i
THE EFFECTIVENESS OF SEQUENCE PICTURE
TECHNIQUE AND LECTURING TO TEACH WRITING
SKILLS OF RECOUNT TEXT
“(
An Experimental Study of The Eighth Grade Students of MTs Yaspi
Pakis in The
Academic Year of 2017/2018)”
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of Requirements for The Degree of Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN)
of Salatiga
By:
SAWITRI
11313154
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY STATE INSTITUTE
FOR ISLAMIC STUDIES (IAIN) OF SALATIGA
iv
DECLARATION
In the name of Allah the Most Gracious and the Most Merciful.
Hereby, the writer declares that this graduating paper is originally made by the writer
herself. It is not plagiarism nor made by others. The thing related to other people’s work are
written in quotation and included in the bibliography.
This declaration is made by the writer to be understood.
Salatiga, September 18th2017
The Writer
Sawitri
v
DEDICATION
The writer dedicated this graduating paper to:
1. State Institute for Islamic Studies (IAIN ) Salatiga, especially for English Education
Department of Teacher Training and Education Faculty.
2. Edi Mancoro Islamic Boarding House.
3. My beloved father and mother, Bapak Sumadi and Ibu Rubet who always love and
support me.
4. My beloved brother and sister, Mas Aminuddin and Mbak Nita Erawati. Thank for your
motivation, love and kindness.
5. My beloved close friend Isti wulan Khosidah and Siti Muzaiyanah who always give
support, motivation for me, and always by my side anytime I need.
6. My friends all members of TBI 2013, especially for class TBI E 2013 thanks for your
support.
7. Kulliyatud Dirosah al Islamiyyah Wal Ijtima’iyyah (KDII) Edi Mancoro Boarding
House.
8. My roommates of third room of Edi Mancoro Islamic Boarding House; Ismawati, Dewi
vi
ACKNOWLEDGE
Bismillahirrohmanirrohim.
Assalamu’alaikum Wr. Wb.
Alhamdulillahirobbil ‘alamin, all praise to Allah due to his protection, power and mercy
which are given to the writer, so she could complete her graduating paper entitled; The
Effectiveness Between Sequence Picture Technique and Lecturing to Teach Writing Skill of
Recount Text. (An Experimental Study of Eighth Grade Students of MTs Yaspi Pakis in The
Academic Year of 2017/2018). Secondly, Thanks a lot my prophet Muhammad SAW for his
guidance that leads the writer to the truth.
The writer would like to express her deepest gratitude and apreciation to:
1. Drs. Rahmat Hariyadi, M.Ag, the Rectorat of State Islamic Studies Institute (IAIN)
Salatiga.
2. Mr. Suwardi, M.Pd as the Dean of Teacher Training and Education of State Institute
for Islamic Studies (IAIN) Salatiga.
3. Mrs. Noor Malihah, M.Hum.,Ph.D.,as the Head of English Education Department,
thanks for your guidance.
4. Mr. Ruwandi M.A., as the writer’s a counselor. Thanks for your advice, suggestion
vii
5. All lecturers and staff of IAIN (Salatiga), the writer deeply thanks to you all for
your advice, knowledge, and kindness.
6. Almaghfurlah Mr.Mahfud Ridwan Lc and Mrs. Nafisah as the leader of Edi
Mancoro Islamic Boarding House (PPEM).
7. Muhammad Hanif M.Hum. as the counselor of Edi Mancoro Islamic Boarding
House.
8. My parents and my big family who always support and advice me.
9. All of my friends in Edi Mancoro Islamic Boarding House (PPEM).
10.The Head master, teachers, staff and students of MTs Yaspi Pakis, especially for the
eight grade students in the academic year of 2017/2018.
Finally, this graduating paper is expected to be able to provide useful knowledge
and information to the readers.
Wassalamu’alaikum. Wr. Wb.
Salatiga, September 28th 2017
The writer
viii ABSTRACT
SAWITRI, 2017. The Effectiveness of Sequence Picture Technique and Lecturing to Teach Writing Skills of Recount Text (An Experimental Study of the Eighth Grade Students of MTs Yaspi Pakis in the Academic Year of 2017/2018). Graduating paper. English Department Teacher Training and Education Faculty.State Institute for Islamic Studies (IAIN) of Salatiga. Consultant: Ruwandi, M.A.
Key Words : Sequence Picture, Lecturing and To Teach Writing Skills of Recount Text. The aims of this study are1)To find out the the profile of the students’ writing before using sequence picture technique and lecturing, 2)To find out the profile of the students’ writing after using sequence picture technique and lecturing, 3) To find out the effectiveness between sequence picture technique and lecturing to teach writing skills of recount text of the eighth grade students of MTs Yaspi Pakis in the A
ix
MOTTO
“
Do Your Best at Any Moment that You
Have”
(Sawitri)
x
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE OF COUNCELOR ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENT ... x
LIST OF TABLE ... xiv
LIST OF FIGURE ... xvi
CHAPTER I Introduction ... 1
A.Background of the Study ... 1
xi C.Objective of the Study
D.Benefit of Study ... 6
E. Limitation of the Study ... 7
F. Definition of Key Term ... 7
G.Paper Outline ... 8
CHAPTER II THEORETICAL FRAMEWORK ... 10
A. Review of Related Study ... 10
B. Writing ... 11
1. Definition of Writing ... 13
2. Aspect of Writing ... 13
3. Purpose of Writing ... 16
4. Writing Strategies ... 19
C. Picture ... 23
1. Definition of Picture ... 23
2. Characteristic of the Picture ... 23
3. Kind of Picture ... 24
4. Role of Picture ... 25
xii
6. Disadvantages of Picture ... 27
7. Picture Sequence ... 27
D. Lecturing ... 27
1. Definition of Lecturing ... 27
2. The Skill of Lecturing ... 30
3. Advantages and Disadvantages of Lecturing ... 30
4. The Purpose of Lecturing ... 30
E. Recount Text ... 31
1. Definition of Recoun Text ... 31
2. Generic Structure of Recount Text ... 31
3. Language Feature of Recount Text ... 32
F. Evaluation Rubric ... 32
G. Evaluation Criteria ... 37
H. The Minimum Completeness Criteria (KKM) ... 38
I. Conceptual Framework ... 40
J. Research Hypothesis ... 41
CHAPTER III Research Report ... 43
A. Setting of Research ... 43
xiii
2. Vissions and Missions of MTs Yaspi pakis ... 44
3. Observation Check List ... 45
B. Research Method and Design ... 45
C. The benefit of Experimental Research ... 47
D. Population and Sample ... 47
E. Technique of Collecting Data ... 52
F. Research Instrument ... 53
G. Technique of Analyzing Data ... 54
H. Statistical Hypothesis ... 55
CHAPTER IV Data Analysis ... 56
A. Data Presentation ... 56
1. The score of pre-test ... 56
2. The score of post-test ... 58
B. Data Analysis ... 60
1. The calculation of pre-test score ... 60
2. The calculation of post-test score ... 66
C. Discussion ... 72
xiv
A. Conclusion ... 74
B. Suggestion ... 75
REFERENCES
CURRICULUM VITAE
xv LIST OF TABLE
