The use of photographs in teaching writing news item texts to the tenth grade of SMA students.

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ABSTRACT

Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing

News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: English

Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study investigates the use of photographs in the teaching of writing news item texts for the tenth grade of SMA students. It deals with conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing.

The objective of this research is to describe how the use of photographs gives benefits to the students’ writing news item texts ability, especially for the tenth grade students of SMA. In order to achieve the objective of the research, the method employed is library research which means that all of the data were obtained from the library, such as books, newspapers, internet and many others. Some theories that support this study such as theory of writing, theory of writing skills, curriculum, and also photographs, were obtained from the library. This study is considered as a descriptive study.

Based on the theoritical analysis, it can be concluded that (1) photograph is very helpful in teaching writing news item texts because it provides solutions to support students with better learning atmosphere. (2) photograph makes writing fun for students; especially in the process of their writing, (3) using photograph as media surely helps to attract students’ attention and encourage their motivation in learning, (4) using photograph in language teaching or for educational purposes means helping the teacher in supporting or providing teaching material, (5) photographs are the cheapest, the simplest, and the most practical aid that can be used successfully in teaching language, (6) photographs help the teacher in teaching new vocabulary and grammar as well as provide the students the basic material for their composition.

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ABSTRAK

News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan dan Bahasa dan Sastra, Fakultas Keguruan dan Pendidikan, Universitas Sanata Dharma

Penelitian ini membahas penggunaan foto untuk mengajarkan menulis teks news item pada SMA kelas sepuluh. Penelitian ini berkenaan dengan kondsii atau hubungan yang ada, pendapat yang menjadi pegangan, proses yang berjalan, efek-efek yang berpengaruh dan kecenderungan yang berkembang.

Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan menulis teks News Item siswa, khususnya siswa kelas sepuluh. Untuk mencapai tujuan dari penelitian ini metode penelitian kepustakaan dipergunakan. Artinya semua bahan penelitian diperoleh dari sumber-sumber pustaka seperti buku-buku, koran, internet dan banyak lagi. Beberapa teori yang mendukungpenelitian ini seperti teori menulis, kurikulum, dan juga foto-foto diperoleh dari sumber pustaka. Penelitian ini juga dianggap sebagai penelitian deskriptif.

Berdasarkan hasil analisis dapat disimpulkan bahwa (1) foto sangat membantu untuk mengajarkan teks news item karena foto memberikan solusi yang mendukung siswa dengan suasana belajar yang lebih baik, (2) foto membuat pelajaran menulis menjadi menyenangkan bagi siswa, terutama pada proses penulisan, (3) menggunakan media foto sebagai media mengajar, membantu menarik perhatian siswa dan mendorong motivasi dalam belajar, (4) menggunakan foto saat mengajar bahasa atau pada bidang pendidikan yang lain berarti pula membantu guru dalam membuat bahan ajar, (5) foto adalah alat bantu pengajaran yang paling murah, mudah dan praktis yang bisa dipergunakan dalam pengajaran bahasa, (6) foto membantu guru dalam mengajarkan kosakata baru dan tata bahasa serta menyediakan ide bagi siswa untuk karangan mereka.

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THE USE OF PHOTOGRAPHS IN TEACHING WRITING

NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA

STUDENTS

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Grafita Aprilianti Student Number: 101214181

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE USE OF PHOTOGRAPHS IN TEACHING WRITING

NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA

STUDENTS

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Grafita Aprilianti Student Number: 101214181

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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DEDICATION PAGE

Do not be anxious about anything, but in everything by prayer

and supplication with thanksgiving let your requests be known to

God.

And the piece of God, which surpasses all understanding, will

guard your hearts and tour minds in Christ Jesus.

(Philippians 4:6-7)

I dedicated this Final Paper to:

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vii

ABSTRACT

News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: English

Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

This study investigates the use of photographs in the teaching of writing news item texts for the tenth grade of SMA students. It deals with conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing.

