THE EFFECT OF PICTURE AND PICTURE MEDIA IN COOPERATIVE LEARNING MODEL ON STUDENTS WRITING ABILITY OF
RECOUNT TEXT AT SMA IT FADHILAH PEKANBARU
BY:
KHAIRUNNISA FAZIRA SIN. 11810423431
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/2022 M
THE EFFECT OF PICTURE AND PICTURE MEDIA IN COOPERATIVE LEARNING MODEL ON STUDENTS WRITING ABILITY OF
RECOUNT TEXT AT SMA IT FADHILAH PEKANBARU
By:
KHAIRUNNISA FAZIRA SIN. 11810423431
Thesis
Submitted as Partial Fulfillment of the Requirements for Award of Bachelor Degree
in English Education (S.Pd)
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/2022 M
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ACKNOWLEDGMENT
In the name of Allah, the most gracious and the most merciful, all praises belong to Allah SWT Almighty, The Lord of the Universe. Through His Guidence and blessing, I have completed my academic requirement for the award of bachelor degree in English Education Department at the Faculty of Education and Teacher Training, State Islamic University (UIN) of Sultan Syarif Kasim Riau.
Shalawat and saluation be upon the Prophet Muhammad Shallallahu’
alayhiwassalam, may Allah’s blessing be always upon him, his family, friends,and followers.
Appreciation and sincere thanks to my beloved parents, Muhammad Khairullah H.S.M and my beloved Mother Susrita, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and blessings in the world and in the hereafter for the kindness that has given to the researcher. Thank you so much Dad, Mom.
In conducting this thesis, I have received a lot of suggestions, encouragements, and supports from a lot of people. Therefore, in this oppurtunity I would like to express my gratitude:
1. Prof. Dr. Hairunas, M. Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau, Prof. Dr. Hj. Helmiati, MA., as the Vice of Rector I, Dr.
H. Mas’ud Zein, M. Pd., as vice of rector II, and Prof. Edi Erwan, S. Pt., M.
Sc., Ph. D., as Vice of Rector III, and all staff. Thanks for your kindness and encouragement.
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2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Education and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.
Ag., the Vice of Dean I. Dr. Zubaidah Amir, MZ, , M. Pd., the Vice of Dean II. Dr. Amirah Diniaty, M. Pd. Kons., as the Vice of Dean III, and all staff.
Thanks for all staff for the kindness and encouragement.
3. Dr. Faurina Anastasia, SS.,M.Hum., the Chairperson of English Education Department who has given the researcher correction, suggestion, support, advice, and guidance in finishing this thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the Secretary of English Education Department who has given her correction, suggestion, support, advice and guidance in finishing this thesis.
5. Dr. Bukhori, S.Pd.I., M. Pd., my beloved supervisor who had given guidance, critics, advice, encouragement, and motivation to the writer from the beginning of writing thesis until the final stages of this thesis.
6. All lecturers of English Education Department of State Islamic University of Sultan Syarif Kasim Riau, who have given knowledge and information of this project paper and thanks for their contributions and support during the course.
7. My beloved cousin, Silvia Syafitri who always cares, loves, and supports me.
8. The researcher best support system Rini Ariani that always supports and always gives me a lot of love and kindness. Thank you for making my life full of happiness.
9. The members of ALUMNUS XII TKJ 1.
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10. The researcher’s beloved friends of PBI for their support, help, motivation, and memories during our togetherness. It is nice to know all of them, the students of English Education Department in academic year 2018.
11. Special thanks for Hafifah Hadiztia and Widya Agustina, thank you for always accompany my life, help me from the beginning until now, thank you for kindness, suggestions, advices, supports, loves, affections, cares, times and many things that I could not desrcibe by words, I am just glad that have them as my bestfriends.
12. Ulfaturrahma, S.Pd, Nurul Defitri, S.Pd, Vheny Nurul Hidayanti, S.pd, who have given the suggestions, supports, helped, taught, and given the fast response to the researcher in making this thesis. Thank you so much.
13. For all people who have given the great support in carrying out and completing this thesis. It can not be written one by one.
Finally, the researcher realize that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much. May Allah Almighty, the Lord of Universe bless you all, Aamiin.