TABLE 2.1 The List Kind of Picture ... 24
TABLE 2.2 Rubric Assessment of Writing Test (Content) ... 33
TABLE 2.3 Rubric Assessment of Writing Test (Organization)... 33
TABLE 2.4 Rubric Assessment of Writing Test (Vocabulary) ... 34
TABLE 2.5 Rubric Assessment of Writing Test (Language use) ... 35
TABLE 2.6 Rubric Assessment of Writing Test (Mechanic)... 36
TABLE 2.7 The Specification of Test ... 37
TABLE 2.8 Evaluation Criteria ... 37
TABLE 3.1 Observation Check List ... 45
TABLE 3.2 Technique of Sampling ... 49
TABLE 4.1 The score pre-test of experiment group ... 56
TABLE 4.2 The score pre-test of control group ... 57
xvi
TABLE 4.4 The score of post-test of control group ... 60
TABLE 4.5 The calculation of experiment group (pre-test) ... 62
TABLE 4.6 The calculation of control group (pre-test) ... 62
TABLE 4.7 The calculation of experiment group (post-test) ... 67
xvii
LIST OF FIGURE
1 CHAPTER I
INTRODUCTION
A. Background of the Study
Language is something to express our opinion, emotion, desires whether
in speaking or writing. Language has very important role in social relationship
among human being. It is a media of communication that can help people to
interact, converse, and to share with other people in the world. Language has
important role in our life, especially use English language. English is the important
language in the world, because English as an International Language. However,
English used to communicate with the people in other country. It is the reason
why many people want to study about English.
English has goals. It is popular all over the world including Indonesian
country. English has a compulsory subject in school that covers four skills namely:
listening, reading, speaking and writing. The English teaching should be focused
on the student’s ability to communicate well, through spoken and written.
Writing is one of the important skill in English subject beside speaking,
reading, and listening. Writing is an activity to create a note or some information
about something in our mind. Some people in the world make their note on media
using letter. Writing also defined as process of expressing ideas or thoughts in
2
have the ideas and the mean to achieve it. As one of the fours language skills,
writing has always occupational or academic purpose.
In addition, Heaton (1975:135) claims that writing is one of the language
skills have to be taught and trained continuously because it is more complex and
difficult to learn. Writing process, it does not only concern about grammar,
schematic structure and language feature, but writing also the concept and opinion.
In fact students may be able to speak fluently and their utterances can be
understood by interlocutors. It does not always mean that they will be able to
express it in the same way when they write it. Besides, written communication
becomes one of competences of English language teaching in Indonesian country.
Besides students must comprehend and understand the writing procedure
which one good and true. Student cannot do anything told way when they wrote,
but any procedures and rules, which must be applied when they made a sentence.
It is not enough with one procedure, but many kinds of the pattern that use. For
examples: When I told the last story, I used past tense. When the writer doing
something now and in process of something it, she used present continuous, and
when the writer do something and the same time so she used present tense, etc.
In fact, many students in junior high school still difficult to write. They are
very rare to write and most of them feel that writing is very difficult, because of it
3
words. In addition, they have to practice the other skill like speaking, listening or
reading to practicing writing.
Actually, some students at the eighth grade of MTs Yaspi Pakis still
confuse to write. Some of them are less successful in writing and they cannot write
properly. So, from this case we should be make the students on the eighth grade of
MTs Yaspi Pakis more interesting in writing.
The teachers’ motivation also needed by the students when they are learn.
Especially in study writing. Some of student feel shy when they asked to write in
the paper or book. From this case the teacher should be active to guided the
students in the class.
According to Davison (2000:27-28), quoted by Setiasih (2015:4), Writing
potencies is known and appreciate as a process activelly in our life. Therefore,
written text or paper is made not only as remembering tools, found ideas, make a
sentences and improving ideas or information, but writing also should be
interesting activity.
Writing in Junior High School is activity which need some way to do it,
because they are English learner as foreign language (EFL) and their skill in
writing is low. However, it is same with learner in first language or mother
4
Because writing is difficult to the student in Junior High School, therefore
teacher also has other interesting technique in teaching to give the students
motivation in study writing. Those technique in the form of technique of learning
that customized with student needs.
In this research, the writer would compare about two technique in teaching
learning especially in study writing. It has purposes to know about the difference
between two technique, when those technique used to the students in junior high
school especially to master writing in recount text. However there are picture
sequence and lecturing.
Picture sequence is one of techniques in English teaching learning
especially to improve their writing ability, so with the interesting technique the
students are not feel boring and keep have fun. The writer use the technique in
English teaching to support the student in study writing. They also need interesting
technique in study language to make their study more interesting.
Based on the explanation above, it is necessary to create a tecnique that can
involved both the teacher and students to participate in learning activities.
Teachers must to create technique in teaching language to make student more
partisipant in learning process. Technique in teaching also can be used in order to
help the students in gathering and developing their ideas in writing. It can also
make the students more involved in learning process that leads understanding. So,
5
motivated. So, from the case above, the research inspired to apply “ THE
EFFECTIVENESS OF SEQUENCE PICTURE TECHNIQUE AND
LECTURING TO TEACH WRITING SKILLS OF RECOUNT TEXT of the
eighth grade students of MTs Yaspi Pakis, Kab.Magelang in the academic year of
2017/2018.