The objective of this research is to describe how the use of photographs gives benefits to the students’ writing news item texts ability, especially for the tenth grade students of SMA. The students sometimes get problems in getting the ideas and expressing it in the form of writing. Besides, the teacher should be able to provide the students with the interesting media in teaching learning activities

In order to achieve the objective of the research, the method employed is library research which means that all of the data were obtained from the library, such as books, newspapers, internet and many others. Some theories that support this study such as theory of writing, theory of writing skills, curriculum, and also photographs, were obtained from the library. This study is considered as a descriptive study.

Based on the theoritical analysis, it can be concluded that (1) photograph is very helpful in teaching writing news item texts because it provides solutions to support students with better learning atmosphere. (2) photograph makes writing fun for students; especially in the process of their writing, (3) using photograph as media surely helps to attract students’ attention and encourage their motivation in learning, (4) using photograph in language teaching or for educational purposes means helping the teacher in supporting or providing teaching material, (5) photographs are the cheapest, the simplest, and the most practical aid that can be used successfully in teaching language, (6) photographs help the teacher in teaching new vocabulary and grammar as well as provide the students the basic material for their composition.

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viii

ABSTRAK

News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: Program Studi

Pendidikan Bahasa Inggris, Jurusan Pendidikan dan Bahasa dan Sastra, Fakultas Keguruan dan Pendidikan, Universitas Sanata Dharma.

Penelitian ini membahas penggunaan foto untuk mengajarkan menulis teks news item pada SMA kelas sepuluh. Penelitian ini berkenaan dengan kondsii atau hubungan yang ada, pendapat yang menjadi pegangan, proses yang berjalan, efek-efek yang berpengaruh dan kecenderungan yang berkembang.

Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan menulis teks News Item siswa, khususnya siswa kelas sepuluh.Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan menulis teks News Item siswa, khususnya siswa kelas sepuluh. Siswa kadang-kadang sulit mendapatkan ide dan menuliskan dalam bentuk tulisan. Selain itu guru juga harus mampu menyediakan media pengajaran yang menarik bagi siswa dalam kegiatan belajar mengajar.

Untuk mencapai tujuan dari penelitian ini metode penelitian kepustakaan dipergunakan. Artinya semua bahan penelitian diperoleh dari sumber-sumber pustaka seperti buku-buku, koran, internet dan banyak lagi. Beberapa teori yang mendukungpenelitian ini seperti teori menulis, kurikulum, dan juga foto-foto diperoleh dari sumber pustaka. Penelitian ini juga dianggapsebagai penelitian deskriptif.

Berdasarkan hasil analisis dapat disimpulkan bahwa (1) foto sangat membantu untuk mengajarkan teks news item karena foto memberikan solusi yang mendukung siswa dengan suasana belajar yang lebih baik, (2) foto membuat pelajaran menulis menjadi menyenangkan bagi siswa, terutama pada proses penulisan, (3) menggunakan media foto sebagai media mengajar, membantu menarik perhatian siswa dan mendorong motivasi dalam belajar, (4)

menggunakan foto saat mengajar bahasa atau pada bidang pendidikan yang lain berarti pula membantu guru dalam membuat bahan ajar, (5) foto adalah alat bantu pengajaran yang paling murah, mudah dan praktis yang bisa dipergunakan dalam pengajaran bahasa, (6) foto membantu guru dalam mengajarkan kosakata baru dan tata bahasa serta menyediakan ide bagi siswa untuk karangan mereka.

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ACKNOWLEDGEMENTS

In the name of Jesus Christ, the most beneficent, the most merciful, praise to Jesus Christ. First, I would like to thank to my Greatest Lord Jesus Christ who has given me the chance to finish this paper and for all his blessing

during the writing of this paper. This is one of my greatest days in my life.

Second, I would like to express my deepest appreciation to my advisor, Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D. for his valuable guidance, advices,

and suggestions which are very helpful in finishing this paper. I would like to thank for all of the lecturers in the English Language Study Program for the knowledge, guidance, instructions and helps during the study at the university.

Besides, I would like to thank my beloved family (mother, father, brother, and sister) for their prayer and continuous supports. I would not finish this paper without their encouragement. I would like to thank my close friends in PBI (Cecen, Andin, Okta) for all of the happiness and sadness we have shared. For Priska, I thank her for all the companionship and kindness to accompany me during the consultation. I will miss that togetherness. I also thank for Mbak Danik and all of the secretariat staff ELESP, for the guidance of the secretariat staff.