Pekanbaru, Rabi’ul Awal 17th,1444 H October 17th, 2022 M The researcher,
Khairunnisa Fazira SIN. 11810423431
vi ABSTRACT
Khairunnisa Fazira (2022): The Effect of Picture and Picture Media in Cooperative Learning Model on Students Writing Ability of Recount Text at SMA IT Fadhilah Pekanbaru
The purpose of this study was to find out whether there was a significant different of writing ability between taught by using and taught without using picture and picture media in cooperative learning model at SMA IT Fadhilah Pekanbaru. The type of this research was a non equivalent control group quasi- experimental design. The researcher used two groups of pre-test and post-test. The researcher used the experimental class and control class as a sample of the research by using Cluster Random Sampling technique. Where the number of samples were 24 students who were selected by two classes from the research population. In collecting the data, the researcher used tests. To analyze the data, the researcher used an independent sample t-test by using SPSS 16.0 version. This research found that null hypothesis (Ho) is rejected, while the alternative hypothesis (Ha) is accepted. In other words. Picture and picture media in cooperative learning model can improve students writing ability of recount text at SMA IT Fadhilah Pekanbaru.
Keyword: Picture and Picture Media, Cooperative Learning Model, Writing Ability, Recount Texts.
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Khairunnisa Fazira (2022): Efek dari Media Gambar dan Gambar Pada Model Pemgelajaran Model Koperatif Pada Kemampuan Menulis Siswa Dalam Teks Rekon di SMA IT Fadhilah Pekanbaru.
Tujuan dari penelitian ini adalah untuk menemukan apakah ada perbedaan yang signifikan pada kemampuan menulis rekon teks siswa yang diajarkan menggunakan dan tanpa menggunakan media gambar dan gambar pada model pembelajaran kooperatif di SMA IT Fadhilah Pekanbaru. Jenis penelitian ini adalah non equivalent kontrol grup desain quasi-eksperimental. Penulis menggunakan dua kelompok pre tes dan pos tes. Penulis menggunakan kelas eksperimen dan kelas kontrol sebagai sampel dari penelitian dengan menggunakan teknik Cluster Random Sampling. Dimana jumlah sampelnya adalah masing-masing 24 siswa yang dipilih dari dua kelas pada populasi penelitian. Dalam pengumpulan data, penulis menggunakan tes. Untuk menganalisa data, penulis menggunakan independen sampel t-tes dengan aplikasi SPSS versi 16.0. penelitian ini menemukan bahwa hipotesis nol (Ho) ditolak, dan hipotesis alternatif (Ha) diterima. Dengan kata lain, media gambar dan gambar pada model pembelajaran koperatif dapat meningkatkan kemampuan menulis siswa dalam teks rekon di SMA IT Fadhilah Pekanbaru.
Keyword: Media Gambar dan Gambar, Pembelajaran Model Koperatif, Kemampuan Menulis, Teks Rekon.
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LIST OF CONTENTS
SUPERVISOR APPROVAL ... i
EXAMINER APPROVAL ... ii
ACKNOWLEDGMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
صخلم ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER IINTRODUCTION ... 1
A. Background of the Problem ... 1
B. Problem of the Research ... 5
1. Identification of the Problem ... 5
2. Limitation of the Problem ... 5
3. Formulations of the Problem ... 5
C. Objectives and Significance of the Research ... 6
1. Objectives of the Research ... 6
2. Significances of the Research ... 6
D. Definitions of the Term ... 7
1. Picture and Picture media in cooporative learning model ... 7
2. Writing ability ... 7
3. Recount text ... 7
CHAPTER IILITERATURE REVIEW ... 8
A. Theoritical Framework ... 8
1. Writing Ability ... 8
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2. Using PnP Media in Cooporative Learning Model in Teaching English ... 9
3. Teaching writing ... 15
4. Recount text ... 18
B. Relevant Research ... 18
C. Operational Concept ... 23
CHAPTER IIIRESEARCH METHOD ... 27
A. Design of the Research ... 27
B. Location and Time of the Research ... 28
C. Subject and Object of the research ... 29
D. Population and Sample of the Research ... 29
E. Technique of Collection Data ... 30
F. Techinque of Analyzing Data ... 32
CHAPTER IVRESULTS AND DISCUSSION ... 36
A. Results ... 36
1. Students’ Writing Ability in Experimental Class ... 36
2. Students’ Writing Ability in Control Class... 39
3. The Differences of Students’ Writing Ability Between Taught by Using and Taught Without Using Picture and Picture Media in Cooperative Learning Model at SMA IT Fadhilah Pekanbaru ... 42
B. Discussion... 45
CHAPTER VCONCLUSION AND SUGGESTION ... 48
A. Conclusion ... 48
B. Suggestions ... 49 REFERENCES
APPENDICES
CURRICULUM VITAE
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THE LIST OF TABLES
Table III.1 Quasy Experiment Table ... 28
Table III.2 Population of the Research ... 29
Table III.3 Sample of the Research ... 30
Table III.4 Element Score of Writing ... 32
Table III.5 Classifying the Score ... 33
Table IV.1 The Statiscs of Pre-Test Scores in Experimental Class ... 36