B. Statement of the Problem
Problem that will be discussed in this study are stated as follow:
1. How far is the profile of students’ writing skills before using sequence picture
technique and lecturing of the eighth grade students of MTs Yaspi Pakis in the
academic year of 2017/2018 ?
2. How far is the profile of students’ writing skills after using sequence picture
technique and lecturing of the eighth grade students of MTs Yaspi Pakis in the
academic year of 2017/2018 ?
3. How far is the effectiveness of sequence picture technique and lecturing to teach
writing skills of recount text of the eight grade students of MTs Yaspi Pakis in
the academic year of 2017/2018?
C. Objective of the Study
The objectives of study stated as follows:
1. To find out the profile of students’ writing skills of recount text before using sequence picture technique and lecturing of eight grade of MTs Yaspi Pakis in
6
2. To find out the profile of students’ writing skills of recount text after using sequence picture technique and lecturing of the eight grade students of MTs
Yaspi Pakis in the academic year of 2017/2018.
3. To find out the effectiveness of sequence picture technique and lecturing to teach writing skills of recount text of the eighth grade students of MTs Yaspi
Pakis in the academic year of 2017/2018.
D. Benefit of the Study
By the graduating paper, the writer expects that this research would give
several benefit, theoretically,practically and methodologically:
1. Theoretical Benefits
To produce a new knowledge in teaching foreign language, like English,
especially on writing skill by using technique in teaching English learning.
2. Practical benefits
a. For student
1) It can improve the students’ writing skill.
2) The student can learn English writing in interesting way.
b. For teacher
To improve their teaching competencies and teaching style especially in
7 3. Methodologically
The result from this study can be used to evaluate and reflect the way of
teaching writing in the institution. It should motivate teacher to change the
technique used for teaching writing.
E. Limitation of the Study
The writer would limit the effectiveness of using sequence picture technique
and lecturing to teach writing skills of recount text of the eighth grade students of
MTs Yaspi Pakis in the academic year of 2017/2018. This studies especially on
how the student of MTs Yaspi Pakis focus on writing skill and technique that used.
F. Definition of Key terms 1. Picture Sequence
Picture sequence is cartoon strip and instruction strips of picture are
potentially useful while the strip can be used to stimulate and guide writing for
the students (wright: 1989).
2. Lecturing
lecturing is a technique of imparting knowledge in the special way while
can be learned and improved upon (George and Madeleine :1987 that taken by
8 3. To teach writing skill of recount text
Writer can benefit from teachers who simply support and give them time
to write (NCTE: 2006) is quoted by Setiasih. Besides, recount text defines as
text tell experience in the past event (Ningrum: 2013). To teach writing skill of
recount text needed effort, because the students should write about their
experience in the past event and she/he must be used simple past tense.
G. Paper Outline
The paper consists of five chapters. Each chapter will be discussed as follows:
Chapter I tell about introduction and the writer will explain the
relationship related to the paper. It consist of background of study, statement of
the problem, objectives of the study, benefit of the study, limitation of the study,
review of related research, definition of key terms, and paper outline.
Chapter II describes the theoretical framework. In this chapter, the
writer would like to explain about writing, picture, sequence picture, lecturing,
and recount text and research hypothesis.
In the chapter III, the writer told about the research report that consist
of setting of research, observation check list, research method and design,
population and sample, and technique of collecting data, research instrument,
technique of data analysis, and statistical hypothesis.
Then, in the chapter IV, the writer would like to explain about data
9
The last is chapter V. In this chapter, the writer close the paper while
10
CHAPTER II
THEORETICAL FRAMEWORK A. Review of Related Study
In this study, the writer reviews several research papers from the previous
research.
Mecca (2014) have conducted a research in line with the current research.
She conduct a research about the effectiveness of picture sequence in teaching
narrative text writing “(an quasi experimental study at the eight grade students of
SMP Islam l Syukro Universal Ciputat)”. She concludes that picture sequence is
effective in the teaching of narrative text writing, it showed by t-score.
Another research is also conducted by Naela (2011). She conducted a
research about the use of picture in narrative text to improve students’ attention in
learning in MAN Tengaran (a classroom action research in the first year students
of MAN 1 Tengaran in the academic year 2011/2012). After the research finished,
She said that by applying picture, the achievement of the students’ attention has
improved.
Jusman (2014) also conducted a research about developing students’ skill
in writing procedure text by using sequence picture of the ninth grade students at
SMP Negeri 8 Pasangkayu. In his research, the writer concluded that students’
11 B. Writing
1. Definition of writing
Writing is one of four skills in English learning. There are listening,
speaking, reading and writing. Four skills above are the important skill to be
mastered by students in Junior high school. Writing is one of the productive
English learning skill beside speaking. It means the student have to active to
improve their skill of writing and speaking. In writing skill, the student not only
produce the words, they can also make a sentence which are grammatically and
logically correct. So, the reader understand about the writer told through her/his
written and the purpose of the writer.
From the explanation above about writing, there are many defines about
writing in different though that can be explained how writing should be better
thought.
According to Gelb (1952:12), writing is clearly a system of human
intercommunication by means of conventional visible marks, but it is evident
from what has been said that what the primitives understood as writing is not
the same thing as what we do. The question of what lies at the basis of all
writing words or ideas is clearly the same as the question of what lies at the
basis of all human intercommunication. In other opinion from Layman and
Alike taken by Gelb (1952:13), wtiting is written language. In the same opinion
12
of functions in everyday life, it involve primarily for action, primarily for
information and primarly for entertainment. However there are examples for
each primarily, primary for action include publict sign, product labels and
instruction, and personal corespondence while the primarily for information
include newspaper and current affairs magazine, non fiction,book, and
advertisement and the last is primarily for entertainment include light magazine
, comic strip, film subtittle, poetry and drama.
Harmer (2004) states that writing has fewer sign and symbols than
speech but they can be just as powerful. In the first place, question marks and
exclamation marks can modify the import of what is written. For example You
are cold. You are cold? You are cold! or even you are cold from those sentence
has different meaning.