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Last but not least, I sincerely thank everyone whose names cannot be mentioned one by one for all the support and motivation. May God always give His blessings to us all.

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English is one of the global languages. It means that English is used to communicate and considered as the international standard for the language. Almost all the aspects of life require the people to master English. Such as education, health, occupation, and communication. Therefore, it is one of the compulsory subjects in Indonesian schools, including in senior high schools. The purpose of the English teaching and learning process is to develop students’

communicative competence. To have communicative competence, students need to be able to comprehend as well as to master productive and receptive skills in the form of four language skills: listening, speaking, reading and writing. Therefore, the emphasis of English teaching and learning is to develop students’

four language skills.

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writing specialist (p. 218). Writing skill has become indispensable and has high significance in this global literature. The writing skill, at least at rudimentary levels, is a necessary condition for achieving employment, especially in literate cultures. Besides, Byrne (1993) states that students need to master writing because it is important for their future needs, for occupational purposes, for academic studies, or for personal communications (p. 98).

Based on the standards of the basic competencies stated in Kepmendiknas

no. 23/2006, senior high school students should master writing skill. In detail, that

the graduates of senior high schools must be able to comprehend and write down some short functional texts, monologs, and essays. The examples of those texts are procedures, descriptive, recounts, narratives, reports, news items, analytical expositions, hortatory expositions, spoofs, explanation discussion, review, and public speaking. For example, they are required to produce a simple text about a current event in the form of a news item text.

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There are many media to that can be used in teaching English, such as photographs, pictures, cartoon, audio, tape-recorder, television, and so on. In many cases, they are really helpful since the use of them can lead to an interesting learning process.

There are several core problems for teaching writing in senior high school. First, the students have low motivation during the writing activity. For them, writing is a complicated skill because the students have to explore ideas and express them in form of writing, especially in writing news item text. It is supported by Sabilah (1999), who reports that the students’ ability in English writing skill was still far from the target stated in the curriculum. They did not have the ability to express their ideas in written as cited in Ariningsih (2010, p. 3). Second, the teachers use monotonous material to teach. Most English teachers tend to use textbooks, photocopied exercises, and workbooks in their teaching and learning process as the main sources. Similarly, Ariningsih (2010) explains that most of the teachers do not give a lot of opportunities to the students to practice and develop writing skill and do not give correct treatment to the

students’ writing problem. Yet, the appropriate method and technique to teach

writing effectively (p. 3) have not been found.

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helpful learning process so that the students can learn effectively and efficiently (p. 7).

In conclusion, the writer assumes that using media, such as photographs, can provide a solution for the problems. The writer believes that the use of photograph can motivate as well as escape the students from the boredom because it provides motivation boost and new things in teaching writing. Therefore, the writer suggests the use of photographs in teaching writing, especially in writing news item text for the tenth grade students of SMA.

B. Objective of the Study

The objective of this research is to describe how the use of photographs gives benefits to the students’ writing news item text ability, especially for the tenth grad students of SMA.

C. Research Method

This study is a library study which means that all data were from the library, such as books, newspapers, internet and many others. The writer obtained the data such as theory of writing, theory of writing skills, curriculum, and also photographs from the library.

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generally directed toward hypothesis testing and may measure only one variable that involves the activity in reporting the frequency of some events (p. 38).

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6 CHAPTER II

DISCUSSIONS

This chapter consists of discussion about the theories of writing, teaching language and the use of photographs in teaching writing, especially teaching writing news item texts to the tenth grade students of SMA.

A.Theory of Writing

Ardianti and Esti (2013), write that in learning a language, there are four skills; listening, speaking, reading, and writing that should be mastered by the learners. Through listening and reading, they will understand words; while through speaking and writing they can express their feeling and need (p.1). Therefore, teaching and learning process of the four skills in English, including writing skill should be the main focus of every English teacher. Uma and Ponambala (2001) state that English is more than a subject to be learnt but a skill (writing, reading, speaking, and listening) to be practiced and developed (p. 94). As a result, the teaching and learning process of those skills need to be done well in order to prepare the students to master English skillfully. The teaching and learning of four skills in English is important because students should have communicative abilities of writing, reading, speaking, and listening in using English, in order to face today’s globalization era.

