and Arts, Vice Dean I, II, and III and all the administrative staffs.

 Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and also as her first Thesis Consultant.Rika, S.Pd., M.Hum, the Secretary of

English Department. Dra. Masitowarni Siregar, M.Ed, the Head of

English Education Department.

 Rafika Dewi Nasution, S.Pd.,M.Hum, her second Thesis Consultant.  All lectures who have taught her in this English Department, for giving

new knowledge, advices in facing life, and for giving gorgeous study

experiences.

 Arsyad Sopian,SH, the Headmaster of SMP BUDISTRYA Medan for giving permission an helping the writer to do this research.

 The most special person in her life, her greatest and sincere thanks are fully dedicated to her beloved parents, (alm) H. Ulong Hasibuan and Hj.

Maisam Ritonga for their mutual understanding, never ending love, spirit,

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 Also her beloved sisters Masniah Hasibuan and Hawayu Hasibuan who always give their support.

 Never forget her sincere thanks go to her beloved friends that always support her in happiness and sadness, Indah Pratiwi (tante), Irna

Junita(bulek), Sri Devi Meilani(bunda), Filzah Farhana,

Riza Handayani, Fauzi Rizki Ananda (Ayah) and

Deby Arifsyah Putra (Abang) for their willingness to motivate and

support her .All the students of Regular C’10 that could not mention one

by one. And her roommate Sirry Hidayani (Ay), and

Nani Nursam Qori.

Medan, September 2014

The Writer

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ABSTRACT

Hasibuan, Nurhaminta. 2101321005. The Effect of Applying Cartoon Pictures on the Students’ Achievement in Writing Descriptive Text. A Thesis.English Department. Faculty of Language and Arts, State University of Medan, Medan : 2014.

This study deals with The Effect of Applying Cartoon Pictures on the Students’ Achievement in Writing Descriptive Text. The method of the research was quasi experimental design. The population of the research was grade VIII of SMP Swasta Budisatrya Medan. There were three classes namely VIII-1, VIII-2 and VIII-3 and each class consist of 30 students with the total number 90 students .Two classes were chosen as purposive sampling there are VIII-1 as the experimental group and VIII-2 as the control group. The experimental group was taught by applying Cartoon Pictures and the control group without applying Cartoon pictures. The data were acquired by administrated the pre – test and the post – test. The mean score of the experimental group in pre – test = 60.33, Control Group = 59.96. In the post – test, mean score of the experimental group = 70.43 , while the control group = 66.06.

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b. The Characteristics of Written Language ... 8

c. The Writing Process ... 10

d. Genre of writing ... 11

e. Descriptive text ... 12

3. Media ... 14

a. Media in Language Teaching ... 15

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c. Kinds of Media ... 17

1. Picture ... 17

2. Cartoon ... 18

a. Cartoon Pictures as Visual Aids in The Teaching of English ... 19

1. How to use Cartoon Pictures Creatively ... 20

2. Advantages and Disadvantages of using cartoon pictures 20 d. The Use Cartoon Pictures in writing Activity ... 21

B. Conceptual Framework ... 23

C. Hypothesis ... 24

CHAPTERIII : RESEARCH METHODOLOGY ... 25

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CHAPTER V : CONCLUSION AND SUGGESTION ... 42

A. Conclusions ... 42

B. Suggestion ... 43

REFERENCES ... 44

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LIST OF TABLES

Pages

Table 2.1 The Example of Descriptive text ... 14

Table 3.1 Research Design ... 26

Table 3.2 Teaching Procedure of Experimental Group ... 28

Table 3.3 Teaching Procedure of Control Group ... 31

Table 3.4 The scoring of Writing Descriptive Text ... 34

Table 4.1 Pre – Test and Post – Test Scores of Experimental Group ... 36

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LIST OF APPENDICES

Pages

Appendix A The Writing Test ... 46

Appendix B The Calculation of T – Test or the Result of Pre – test and Post – test with d Value ... 47

Appendix C Critical Values of t* ... 50

Appendix D Lesson Plan (Experimental Group) ... 51

Appendix E Lesson Plan ( Control Group ) ... 65

Appendix F The Score of Pre – test in Experimental Group ... 79

The Score of Post – test in Experimental Group ... 82

The Score of Pre – test in Control Group ... 85

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way. Through language we can store and transfer knowledge, transmit messages

from one person to another person and from one generation to another. In short,

almost human activities are conducted through the use of language. By using

languages, human beings can narrate and share their experience to others and tell

some information to others. One of languages is English.

English, as an international language, it is used by most countries in the

world for diplomacy, global tender, tourism, education and so forth.