Harmer (2004) states that making good writing is more complex than
producing speaking. Writing is clearly a complex process and competent. It is
frequently accepted as being the last language skill to be acquired (for native
speakers of the language as well as for those learning a foreign/second
language). Writing is commonly seen as a three stage process: pre-writing,
writing, and rewriting. Although this is very much an over simplification, it is
13
To write is out down the graphic symbols of that represent language one
understand, so that other can read the graphic symbol, if they know the
language and the graphic representation (Lado,1982:143).
From the explanation above, the writer concludes that writing is one of
skill in English language learning, it is very complex and different with other
skill in English learning. Writing needs carefully and effort that must be
combined and arranged. Writing needs more attention in using of language as
correctly as possible. However, in writing, we also need hard work.
2. Aspect of writing a. A paragraph
Paragraph is a group of related sentences that develops one main idea
(Oshima,1988:55). A paragraph is made up from three kinds of sentences
that develop the writer’s main idea, opinion, or feeling about the subject.
These sentences are the topic sentence, supporting sentence , and concluding
sentence.
a. Topic sentence
The topic sentence is general statement of the paragraph
(Oshima,1988:56). It is the key sentence because it names the subject and
the controlling idea. The topic sentence come in the beginning or in the
14
According to Whitaker (2009:14), topic sentence often further
describe the main idea of the paragraph. However, to introduces the
paragraph’s main idea, we have make a point about the idea related to
the topic. The topic sentence is not a fact, it has point of view and
connect to the previous paragraph.
b. Supporting sentence
Supporting sentence is developing a topic sentence by giving
specific detail about the topic (Oshima,1988:61). In order to choose
details to support the topic sentence, rephrase it as a question and then
answer the question with the supporting sentence.
c. Concluding sentence
The concluding sentence is like the topic sentence. It is like the
topic sentence because both are general statement. However, the topic
sentence is usually the first sentence, a general statement that introduces
the topic to be discussed in the paragraph. The concluding sentence is
also a general statement, but it is the last sentence and ends the
paragraph (Oshima,1988:63).
In the other opinion from Whitaker (2009:15), concluding
sentence is the last sentence. It review the body paragraph, emphasize
15 b. Sentence problem
Writing has purpose to express our message through written text.
For most beginning writer while english language is not the first language
or mother tongue, they are still confuse to write in english text. It is
something difficult to do. As beginning writer, usually they will find a
common place weakness at the sentence level. It is something that crucial
and must be overcome by the writer. There are :
a). Sentence structure
1. Independent Clause
According to Oshima (1998:153) said that independent clause
contains a subject and express a complete thought. It can stand alone
as a sentence by itself. An independent clause contain subject, verb
and complement.
2. Dependent Clause
According to Oshima (1998:153) said that a dependent clause
does not express a complete thought. It can not stand alone as a
sentence, it is depend on the other sentence. A dependent clause
16
To make a complete sentence, the writer must to connect an
independent sentence and dependent sentence together.
c. Comma splice.
Comma is a pause or break in a sentence. According to Oshima
(1998:33), there are three rules of comma: first is comma put after a time
order signal. It is located at the beginning of a sentence and dbefore a
subject. Then, Comma located after the first sentence in a compound
sentence while stay before coordinating conjunction. Finally, comma can
be put between the items in a series while consist of three or more items.
3. Purpose of writing
Everyone have the purpose when they write something. They want to
share their opinion or something through her/his mind in written form. Harmer
said that the reader should be able to understand what the writer’s purpose. It is
to give information, suggest a course of action, and make a judgment on a book
or play or express an opinion about world events (Harmer,2004:25).
According to Whitaker (2009:2), there are some principles of academic
writing.
a. Clear Purpose
The purpose in writing are to persuade, analyze or synthesize and to
17
In persuasive purpose, the writer should choose one answer to the question,
support the answer using reason and try to change the readers’ point of view
about the topic. Whether in analyzing writing, the writer has purpose to
explain and evaluate, choosing the best answer based on criteria that the
writer has. In informative writing, The writer has purpose to give new
information about the topic.
b. Audience Engagement.
The student occasionally interest about the topic that writer make,
but some of them also not. So, the writer have to engage them with the
interest ideas and catch their interest with the writing style.
1. Clear point of view.
The writer have to show about the the things in the writers’ mind
and support the original idea about the topic.
2. Single focus
The writer have to respond and critique with strengthen the
writers’ own point of view.
3. Logical Organization
Writing follows a standard organizational pattern. There are
introduction , body and conclusion.
4. Introduction
It is provide the background information, pick up the readers’
18 5. The body paragraph
It is to support the thesis statement. Every body paragraph has one
main point, its called the topic sentence. Each sentences in paragraph has
continuity before and after it.
6. Conclusion
It is ending of paragraph to summarize the paper.
7. Strong Support
It is consist of facts, examples, description, personal experience
and expert opinions and quotation. The support have relevant to the topic
sentences.
8. Clear and Complete explanation
The writer and process of thought should be clearly and
completely explained.
9. Effective use of research
The writer will use her/his research to support the ideas, it is must
be integrated and not presented separately.
10. Writing Style
The writer should be used their own words. The writing also
19
From the explanation above they are some explanation about purposes
of writing. However, the writer must be known when they write about
something to get a good writing.
4. Writing strategies
A writing is not easy because it need study and practice to develop it.
For both native speaker and new learner of English have to know that writing
is a process. So, it is possible to review and revise, review and revise again as
to get a good writing (Oshima,1998:3).
According to Harmer (2004:4), process of writing involves planning,
drafting, editing and final draft. In the same opinion from Oshima (1998:3),
process of writing include prewriting, planning, and revising draft.
a. Pre-writing
Oshima (1998:3) said that prewriting is an activity to help generate
ideas on writing assignment. It is the stage to give motivation and
stimulation because its the important part of writing, so the writing process
will be carried out easily.
The writer should be tried and decide what he/she will say before
starting to write. They must to make a note before that. They are also make
a detailed notes. They should consider about the goal of writing, know about
20
information that they will write. According to Oshima (1998:3), preewriting
include choosing and narrowing a topic and brainstorming.
a) Choosing and Narrowing a Topic
Oshima said that when you are given a free choice of topics and
can write about something you are interested in, then you must narrow
the topic to a particular aspect of that general subject (1998:3).