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7 or the weaknesses of the students in producing the content of the writing and arranging what they want to say in the written form. According to Brown (2001), writing is the result of thinking, drafting, and revising procedures (p. 335). It implies that a writer needs to think about the content of the writing first and then arrange the ideas using appropriate language. Writing in correct forms of language involves correct spelling, punctuation, diction, grammar, sentence, and paragraph formation, and etcetera.

In general, a good writing is developing ideas into a paragraph consisting of some important parts. A good paragraph consists of three major parts. They are a topic sentence, supporting sentences, and a concluding sentence. A topic sentence states the main idea of the paragraph. It is supported by supporting sentences which give more details information about it. Then it is concluded by the concluding sentence which signals the end of the paragraph and leaves the important points.

In addition, Murcia (2003) states that writing is the production of written words that produces a text which must be read and comprehended. In other words, writing makes a product in the form of written texts which are used to deliver the writer’s ideas and meanings to the readers.

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8 Therefore, the writer believes that the teacher should be able to help the students. A teacher should be a facilitator, a motivator and also a feedback provider for the students. It also supported by Brown (2001: 340) that teacher should be a facilitator and responder to students. As a facilitator, he offers guidance for students to write. As a responder, he should ensure students, respond to, and use varieties of materials and techniques. Material, techniques, and media have to be combined in a balance without forgetting the goals.

In relation to teachers’ roles in the process of writing, Harmer (2004) also

proposes some tasks that the teachers must perform before, during, and after the process of writing. They are 1) demonstrating, 2) motivating and provoking, 3) supporting, 4) responding and 5) evaluating (p. 41).

The first task, according to Harmer (2004) that must be done by the teacher in the process of writing is demonstrating (p. 41). It is a need for the students to be able to understand writing conventions and genre constraints of particular types of writing. As a result, the teacher has to be able to draw the two features to their attentions.

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9 Supporting the students is the third task that Harmer (2004) proposes for the teachers to do (p. 42). In the process of writing, teachers become the main supporters for the students when they are writing in classroom, especially when the students face difficulties. They must be available and well-prepared to help them solve the difficulties. Thus, the students will be motivated in doing their writings.

Then, the next task proposes by Harmer (2004) is responding to the students’ writing works (p. 42). The responding task refers to how the teachers

react the students’ writing works. Content and construction are the focus of this task. After looking at the writing works produced by the students, the teachers can give feedbacks or suggestions for the students’ improvement in writing.

Harmer (2004) also proposes the last task to do by the teacher in the process of writing is evaluating the students’ works (p. 42). This task refers to how the teachers will evaluate the students’ writing works and then grade them. The task is

done by the teachers to see the students’ progress in writing. As conclusion, the teachers are required to be able to perform those tasks in the process of writing so that the student can develop their writing skill better.

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10 must be designed also to help them develop their writing strategies so that they will be able to improve their writing skill.

B.Teaching Writing News Item Text to Tenth Grade SMA

According to the curriculum by BSNP (2006), the English teaching of Senior High School in Indonesia is to develop students’ competencies. They are 1) developing students’ oral and written competence to achieve the informational

competence which makes it possible for the students to access various knowledge, 2) developing students’ awareness of the importance of English in improving

Indonesia’s competence at the world’s level, and 3) developing students’ understanding on the relationship between cultures and language. Moreover, according to the Regulation of Ministry of National Education no.22 year 2002 about the standard of competencies and basic competencies for the tenth grade students of SMA Semester 2 is that they have to perform several writing competencies as shown in the Table 2.1.

Table 2.1: Standard Competence and Basic Competence of Writing Skill for Senior High School Students Grade X Semester 2.

Standard Competence Basic Competence 12.2 Expressing meaning and rhetoric stages

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11 The table above shows that in the second semester, the tenth grade students of SMA will learn narrative, descriptive, and news item and short functional texts. However, in this study, the researcher only focuses on one particular text type that is news item text.