Table IV.2 The Classification of Students’ Pre-Test in Experimental Class 37 Table IV.3 The statistic of Post-Test in Experimental Class ... 38
Table IV.4 The Score Classification of Students’ Post-Test in Experimental class ... 38
Table IV.5 The statistic of Pre-Test in Control Class ... 39
Table IV.6 The Score Classification of Students’ Pre-Test in Control Class 40 Table IV.7 The Statistic of Post-Test in Control Class ... 40
Table IV.8 The Score Classification of Students’ Post-Test in Control Class 41 Table IV.9 Formula for Calculating N-Gain Score ... 42
Table IV.10 The Effectiveness Category of N-Gain Score ... 42
Table IV.11 The Group Statistic of N-Gain ... 43
Table IV.12 Independent Sampe T- Test ... 44
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LIST OF APPENDICES Appendix 1 : Syllabus
Appendix 2 : Lesson Plan Appendix 3 : Supervisor Letter
Appendix 4 : Recommendation Letters Appendix 5 : Data of Documentation
1 CHAPTER I INTRODUCTION
A. Background of the Problem
Writing is one of part in English skill that is not easy to be mastered.
Writing is one of the most important skills for educational success, but also one of the most complex skills to be mastered (Tillema, 2012). Not all of the students know how to write something in English even thought they have ideas but they still feel difficult to change their it into paragraph. In writing, some of the writers’
students feel difficult to determine the topic when they want to write, they are hardly to complete a writing paper because they run out of idea (Virdyna, 2016).
To make the students are able to write down their idea into paragraph the students need teacher to help them by making paragraph. The role of the teacher to increase students creative in writing is very neeeded. Therefore, the teacher should have strategies to get students’ understanding and overcome their problems.
The teacher as the leader in the classroom that the role of the teacher as the decision makers that the mean of it the teacher have to think about how to teach in the classroom especially for writing, so the teacher have to make a new innovation and more creative to teach writing for the students (Anwar, 2016).
Teaching is about just how to encourage the students to achieve their goals and other times it requires that we actually facilitate resources and foster experiences so that the students can learn, continue learning and love the process. The use and
the choice of appropriate media are important things in reconditioning process of educational, because the use of media can make the students more interested in teaching and learning process (Anwar, 2016)
The media that will be used is Picture and Picture Media. Picture and Picture Media is a part of coorporative learning. Cooperative learning itself is an educational aprproach which aims to organize clasroom activites into academic and sosial learning experiences. In this approach based on Olsen and Kagan (1992) in (Richards, 2016) defined that Cooperative learning is group learning activity organized so that learning is dependent on the socially structured exchange of information between learners in groups and in which each learner is held accountable for his or her own learning and is motivated to increase the learning of others. Afterwards based on Wikipedia states that the students must work in groups to complete the tasks collectively toward academic goals.
There are many media that can be used as a strategy to teach language. one of them is picture and picture media. Picture are very helpful media it can help to avoid misunderstanding of the question since the students can relate the questions to the picture given because picture have an important role in understanding of meaning (Tugu & No, 2009). In the other side picture is a good way to use because it can makes the students interest and more pay attention to the lesson because they feel curious. Picture is the one of learning media that can make students enjoy all the part of learning process (Sarifah & Apsari, 2020).
Meanwhile Huda (2014) in Barr (2015) picture and picture is a learning media and a part of coorporative learning that use picture as a media lesson.
The researcher found at SMA IT Fadhilah Pekanbaru that has English subject and use the curriculum 2013 that the aim of this curriculum is the students have to be active during teaching learning process in the classroom. Based on curriculum 2013 the lesson about teaching writing skill is devided into seven materials, one of them is recount text. The activity about the lesson is the students should write down their experiences that had happened to them in the past. In recount text, the students must retell their own stories of events or experiences which they have got in the past (Nafisah and Kurniawan, 2017). Based on the school regulation the minimum score of the student is 75. Which the students are able to write the paragraphs of recount text sufficiently. Based on the writer’s preliminary research found that some of the students have not yet reached the minimum score which is 75.