Whitaker (2009:5) states how to choose a topic. However to
choose a topic you are thinking about things related to the course that you
are interested in, besides you can look from textbook, handouts, and
instructor-recomended resources for possible idea. After that, you should
narrow your idea from subject to topic. So, you can shown a topic in
specifically.
b). Brainstorming
According to Whitaker (2009:6), brainstorming is the activity to
write about something on your mind after you get a topic. The activities
are to write down answer to your question, write down all the information,
opinion and question about your topic. This activity wiil help to know
what you think and what else you need to find out about your topic. The
activity of brainstorming would be explained more bellow:
1. Listing
Listing is technique in which you think about your topic and
21
your mind (Oshima,1998:4). The procedure of listing include, the
first is write down the general topic, then make a list depend on your
mind, the last is use words, phrases and sentence and do not worry
about the grammar and spelling it.
a. Freewriting
Freewriting is a brainstorming activity in order to write a
topic you are freely. It has a purpose to generate as possibility to
write many idea. So, you do not worry about the grammar,
appropriatness and spelling.
b. Clustering
A cluster is one of the activity in brainstorming. It is the
activity which you can use to generate idea. You can write the
topic in the center of paper and the those topic should be written
in the circle/ ballon. Then you should write whatever ideas that
you find in the ballon sorrounding it.
2. Drafting
In this stage, the students try to write the sentence and they
also begin to put their idea on paper. The students should be focus
on the content of the text while they will make. To write in the first
draft, the writer should focus on getting meaning, based on paper,
22
Harmer (2004:4) state that a number of drafts may be produced on
the way to the final version.
In the other opinion from Whitaker (2009:13), there are
many ways to write. How to use source material, keep going on your
written text, just write, it means that the writer do not worry about
the grammatical and perfection, do not waste the time because we
will need time to revise, edit, and proofread.
3. Revising and Editing
According to Harmer (2004:5), in this stage, revising look at
the organization , structure and content of the writing, while editing
look at the grammar and mechanic in the writing. In this stage looked
very different from original plan and first draft.
In other opinion from Whitaker (2006:17), when the first draft
is complete, you should be revised your paper. However, before you
can revise, you need to know what to fix. To fix the paper include
get feedback, make a cheecklist and mark, make an outline of the first
draf, focuse to read the paper, read each body paragraph and support,
and the last is re-read a paper carefully to know that a paper is good,
23 C. Picture
1. Definition of picture
Picture is a flat visual representation of an object, person or view and it is
main purpose is to draw attention to or emphasize a certain thing (Zenger,
1977:69). According to Lado (1983:19), picture can be used to provide more
systematic cultural experience necessary for a full understanding and use of the
language. According to Wright (1989:2), pictures are not just an aspect of method
through their representation of places, object and people. They are an essential
part of the overall experiences, we must help students to cope with.
From explanation above, the writer assumed that picture can help the
students to understand the meaning of the words when they want to use it. Trough
picture, the student know about the place, people, things and other object without
they know it directly. They can see from out of their own experience.
2. Characteristic of the picture
There are some characteristic of picture. A picture has various in colour
while based on the people needed. Picture also has various sizes, from small
untill big size for example magazine, calendar, wallchart etc. Picture can be
drawn on the board, the overhead projector, large paper, flashcard, handout
24 3. Kind of picture
According to Wright (1989: 202), there are 21 kinds of pictures based
on the form, they are will be shown in the table bellow:
Table 2.1
The list kind of picture
1 Checkchart for pictures 12 Sequences of picture
2 Picture for single objects 13 Related picture
3 Picture of famous people 14 Single stimulating picture
4 Picture of several Picture 15 Picture of maps and symbol
5 Picture of people in action 16 Pair of picture
6 Picture one person 17 Picture and texts
7 Picture of the news 18 Ambigious picture
8 Picture of fantasies 19 Bizzare picture
9 Picture of places 20 Explanatory picture
10 Picture from history 21 Students and teachers drawing
11 Picture with a lot of information
4. Role of picture in language teaching.
Picture have some role in learning process especially in writing.
According to Wright (1989:17), there are five roles for picture in speaking and
25
a. Giving motivation to the student. So, the student feel interesting in the class
and they want to pay attention about the material.
b. Support the context when the language is being used.
c. It can be described in an objective way or interpreted or respond it.
d. Picture give the motion of a respond toward question through controlled
practice.
e. Giving stimulate and information in the form of conversation, discussion
and stories.
5. Advantages of picture
When we use picture as the media or strategy in language teaching, it
has some advantages. According to Zenger (1977:70), there are some
advantages in using picture, they are:
a. Picture can be used individually or in a group.
b. Picture is up to date to use, it is shown reality into classroom so student easy
to understand about the object.
c. It is also have a fuction to introduce , supplement or summarize.
d. Picture more cheaper when we used it, its also easy enough to locate.
e. Giving stimulate and motivation to the students and will be thorough to
express themselve.
From the explanation above the writer concludes that picture is very
26
have motivation to learn more about the topic. It also can advance the students’
comprehending the meaning of those picture.
6. Disadvantages of picture
As we know about the advantages from picture. Beside that, picture has
disadvantages to. According to Zenger (1977:70), there are some advantages of
using picture as media or technique in teaching language.
a. It does not describe motion as film because picture has a small scope so it is
only explain briefly.
b. It become uninteresting to the students if presented in simple form. Picture
should be made more interesting and unique.
c. Students who sit behind the class cannot look at the picture clearly. It is
different with the student who sit in front of the class Usman and Asnawir
(2002:50-51).
When the picture is used in the class, They have different interpretation
automatically. So, teacher should be creatively to used it and explain to the
students clearly. Teacher also make a picture bigger, so the student who sit both
in front or behind the class clearly to see.
7. Picture Sequence
According to the Morgan (1973:28), picture sequence as a series of
27
events. Wright (1989:201) said that picture sequence also be described as
cartoon and instruction strips of pictures are potentially useful. Experience will
show the teacher which strips are the most useful. The strip can be kept as they
are and used to contextualize a story or description of a process. Strip can be
used to stimulate and guide writing.
Wright (1989:130) said about the procedure in using a sequence picture
especially for pairgroup and groupwork. To each pair, teacher give a sequence
picture without a text. They study the picture and then work out a dialogue to
go with them. Pairs take it in turn to act out their dialogue for each other.