News item text is one of text types that the students have to learn in senior high school. Derewianka (1990) defines that news item text is to inform readers, listeners, or viewers about events of the day which are considered newsworthy or important (p. 46). According to Nugroho (2014) supported in her thesis. She writes:

According to Pardiyono (2007), news item is a text which gives information to readers about important events. It gives information about “events of the day” (Hammond, Burn, Joice, Brosnan, and Gerot, 1992:

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12 next paragraph that elaborates what happened, to whom and in what circumstances. It might be written in two or three paragraphs depending on what could be the backgrounds of the event. In brief, it elaborates what happens to whom in what circumstances. The sources paragraph contains comments by participants in, witnesses to, and expert on the event. These news item texts elements can come in various orders, depending on its purposes.

The generic structure of a news item text is presented in the table below: Table 2.2: An Example of a News Item Text and its Generic Structure

Title S’Pore to Double Arts, Media by 2012

Newsworthy event SINGAPORE: The Singapore government wants to double the size of the country’s media, design and arts industries to 6 percent of the economy by 2012, a minister said on Saturday.

Background event The target comes as officials have said they want the country to move away from its stuffy, rule-bound image and embrace more creativity as it seeks ways to sustain economic growth.

Background event The creative industries are poised to play a significant role in transforming our economy and society,” Lee Boon Yang, Minister for communication and the Arts, told in a graduation ceremony for fine arts students.

Source Singapore’s government has set aside more than S$ 200 million (US$ 116 million) over five years to invest in the arts sector, Lee said, without giving details. – AP

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13 have lots of difficulties. It becomes a problem because frequently writing is relegated to the status of homework (p. 1). It happens because they lack of exposure to a text construction, they have inadequate grammar knowledge, and they do not use inappropriate technique.

A news item text as one of the texts proposed for the tenth grade students of SMA should be taught in an appropriate way and with teacher’s assistance. This is done to avoid boredom and assumption that writing is a nonsense activity and difficult to do. Ardianti and Esti (2013) write that some students are lack of excitement and motivation to study under the teacher’s guidance. It can be

a major problem for teachers because if students have lack of passion in writing, they cannot develop their writing well (p.1). This difficulty can happen because students need something to stimulate their creativity. Teacher must give students more exposures and teach them how to make an outline before they write a full text.

Therefore, writing an outline for an essay is both important and beneficial. An outline records ideas; it is a way to help organize the students’

thinking. Most students tend to write and think at the same time. This will block their thinking and cause many mistakes in their writing.

B. The Use of Photographs to Teach Writing to Tenth Grade SMA

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14 teaching media may increase students’ attention and motivation in learning the writing skill. The writer’s statement is in accordance with statements of several

experts like Gerlach and Ely cited in Arsyad (2002), who state that media is human or equipment that can give knowledge or skill to the students.

The using of media such as photograph brings six benefits which are important in teaching news item texts to the tenth grade of SMA students.

1. Photographs are Useful in Teaching Writing News Item Texts

Canning-Wilson (2001) argues that learners prefers visual media that are colored, contain a story, relate to previous experiences and can be associated with places, objects, persons, events or animal of which they are familiar.

The writer’s statement about the advantages of media in teaching is also

supported by Siti (2012) in her thesis that discusses the use of picture to improve students’ writing skill. Besides, she concludes that the implementation of picture series in the teaching and learning process of writing is believed to be effective to improve the students’ skills in writing (p. 112).

Siti states that the use of picture series in writing enables the students to gain the ideas within their minds and express them into readable text. In addition, the implementation of picture series and other supporting picture series-based activities are effectively proven to facilitate the students to improve their writing skills as well as raise their interest and motivation to write (2012: 112).

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15 process. It helps students to imagine, generate their ideas and write optimally.

In addition, Byrne (1993) also argues that the use of visual media in writing is potential to be used as media for writing activities as source of ideas. Wright (1989), states that (2) the picture can interpret abstract concepts or ideas into more real concepts, so it can help to prevent and correct misconception; (3) the picture can increase the depth of understanding to the concepts and more effective compared to the theory; (4) the picture can help the students develop their critical judgment and their interpretation about the events in the picture.