Based on the results of the interviews that have been conducted with students, the researchers summarized that the teacher has implemented a learning system according to the direction of the 2013 curriculum. Additionally, the students stated that the teacher sometimes uses games to make the students interested in learning English. Although the teacher has implement the curriculum well, not all of the students understand about the material, the students still feel bored and do not interested in learning English This causes the students’ writing skills to be low in learning English. It can conclude that students tend to be inactive in learning. It makes the score in each students do not achieve the KKM.
It supported by the interview with the teacher, the teacher stated that the score of the students still low and do not achieve the KKM. Based on theory and relevant
studies, the cooporative learning model picture and picture can improve student’s writing skills. Sarifah et al (2020) stated that the picture and picture can make the students improving their writing skill in descriptive text.
In this regard, most of the previous researches focus on improving students writing ability in using Picutre and Picture Technique (Apsari, 2017), to examine the effect of audiovisual aids on the vocabulary learning of young Iranian EFL learners (Barani et al., 2010), the use of describing picture strategy to improve students english speaking skill (Murni, 2018).
From the text above, the researcher concludes that there is no researches that focus on the effect of picture and picture media in cooporative learning model on students writing ability of recount text. Therefore, this study aims to fill this gap by implementing picture and picture media at SMA IT Fadhilah. Afterwards, the researcher is interested to research the effect of picture and picture in order to know the effect of picture and picture. Furthermore, Pictures have several functions in teaching and learning process. First, pictures can translate abstract ideas into more realistic forms. Second, picture is easily to be obtained. Third, picture can save the teachers’ time and energy.
Aftewards, the researcher is interested in carrying out the research entitled
“THE EFFECT OF PICTURE AND PICTURE MEDIA IN COOPERATIVE LEARNING MODEL ON STUDENTS WRITING ABILITY OF RECOUNT TEXT AT SMA IT FADHILAH PEKANBARU”
B. Problem of the Research 1. Identification of the Problem
Based on the background of the problems above, it can be identified some problems among the students of SMA IT Fadhilah Pekanbaru. It includes:
a. The students do not know about the material b. Students feel bored during learning English c. Students afraid of making mistakes in grammar
There are some metode used in teaching writing. In this case the researcher is interested to use picture and picture as a part of cooporative model which is suitable to implemented.
2. Limitation of the Problem
Based on identification of the problem above, the researcher focused on the effect of picture and picture media in cooporative learning model on students writing ability of recount text at SMA IT Fadhilah Pekanbaru.
3. Formulations of the Problem
Based on the issues described in the background of the problem above, the researcher formulates the problem as follows:
a. What is students’ writing ability taught by using picture and picture media in cooporative learning model?.
b. What is students’ writing ability taught without using picture and picture media in cooperative learning model?.
c. Is there any signifcant different of students’ writing ability of recount text between students who were taught by using picture and picture media in
cooperative learning model and without using picture and picture media in cooperative learning model?
C. Objectives and Significance of the Research 1. Objectives of the Research
Referring to the problem explain above, the researcher has three objectives of the research, they were:
a. To describe student’s writing ability taught by using picture and picture media in cooporative learning model.
b. To describe students’ writing ability taught without using picture and picture media in cooperative learning model.
c. To examine whether there is a significant difference of the students’ writing ability taught by using and taught without using picture and picture media in cooperative learning model.
2. Significances of the Research
This research add knowledge for the English teacher about the effect of picture and picture. So picture and picture can be used in making recount text as an additional media and combined with pattern guides for writing and also to give information for further research.
For teacher, the finding of this research are expected to give reference to the teacher who teaches the students’ at SMA IT Fadhilah Pekanbaru. The teacher will know the students’ writing ability.
For policy maker, to inform that school should pro for using media during teaching classroom.
For students, the result of this research allow students to practice PnP in writing recount text description by applying PnP technique, the writer hoped that students could improve their writing ability.
D. Definitions of the Term
1. Picture and Picture media in cooporative learning model
Pangestika et al., (2021) stated picture and picture is one of the cooporative learning models. Picture and picture learning is a learning method that uses pictures and is paired or sorted into different order logical that has active, innovative, creative and fun characteristics.
2. Writing ability
Lund (2007) in (Jusmaya, 2020) stated that writing was a skill that guided students to produce and to develop information and ideas for a reader.