From explanation above, the writer assumed that students have more
motivation to write English language through sequence picture. The students
also easy to use it, because the picture more interesting and challengging.
C. Lecturing
1. Definition of lecturing
According to Bligh taken by Aryani, Zaini (2008:89), lecturing or
lecture method is continuous expositions by a speaker who wants the audience
to learn something. So, lecture method also called instructor-centered method
(cranton).
According to Hamdani (2011:156), lecture method told about concept,
princip, and fact is covered by giving question and answer between teacher and
28
Nunan (1991:189) also said that teacher method is a crucial importance,
not only for the organisation of the classroom but also for the process of
acquisition. It is importance to organize and manage of the classroom.
According to Edward (2004) taken by Tracey Garrett, to help the teacher
maintain control over students, in structional methods that promote a focuse on
the teacher are frequenly use, such as lectures, guided discussions and
demonstration.
George and Madeleine (1987) are taken by Faroq, Abbasi, Qadir states
that lecturing is a technique of imparting knowledge in the special way while
can be learned and improved upon.
From definition above, it can be concluded that lecturing is one of
method or technique of language teaching. It also called lecture-instructor
method. It focused on teacher- centered, so teacher give some materials to the
students as the guided or speaker and the students as listener.
2. The skill of Lecturing
Faroq, Abbasi, and Qadir (2013) said that there are five of the major
skill of lecturing, those are explaining, presenting, information, generating
interest and lecture preparation.
3. Advantages and Disadvantages of lecturing
Barbareta and Scarupa 1995, Bligh 2002, Renner 1999 said that there
29 a. Advantages of lecturing
1) It is Efficient and economical because it can be repeated from one
semester to the next, reducing planning, preparation and reviewing.
2) It can be given in large or small groups and varied in length.
3) It can be controlled, instructor can control of study totally.
4) It is flexible because adjustments to content can be easily made.
5) The content can be tailored to students’ interest and background
personality.
6) It give motivation to the students. The teacher conveyed students’
enthusiasm and helping to stimulate students interest.
7) Teacher can served as role model.
8) Timely, teacher can present new and unpublised matherial.
b. Disadvantages of lecturing
1) The students are passive in the class because students are not
required to actively participate which detracts from learning.
2) It lack of teacher skill, effectiveness is contingent upon the writing,
speaking, and modelling skill of teacher.
3) Limited style of students varying learning paces, styles level of
understanding may be not be considered.
4) Poor of organization and lack of focus, it caused the students
30
5) Lower level of learning, because few opportunities for higher level
of learning.
6) Students’ concentration may decrease as the teacher lengthens.
4. The purpose of lecturing
Faroq, Abbasi, and Qadir (2013) said that the lecture method
have any purposes, there are:
a. To transmit information to the studnets
b. To stimulate interest among students
c. To foster understanding among students.
D. Recount Text
1. Definition of Recount Text
According to Knapp (2005:224) taken by Pardede, Silalahi and
Saragih, Recount text is a written out to make a report about an experience
of a series of related event. A recount text is written out to inform an event
or to entertain people.
Anderson (1997) taken by Ningrum (2013) said that recount text
defined as a pieces of text that retells events in sequence of time recount
text has aim to give the audience a description of what occured and when it
occured.
Based on the definition above, it can be concluded that recount text
31
and related in particular relation. It has purpose to give the audience a
description of what happened and when it happened.
2. Generic structure of recount text.
According to Ningrum (2013), a recount text consist of three
component, there are orientation, event and reorientation.
a. Orientation
It is located in the first paragraph that provided the setting and
introduces the participants. An orientation explained about background
and give information about who, what, where and when.
b. Event
It is located in the middle of paragraph and retell what happened in
what sequence.
c. Reorientation
It also called concluding paragraph because it located in the last of
paragraph. A reorientation is optional or closer of event. Actually,
content of individual comment.
d. Language Feature of Recount Text
According to Ningrum (2013), there are language feature of recount text:
1. Use simple Past Tense
2. Focus on temporal or sequence (when, after, then etc).
32
4. Focus on specific participant ( I, we, the fourth grade).
E. Evaluation Rubric
The students’ ability in writing can be measured (Heaton 146). To
measure the writing achievement is needed the component, such as content,
organization, vocabulary, language use and mechanics.
Table 2.2
Rubric assessment of Writing test CONTENT
Score Level Criteria
30-27 Excellent to very good Knowledgeable, substantive, relevant to
assigned topic etc.
26-22 Good to average Some knowledgeable of subject, adequate
range, limited development of thesis,
mostly relevant to topic, but lacks detail
21-17 Fair to poor Limited knowledge of subject, little
substance, inadequate development of topic
16-13 Very poor Does not show the knowledge of subject, no
substantive, not pertinent, not enough to
33
Table 2.3
Rubric assessment of Writing test ORGANIZATION
Score Level Criteria
20-18 Excellent to
very good
Fluent expression, ideas clearly stated/ supported,
well organized, logical sequencing, cohesive
17-14 Very good to
average
Somewhat choppy, loosely organized but main
ideas stand out, limited support, logical but
incomplete sequencing
13-10 Fair to poor Non-fluent, ideas confused or disconnected, lacks
logical sequencing and development
9-7 Very poor Does not communicate, no organization, not
enough to evaluate
Table 2.4
Rubric assessment of Writing test VOCABULARY
Score Level Criteria
20-18 Excellent to
very good
Sophisticated, effective range, range word/ idiom,
choice and usage, word from mastery, appropriate
register
17-14 Very good to
average
Adequate range, occasional errors of word/ idiom
34
13-10 Fair to good Limited range, frequent errors of words/ idiom
form, choice, usage, meaning confused or obscured
9-7 Very poor Essentially translation, little knowledge of English
vocabulary, idioms, word form, not enough to
evaluate
Table 2.5
Rubric assessment of Writing test LANGUAGE USE
Score Level Criteria
25-22 Excellent to
very good
Effective complex constructions, few errors of
agreement, tense, number, word order/ functions,
articles, pronouns, preparations
21-19 Very good to
average
Effective but simple constructions, minor problems
in complex constructions, several errors of
agreement, tense, number, word order functions,
articles, pronouns, prepositions but meaning never
obscured
17-11 Fair to poor Major problems in simple/ complex constructions,
frequent errors of negation, agreement, tense,
number, word/ order/ functions, articles, pronouns,
prepositions and or fragments, deletions, meaning
35
10-5 Very poor Virtually no mastery of sentence construction rules,
dominated by errors, does not communicate, not
enough to evaluate
Table 2.6
Rubric assessment of Writing test MECHANICS
Score Level Criteria
5 Excellent to
very good
Demonstrates mastery of conventions, few errors of
spelling, punctuation, capitalization, paragraphing
4 Very good to
average
Occasional errors of spelling, capitalization,
paragraphing, but meaning not obscured
3 Fair to poor Frequent errors of spelling, capitalization,
punctuation, paragraphing, poor handwriting,
meaning confused not obscured
2 Very poor No mastery of conventions, dominated by errors of
spelling, punctuation, capitalization, paragraphing,
handwriting illegible, not enough to evaluate.