Consequently, people as human resources are demanded to have the ability to

communicate in that language. Realizing how important English has become, the

government has determined to teach English in schools as a foreign language.

This is the reason why English must be taught beginning from primary level up to

the university level. All languages, including English contain four basic language

skills: receptive skills, listening (understanding the spoken language) and reading

(understanding the written language); and the productive skills, speaking and

writing.

The position of English in Indonesia has become a foreign language that is

used by many people in situation. In Indonesia, English is taught in junior high

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there are four language skills, they are listening, speaking, reading and writing.

The students must master the four of language skills so they can use English

actively and also passively. Writing as one of the language skills besides listening,

speaking and reading, must be taught optimally by the teacher to the student.

Writing as one of the language skill seems to be a very difficult skill to be

mastered. However students have learnt English for years, they still find it

difficult to master this skill. Al – Khasawneh (http://www.esp-world.info) states

that the students appeared to have many problems when writing in English, like

not knowing how to organize their ideas, because it is a new experience for them.

In learning writing, students are taught how to transform their ideas and messages

into written form. Written products are often the result of the students’ writing

activities.

Nurransiyah (2010) states that written product is influenced by some

elements such as vocabularies, grammar, organization, spelling and punctuation.

In the second year of Junior High School, the basic competency that should be

achieved in the writing English subject is that students have abilities in developing

and producing written simple functional text in the form of recount, narrative, and

descriptive. Descriptive is a type of text that focuses on describing thing in

specific way. Descriptive is a type of functioned to describe particular person,

place or thing. The students can use present tenses in writing descriptive text.

Descriptive text is a text which says what a person thing is like. Its

purpose is to describe and reveal a particular person, place, or thing. The generic

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the writer identifies the phenomenon, to be described. In description, the writer

describes in parts, qualities, or/and characteristics.

In fact, not all students were able to write descriptive text, students find

some difficulties in building and developing their ideas, choosing the right words,

using the grammar and organizing the text. Based on the writer’s observation

which is done in SMP SwastaBudisatrya Medan, especially on Grade VIII by

diagnostic test. According to Harmer (2001:321) diagnostic tests can be used to

expose learner difficulties, gaps in their knowledge, and skill deficiencies during a

course. Thus when we know what the problem are, we can do something about

them. Thewriter found that students got problem in writing descriptive text. There

were many students who got problems in writing descriptive text. The English

teacher admitted that many students failed in achieving writing skill though they

have learn English from elementary school. Some of them do not have any ideas

to write. When they have come with the idea, they do not know how to write it in

English. They also have difficulty in using the convention of English grammar.

One of the many strategies in motivating students to write well especially

in writing descriptive text is through the use of pictures especially by applying

cartoon pictures. It is important to use cartoon pictures to help them in write down

their ideas or opinion. Cartoon Pictures are among the high imaginative media that

many sentences can be produced by the writer. They are needed to guide the

students in improving their writing ability. They are very potential in the process

of delivering message to the readers. By using picture in teaching writing and

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their ideas and to present their descriptive text by providing details about the

information that can be written based on the pictures. And, one of the strong

reasons is that the writer is very much interest in the availability pictures and how

they could be used to arouse students’ interest in writing descriptive.

B. The Problem of the Study

Based on the background of the study, the problem of this study can be

formulated as follows:“ is there any significant effect the application of cartoon pictures on students’ achievement in writing descriptive text ?”

C. The Objective of the Study

This study is intended to find out the effect of using cartoon pictures in

writing descriptive text.

D. The Scope of the Study

This study is focused on students’ achievement in writing descriptive text particularly on describing object. The level of students being studied is the second

grade of junior high school.

E. The Significance of The Study

Findings of the study are expected to be useful for:

1. Teachers in order to give an effective application of cartoon pictures in

teaching writing, particularly in descriptive text.

2. Students in order to increase their achievement in writing descriptive text.

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Gay, L. 1987. Educational Research : Composition. Cambridge : Winthrop.

Harmer, J. 2001.The Practice of English Language Teaching 3rd Edition Complexity Revised and Updated.Harlow. Pearson Education Limited.

Harmer, J. 2004.How to teach Writing.England : Longman.

Knapp, P & Watkins, M. 2005.Genre, Text, Grammar.Sydney : University of New South Wales.

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Mukarto, et.AL. 2004. English on Sky for Junior High School Students Year VIII (SMP/MTS). Jakarta:Erlangga.

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Munthe, R &Syukriah. A journal.“Find The Differences” Picture As Media To Teach Speaking Descriptive Text To The Seventh Graders.

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