3. Recount text
Recount text is a kind of text that means retell stories, event and others that happened in the past. Stubbs (2008) said that recount text is a text which reconstructs events, experience, and achievement from the past in the logical sequence.
8 CHAPTER II
LITERATURE REVIEW
A. Theoritical Framework 1. Writing Ability
According to Harmer (2004) in (Putri & adnan 2019) writing is the way to express ideas in written form using letters, words, art or media. Meanwhile, On the other side writing means produce or reproduce massage into written language (Bisse, 2019) it involves an activation process to organize and formulate the ideas so that the reader can follow the writer’s message as well as in oral form.
Additionally, Cremin (2009) in (Rahmadhani et al., 2016) writing is an act of creative design use of sound, colour, and variety of visual as well as wrods. It means that writing is that process in the writer should be able to make the object who read that paragraph do not confused what he means through his sentences. It order word, writing is important for the learners. Furthermore, writing is the process of selecting, arranging and developing ideas in effective sentences and paragraph.
Sokolik (2005) in (Zaqiyah et al., 2019) stated that Writing is a combination of process and product. The process means to the act of convocation ideas and working with them until they are presented in a manner that is polished and comprehensible to readers. Writing means to try produce or reproduce written message, it should have something meaningful to confey. Meanwhile Nunan (2003) defined that writing is a mental work of create ideas, thinking how to write
them, and arrange them into statements or sentences and paragraphs that will be clear to read by the reader. Based on the explanation above about writing it can be concluded that writing is a process to think deeply and bringing out the massages to the readers by a producing a sequences of sentences arranged in particular and linked together in a certain ways.
2. Using PnP Media in Cooporative Learning Model in Teaching English a. Cooporative Learning
Cooperative learning is a student-centered learning, instructional strategies in the form of instructors that facilitate where there is a small group consisting of several students who are responsible for their learning and their group members.
Students interact with each other in the same group to learn and achieve goals.
According to Slavin (in Wibisono, Gusniarti, and Nurtjahjo, 2017) and Zainurrahman (2021), cooperative learning is a form of learning model that is carried out through the formation of small groups in heterogeneous classes, consisting of four to five students in each group and followed by providing individual assistance for those who need it.
While Nurhadi (in Tambak, 2017:3) said the cooperative learning method is a learning method that focuses on the use of small groups of students to work together in maximizing learning conditions to achieve learning goals. Cooperative Learning is an instructional method in which students work together as a team to achieve as specific target or objective. Furthermore Killen (1998:37) also said that, duty structure of cooperative learning obliged students to do together share academic duty in a small group. Hence, In cooporative learning the teacher acts
more as a facilitator which mean the teacher serves as a bridge to a higher understanding, with the student’s own notes. It mean the role of the teacher not only to provide knowledge to the students, but also build knowledge in their mind.
The teacher must be able to build a variety of interesting an fun learning models and can generate high learning motivation. An alternative learning model that can be used is the cooporative model type picture and picture. Suprijono (2011) states that picture and picture are strategies or ways of learning that use images as learning media. In this model, the images given to students must be paired or logically sorted.
b. Picture and Picture Media in Cooporative Learning Model
According to Isjoni (2010), picture and picture is a sequence of delivery of teaching materials that show concrete pictures of students so that students can understand clearly. Furthermore, Suprijono (in Widyawati, 2019) Picture and Picture is a learning strategy that uses pictures as a learning medium. This strategy is similar to Non-Example Example, where the images given to students must be paired or logically ordered. These images become the main tools in the ongoing learning process. The teacher has prepared a picture that will be displayed either in the form of a large chart. Images can also be displayed via PowerPoint or other software.
Thus, Afandi (2015) argues that the “goal reference criteria” learning set is used for prove the results obtained students in learning activities referred to as
"learning outcomes". Students can understand the material delivered by guru correctly becomes wrong an indicator of good learning outcomes," model Picture
And Picture Type Cooperative Learning is one model that can improve learning outcomes.
Furthermore, Picture and picture learning model is a model where the teacher uses images to explain the material or facilitate student to active learn.