Based on the table above, there are five aspects to measure writing
ability namely content, organization, vocabulary, language use, and
36
Table 2.7
THE SPECIFICATION OF TEST
No Writing skill The higher score
1. Content 30
2. Organization 20
3. Vocabulary 20
4. Language use 20
5. Mechanism 10
Total 100
F. Evaluation Criteria
Evaluation is the systematic process to determine the goal of learning.
According to Sudijono (2011), there are some criteria to evaluate the students.
It would be seen in the following table
Table 2.8
No Student’s Score Mark Interpretation
1. 91-100 A Excellent
2 79-89 A- Very Good
37
4 65-69 B- Good Enough
5 55-64 C Enough
6 45-54 D Bad
7 < 45 E Very Bad
G. The Minimum Completeness Criteria (KKM)
The Minimum Completeness Criteria (KKM) is a set of minimum that
must be achieved by the subject teachers. It determined before a school is
started. To determined the students achievement, teacher have to find any
criterias by itself.
Minimum Completeness Criteria (KKM) is done based on national
Educational department (Depdiknas) criteria. There are material complexity,
Capacities, and intake or students comprehension.
Asmani (2010:197), states that Minimum Completeness Criteria
(KKM) every subject based on following criteria, There are explained as
follow:
a. Minimum Completeness Criteria (KKM) should be set in the first academic
years.
b. A Minimum Completeness Criteria (KKM) is determined by MGMP
38
c. It showed in scoring number form about 0-100.
d. School institution determine a Minimum Completeness Criteria (KKM)
under completeness study maximum.
Figure 2. 1
Procedure or mechanism to determined Minimum Completeness Criteria
(KKM).
According to Asmani (2010:199), it is form to determine a Completeness
Criteria Minimum (KKM) would be explained as follow:
Interpreting criteria to the score. It is giving a point to each criteria which is determined.
a. Complexity : High = 1
Middle = 2
Low = 3
b. Capacity : High = 3
Middle = 2
Low = 1
c. Intake : High = 3
KKM INDIKATOR KKM (KD)
39
Middle = 2
Low = 1
From those design can be explained, when indicator has low compexity,
high capacity , and student’s intake in the middle, so score @ is (3+3+2) x 100
= 88.899. So, from explanation above, teacher determined a Completeness
Criteria Minimum (KKM) based on those guide. Besides, the researches also
know about Criteria minimum in subject would be researched whereas, English
teacher has determined that 7 is a score minimum in their subject.
H. Conceptual Framework
According to Purwanto (1996:102), learning is influenced internal and
external factor. Internal factor is the factor comes from themselve which include
physical and psychological factor. Phsycal factor involve healt condition,
nutrition, and tired. Besides, psychological factor involve intelligent,
motivation, mood, confidence, and intention.
An external factor is the factor from individual outside. It include social
and non social factor. A social factor comes from individuals. For the examples
like family, friend, teacher, and parent. While non social factor comes from
media, strategy, place, and method.
Based on theoritical above, the writer concluded that study English
involve writing, speaking, listening and reading. Four skill above to be taught
40
to write down in the paper because they lack of motivation and they also feel
bore.
Study of writing is not just combining some words or sentence. It has
form and rules that not equal with something we use in conversation or in
speaking. Because writing is not same with other skill. So the teacher have to
make a study of writing enjoyful. It needed more attention and interesting
technique in order to make the students antusiasme, so the teacher get a goal to
teach.
The writer has assuming that sequence picture technique can help the
students to study writing easier. A sequence picture is the picture which tell
about the event in sequence. So the student more focus on the story that they
will write.
I. Research Hypothesis
Based on the problem statements presented by the writer, the research
hypothesis as follows:
Ha :There is effectiveness of sequence picture technique and lecturing to teach
writing skills of recount text of the eighth grade students of MTs Yaspi in
the academic year of 2017/2018.
Ho :There is no effectiveness of sequence picture technique and lecturing to
teach writing skill of recount text of the eighth grade students of MTs
41
CHAPTER III
RESEARCH REPORT
In this chapter, the writer tries to describe about the method that used in this
research. The writer explains about research setting, research method and design,
technique of data collection, research instrument and technique of analyzing data.
A.Setting of Research
1. The location of MTs Yaspi Pakis
This research is carried out at MTs Yaspi Pakis. It is located on Jl.
Magelang –Kopeng km 15 Magelang. It is established on January 1988. MTs
Yaspi Pakis stand up on the lead above 2.10 M2. The total number of the students of MTs Yaspi Pakis about 364 in the academic year 2017/2018. They are consist
of 114 students of seventh grade, 114 students of eight grade and 136 students of
ninth grade.
MTs Yaspi has 12 classrooms, based on level for each grade has 4 rooms.
The seventh grade has 4 rooms, the eight grade has 4 rooms and the ninth grade
has 4 rooms. MTs Yaspi Pakis is applying religious foundation such as in other
42 2. Vissions and Mission of MTs Yaspi Pakis
a. Vissions
“Memberikan Dasar-Dasar Pengetahuan dan Pengertian Dalam
Pembelajaran Yang Bertumpu Pada Dasar- Dasar Berpikir Kreatif
Dengan Kecerdasan Emosional dan Spiritual Yang Lebih Tinggi”.