Furthermore, Wright (1989) states that specifically photograph contribute to some points, such as interest, motivation, a sense of the context of the language, and a specific reference point or stimulus.

2. Photographs Make the Writing Fun

Maulida (2008) proposes that colorful and funny photograph presented will come up students’ interest and stimulate them to think, talk and write upon a definite subject presented by photograph.

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16 Moreover, Sudjana and Rivai (2009) also state that teaching learning process will be more effective if the objects or events of the teaching materials are visualized realistically to be similar with the real condition. In this study, photograph described the real condition closest with the students’ environment.

3. Helping to Attract Students’ Attention and Motivation

Reaiser and Dick (1996) give an explanation on the benefits of the media in teaching. They say that media can motivate students. Media can increase student’s motivation and interest in learning English by presenting the media in interesting design. An interesting media, for example colorful pictures, motion pictures, interactive video, etc., will surely attract students’ interest and motivation because they never had such things in their class before.

Similarly with the use of photograph as media, Wright (1989) argues that using photograph as media can help to attract students’ attention and encourage their motivation in learning. It is also strengthened by Siti’s research that argues the same thing (2012: 113).

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17 4. Helping the Teachers in Supporting and Providing Teaching Materials

Media is very useful for teaching writing. As said before, the writer proposes the use of media in teaching writing because it is not only helping the students to get the lesson more clearly and easily, but also it helps the teacher. The facts of the benefit of media, especially picture (photograph) is similar with Siti’s research.

Therefore, the writer proposes photographs as media to improve writing skill of the tenth grade students of SMA. Photographs can be categorized as visual media and it is very useful in teaching. This fact can is supported by Sudjana and Rivai. Sudjana and Rivai (2009) state that one of the techniques which are considered effective as supporting means to achieve the objective in language learning process is the use of visual media as teaching media.

Sudjana and Rivai (2009) also support the writer’s statement. They say that media can be defined as a tool that can help the teacher in teaching. Media are useful in the teaching learning process, it can help the teacher to convey the material clearly and help the students in receiving the material. By using media during the teaching learning process, the students may obtain their experiences and support them to understand the material.

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18 state that the media give more opportunities for the students to practice more and give feedback to them.

5. Photographs are Cheapest and Simplest

More experts that conduct research on the benefit of picture in the teaching are Gerlach and Ely. Gerlach and Ely (1980), claim that the use of picture in the teaching learning process has some advantages. The advantages of the picture include: (1) the picture is inexpensive and widely available, because the price of the picture is relatively cheaper than the others media and it can be taken from magazines, newspapers, calendars, and etcetera. In brief it can be said that picture like photograph is cheap and widely available. Picture also provides info to avoid misconception and also increase the depth of understanding to the concepts. The picture can also help students to develop critical judgment (p. 277).

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19 6. Photographs Help in Teaching New Vocabulary and Grammar

Siti (2012) elaborates that the benefits of the implementation of pictures in teaching writing could: (1) improve the students’ writing skills in four aspects of writing skills that include content, vocabulary, language use and organization, (2) improve the students’ motivation in teaching and learning process of writing, and (3) maximize the teaching and learning process of writing (p. 113)

According to Wright (1989), the crateria should be considered is (5) Photographs should have sufficient amount of language. It means that the photographs should give rise to a sufficient amount of language in the language lesson.

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19 CHAPTER III

CONCLUSIONS

In this chapter, the writer provides the conclusions of the study.

A. Conclusions

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teacher full attention to the correct use of language, at the same time their imaginative powers were stimulated by encouraging precise thinking while helping the students to talk and write upon a definite subject.

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The use of photographs in teaching writing news item texts to the tenth grade of SMA students.

ABSTRACT

ABSTRAK

THE USE OF PHOTOGRAPHS IN TEACHING WRITING

NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA

STUDENTS

THE USE OF PHOTOGRAPHS IN TEACHING WRITING

NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA

STUDENTS

DEDICATION PAGE

Do not be anxious about anything, but in everything by prayer

and supplication with thanksgiving let your requests be known to

God.

And the piece of God, which surpasses all understanding, will

guard your hearts and tour minds in Christ Jesus.

(Philippians 4:6-7)

I dedicated this Final Paper to:

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

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