According to Kurniasih & Sani, (in Handayani, Ganing,and Suniasih, 2017) picture and picture learning models are cooperative learning models or prioritize the existence of groups with picture media that are paired or sorted into a logical sequence. While Hamdani (in Widyawati, 2019) states that the learning model picture and picture is one form of cooperative learning. This learning model has the characteristics of active, innovative, creative, and fun.
c. Basic Principles in Picture and Picture media in Cooporative Learning Model
According to Johnson (in Widyawati, 2019:230), the basic principles in the picture and picture cooperative learning model are as follows:
1. Each group member (student) is responsible for everything that is done in the group.
2. Every each group member (student) must share the same tasks and responsibilities among the group members
3. Each group member (student) will be subject to evaluation.
4. Each group member (student) shares leadership and needs skills to learn together during the learning process.
5. Each group member (student) will be asked individually to take responsibility for the material handled in the cooperative group.
As the name stated, this type uses image media in the learning process by installing or sorting pictures into a logical sequence. In this way, students are expected to be able to think logically so that learning becomes meaningful.
According to (Mohibu & Ismail, 2021) 1. Submission of Competencies
At this stage, the teacher is expected to convey the basic competencies of the subjects concern. Thus, students can measure the extent to which competencies they must master. Also, the teacher must convey indicators of achievement of these potentials to measure the level of students success in achieving them.
2. Material Presentation
At this point, the teacher has created an initial moment of learning, learning success can start from here. At this stage, the teacher must succeed in giving motivation to some students who might still not be ready.
3. Presentation of Pictures
At the Presentation of Pictures, the teacher present the pictures and invites students to be actively involved in the learning process by observing each picture shown. With pictures, teachers will be more energy-efficient, and students will also more easily understand the material being taught. In a further development, the teacher can modify the picture or replace it with a video or demonstration of certain activity.
4. Mounting Pictures
At this stage, the teacher points or calls on students alternately to pair the pictures in sequence and logically. The teacher can also innovate because the direct
appointment is sometimes less effective because students tend to feel pressured, one of them is by lottery so that students feel they must be prepared to carry the given assigment.
5. Scooping
This point requires the teacher to ask the students about the reason or rationale behind the order of the images they draw.
6. Presentation of Basic Competencies
Based on the commentary data explanation of the sequence of images, the teacher can start explaining further by the competencies to be achieved. During this process, the teacher must emphasize the achievement of the competencies to be achieved. Here, the teacher can repeat, write or explain the pictures so that students know that the facilities are important in achieving basic competencies and indicators that have been determined.
7. Cover
At the on of the lesson, the teacher and students reflect on each other about what has been achieved and done. This is intended to strengthen the material and competence in students’ memories.
d. The Advantage and Disadvantages of Picture and Picture Media in Cooperative Learning Model
Accoridng to Kurniasih and Berling (2016) in (Mulyani, 2018) said that the advantages of cooporative learning model type picture and picture are as follows:
1. Advantages:
a) Help the teacher know the abilities of each students easily.
b) Train logically and systematically students.
c) Helping students learn to think based on point of view of a subject the discussion by giving students freedom argues against the images shown.
d) Can lead students learning motivation better.
e) Students are involved in classroom planning and management.
2. Disadvantages according to Suprijono in Widyawati 2019
a) Difficult to find good and quality pictures that match the material being taught.
b) Both teachers and students are less accustomed to using pictures as images of the main material in discussing a learning material. The deficiencies in the PnP learning model can be overcome with several attempts. For examples, regarding the difficulty, looking for images that match your competence. In this case, the teacher can make their drawings so the teacher can adjust to the material. For a relatively long time, before learning the teacher must have allocated the right time.
e. The Effectiveness of Picture and Picture Media in Cooperative Learning Model in Teaching Writing
In teaching writing the teacher should be able to make the students write their ideas well. The teacher should consider writing skills that students have to master. In this case the use of approppriate media is needed. in this teaching learning process use cooporative learning style. Cooporative learning ask to
students make a group to carried out the activity to achieve the goals of the learning that have been formulated (Mulyani et al., 2018).
In curriculum 2013 many kinds of text that can be used by the students as their writing materials. One of them is recount text. Recount text is text that inform the reader about the writer’s experience in the past. The creative of the teacher is needed.
Furthermore, Ryan and Zuhri (2013) states that picture was easy to use so they could write with picture easily. Writing procedure through picture brought the students to new kind of situation. It would help both the teacher and students to revise the students’ writing and made writing more fun than the way it used to be. (Sarifah & Apsari, 2020) This study shows that picture and picture can make students improving their writing skill in descriptive text.