“ To provide the base of knowledge and understanding about the study which
is basiclly focused on creative thinking with emotional achievement and
spirituality”.
b. Missions
1) Mengembangkan kemampuan dasar siswa menjadi muslim yang taat
beribadah dan memiliki kepekaan sosial yang tinggi.
2) Mengembangkan pemahaman agama yang toleran dan demokratis
3) Mengembangkan kemampuan berfikir kritis dan sistematis dalam
memahami dan mengamalkan ajaran Islam.
4) Membangun Budaya Madrasah sebagai salah satu ciri khas.
1. Improving the students competence basicly to be a muslim that obedient
and have social sensitively.
2. Improving tolerant and democratic religion.
3. Improving creative thinking and systematic in understanding and practice
the Islamic thought.
43 B. Observation Check List
Table 3.1
No Date Activity
1. June 15th 2017 Permission
2. July 25th 2017 Observation
3. August 14th2017 Pre-Test of experiment group
4. August 14th2017 Pre-test of control group
5. August 28th 2017 Treatment of Experiment group
6. August 29th 2017 Treatment of control group
7. September 2nd 2017 Post-Test of experiment group
8. September 2nd 2017 Post-test of control group
C. Research Method and Design
Accordin g to Kothari (1990:8), research methodology is a way to
systematically solve the research problem. Research methodology is a way to
find out the result of a given problem on specific matter or problem that is also
referred as research problem.
Research methodology means to get some knowledge and to overcome the
44
the problem solving. However to solve the problem, the researcher needs a
method. The methodology of the research is way to find, develop and examine
the truth of science systematically.
In this study, the writer uses quantitative research. Quantitative is a process
of getting knowledge by using a number of data as instrument to have
explanation about what will know. To collect the data, the researcher using
mathematically or in statistically.
The writer apply an experimental design. According to Jannah and Prasetyo
(2011), experimental design is kind of quantitative research, it has aim to
measure cause and effect.
In this study, the writer will compare between two variable. One group as
the experimental group which given treatment, pre-test and post test. Besides,
other group is control group or comparation group while also given treatment,
pre-test and post test.
Figure 3.1
Procedures of the research
Experiment Group Control Group
45
In this study, the writer has two classes which is one as experimental class
and another is controlled class. The experimental class is given treatment by
sequence picture and in controlled class is taught by lecturing.
D. The benefit of experimental research
Jannah and prasetyo (2011: 158) said that the benefit of experimental
research is to measure causes and effect. While, in experimental research the
researcher can manipulate the situation or created the condition of the research
subject. The researcher also can give treatment/ stimulate to the subject of the
research.
This study has benefit to measure the effectiveness between two variable.
While, the writer compare between two technique in teaching learning. So, the
result of the study given benefit to the English teacher in using technique of
teaching, whereas it is good or not when it is would be implemented to the
students.
E. Population and Sample 1. Population
According to Hadi (1989: 79), populatin is the whole subject that are
researhed and observed. Population is the subject of the research object that
46
According to Nasehudin and Gozali (2012: 121), population is the
whole of units or the individuals that characteristic are expected. In other
opinion from Putrawan (1990) taken by Nasehudin and Gozali (2012: 120)
said that population is the number of data while the time and place is
determined. So from the explanation above can be concluded that
population is the total of the subject to be researched.
The population in this study is the students of the eighth grade of MTs
Yaspi Pakis in the academic year of 2017/2018.
2. Sample
According to Arikunto (1992: 117), sample is part of population, it is
an object of the research. Sample is a part of population that has the same
characteristic as the data source. Nasehudin and Gozali (2012) said that to
find out the sample, the researcher have to selected it. The sample from this
study are two classes. There are students for class VIII D and VIII C of the
eighth grade of MTs Yaspi Pakis in the academic year of 2017/2018.
3. Techniques of Sampling
According to Prasetyo and Jannah (2011:122), there are two techniques
of selected the sample, random sampling or probability sampling and non
47
Table 3.5
Technique of Sampling
Probability Sampling
Simple Random Sampling
Systematic Random Sampling
Stratified Random Sampling
Cluster Random Sampling
Non Probability Sampling
However, probability sampling is a technique of simple ramdom, it
is consist of simple random sampling, systematic random sampling,
tratified random sampling, cluster ramdom sampling. It was explained as
followed:
a. Simple random sampling
It is very simple technique to found a sample, because to get a
sample we should be made a sample drafting then give a serial number
in their sample draft. Then selected a sample through randoming or used
table of random number.
b. Systematic Random Sampling
Systematic randoming sampling is a technique to found a sample
when population in large scale and homogen. Sample can be taken in
48
arranged sample draft into group while divided in population and
respondent then choose one group in randoming.
c. Stratified Random Sampling
It is technique to find a sample when population has variation
characteristic or heterogen , so we must be stratified in sub population.
Whereas the proceudure to get a sample, first is determined
characteristic or group of population then determined a sample from
group and the last is choose a sample group from group used technique
randoming or systematic sample.
d. Cluster Random Sampling
It it technique to find a sample when researcher has not a sample
draft but has a complete data about those group. Then, to get a sample,
researcher must be make a unit of group namelly cluster. Cluster is a
sample was taken.
Besides, non probality sampling consist of some varieties. According
to Prasetyo and Jannah (2011:134-136), there are accidental sampling,
purposive sampling, quota sampling, and snowball sampling.
a. Accidental Sampling
It is a technique sampling based on covenience. Therefore, sample
49 b. Purposive Sampling
Purposive sampling also called judgment sampling, while it used
to determined specific criteria toward a sample.
c. Quota sampling
It is technique of sampling which is same with stratified sampling.
Therefore, in quota sampling a researcher get a sample from randoming
each stratified.
d. Snowball Sampling
It is a technique to found a sample in minimum informations
about population, so a researcher only has one name in those
population. From this name a researcher get other names of population.
From the explanation above, the writer concluded that to find out the
sample, the writer use simple cluster random sampling. It is kind of randoming
technique while to find out a sample, a researcher must to divided into some
units namelly cluster.
Whereas population in this research is the students of eigh grade of Junior
High School and the sample is part of population, while a writer toke 50% from