3. Teaching Writing
In teaching writing the role of the teacher is very important. The successful of the students make a good paragraph in writing skill is because the role of the teacher. There are three factors which affect the successful teaching and learning process in the classroom. the first is the teacher. He or she has to have ability to manage the classroom well and bring classroom being interactive and interesting.
Second, the learners or students are other factors affecting the implementation of successful teaching an learning process. The materials need to be understood by the students easily (Anwar, 2016). Harmer states that there are several reason why teacher should teach writing.
a) Reinforcement
The visual demonstration of language construction is invaluable and it is used as an aid to commiting the new language to memory. Students usually find the visual demonstration is useful to make sentences. It is useful to write sentences using new language shortly after they have studied it.
b) Language development
It seems that the actual process of writing help the students to learn. The mental activity in order to construct proper written text is all part of the on going learning experiences.
c) Learning styles
Writing is appropriate for such learners. It is a reflective activity instead of the rush and bother of interpersonal face-to-face communication. Because studentes expected that producing language in a slower way is invaluable.
d) Writing as a skill
The important reason for teaching writing is that is a basic language skill. It seems-as important as speaking, reading, listening. In this case, students to know how to write letters, how to put writtern reports together, how to reply to adverstisement and increasingly how to using media.
4. Recount Text
According to Hyland (2003), recount text is a kind of genre that has social function to retell event for the purpose of informing of entertaining. Meanwhile Knapp in Saragih, Silalahi and parade (2014) recount text, basically it is written out to make a report about an experienve of a series of related event. Hence
Ningsih (2015) said that recount text is one type of texts that retell some events in the past in order to inform and entertain the reader. There are generic structure of recount text according to Gerot and Wignell (1995):
a) Orientation, means provides the setting and introduces participant.
b) Events, means retell what happened, in what sequence.
c) Re-orientation, means optional closure of events.
The goal of this lesson is students are able to write their experience that consist of the composittion as a structure of recount text. As stated before, the use of appropriate media is very nedeed to make the students interest to join the class.
By using picture and picture cooporative learning media it hopes can increase students interest in making recount text.
Example recount text
I spent my last summer holiday in Seoul, South Korea. I went there with my friends (Orientation)
On the first day, I was landed at Incheon Airport around 7 AM after a 6 hours long flight. Then I went to Seoul by train and checked in to the hotel I already booked. I decided to take a rest for a while. At night, I went to Hongdae, a famous district in South Korea. I went to eat traditional Korean food. On the next day, I went to the Gyeongbokgung Palace and National Museum. I also went to learn how to make Kimchi and see the scenery of Seoul from Seoul Tower. I went back to the hotel at 10 PM and immediately went to sleep. (Events)
I spent my last day in Myeongdong and bought some stuffs and souvenirs for my family and friends. I also ate the street food there. I went to the airport at 3
PM because my flight was at 5 PM. I had a fantastic experience in South Korea and made wonderful memory with my friends. It was a great trip. (re-orientation) B. Relevant Research
There are several relevant research which deal with the research about picture and picture media in. Relevant research is intended to avoid plagiarism toward the design and finding of the previous researchers. There are several relevant research which has:
First, A research conducted by Situmorang et al., (2019) This study aimed to determine the differences in learning outcomes and convey information to students taught using the Picture and Picture and Inside-Outside Circle learning model on virus material in class X IPA SMA Negeri 2 Siborongborong. The sampling technique used was simple random sampling technique, with 32 students as the first experimental class (I) using the Picture and picture model, and 31 students as the second experimental class (II) using the Inside outside circle model. The data analysis technique used in this research is descriptive statistical analysis and inferential statistical analysis. The hypothesis testing results using the Independent Sample T-test showed that the student learning outcomes obtained the sig value. 0.029 <0.05, while the ability to convey student information obtained a sig value. 0.031 <0.05. the hypothesis testing reslut show differences in learning outcomes and students’ ability to convey information using the PnP and Inside-Outside Circle learning model on virus material in class X IPA SMA Negeri 2 Siborongborong.
Second, research that conducted by (Hidayatullah, 2022) entitled Improving Students’ Writing Skill in Narrative Text Through PnP Media Based on the results of observations made by collaborators, the percentage of learning implementation at the end of cycles 1 and 2 reached 100%. There was an increase in the percentage of student learning activities in learning activity and learning outcome. Data about the learning activities of class VIII-B students at SMP Ibrahimy 1 Sukorejo Situbondo obtained by observation techniques in cycle 1 and cycle 2, showed that from the activities students payed attention to teacher explanations, payed attention to friends' presentations, students actively asked or answered questions, and discussed in a group, the average percentage of these activities was 44%, while in cycle 2 it is 91%. From the results of the questionnaire, there was an increase of 3%. This was because students already felt helped by the picture and picture method starting from cycle 1. While the significant results were the test results. The average student got a score of 66, or did not pass the passing grade, 70, but in cycle 2 the average student had gotten a score of 74 or passed the passing grade.
Third, Then, (Mahendra, 2020) focused on developing character of disabilities students though PnP models with Sad Dharma Method, this artiles aimed at describing picture and picture model in building the character of diffable student’s effort was to strengthen their character, physiological and psychological i.e. building character for students with a special need. This type of research was descriptive qualitative analysis. The technique of collecting data was conducted through in-depth interviews, direct observation in the learning process and study
documents. The research subject was diffable students in preparation level and objecting to the activity and student’s affective behavior in the learning process.
The result of this research showed the implementation of picture and picture model with Sad Dharma method was yet obtained a good result, proved by almost 67% of students overcome changing behavior, 20% unchanging behavior and 11% of students with apathetic behavior. The model application can be concluded that the level of success on character norm implantation for students with disability, it gave better development, it meant that there was behavior change which needs direction in the beginning in conveying saraswati devotion, tri sandya, praying, berjava and able to do it by themselves and children acts was not interfered by their friends during the learning process.
Fourth, (Royal & Royal, 2018) focused on assess the success of using image and picture models and weaving technique in learning English in Improving writing and speaking skills students, as well as to determine students responses to the use of learning models. The researcher used Classroom Action Researcher (CAR) with Kurt Lewin as a method. The subject in this study were grade 2 elementary school students at the Education and Training Institute Herman (LPLH) Medan. This research was conducte in two cycles where in each cycle given post-test. The results of the post-test are calculated on average and then compared with the result of the pretest which done before the cycle I and II.
Fifth, Sarifah and Apsari, (2020) researched about whether picture and picture technique can improve students’ writing skill. The method used was quantitative research with one group pre-test and post-test research design. The
population was the 11th grade students at SMK Tunas Bangsa. The sample was one class of mechanical engineering major and consisted of 35 students.The result showed that null hypothesis of this study was rejected. It is proved by the data from T-test that shows the Sig. 2 tailed is 0.000. This value is less than 0.05. Null hypothesis, therefore, was rejected. This means that picture and picture could improve students’ writing skill.
Sixth, Putri and Taufina, (2020) researched on improve student’s achievement in learning Social Science by using Cooperative Learning Picture and Picture model. The subject of this research was the teacher and the student of 5th grade at SD Negeri 16 Tanjung Aur Padang. The result of the research shows that there is an implementing and students’ achievement. It can be conclude that Cooperative Learning Picture and Picture model can improve studens’
achievement in learning Social Science of 5th grade.
Seventh, Mohibu and Ismail, (2021) The purpose of this study was to improve students' reading skills using picture and picture media. This research is a Classroom Action Research. The research was conducted in two cycles. The subjects of this study were 23 students in class IX SMP Kristen Idamgamlamo west Halmahera. The data collection techniques in this study were observation and test. While the data analysis techniques were used The results showed that:
The use of picture and picture media can improve students' reading activities. The increase occurred in cycle I is 53,8%. Learning activities were not optimal. The implementation of cycle II is 88,4% causes activity and learning outcomes to be good and increase to a higher level so that it can support quality learning. The
conclusion of this research is to improve reading ability by using picture and picture media in class IX SMP Kristen idamgamlamo Halmahera Barat.
Eight, Nazah (2015: 39) this research entitled Using Cooperative (Picture and Picture) in increasing Students Ability in Mastering Report Text at MAN Manyak Payed Kab. Aceh Tamiang. The researcher used Picture and Picture model in mastering report text which involved two classes of eleventh grade students, namely class experiment and class controls. The result of this study showing that there is the effect of using cooperative Learning by (picture and picture) in increasing students’ report text mastery to the MAN Manyak Payed Kab.Aceh Tamiang.
Ninth, Ryan and Zuhri (2013: 2) this research entitled The Effectiveness of Using Picture Series as Media to Teach Writing Procedure Text for Tenth Graders of SMA Negeri Bandarkedungmulyo Jombang. The objective of this study to find out whether there is significant effect between the students who have been taught writing using picture series and students who have not. The subject of this research was the tenth grade students of SMA Negeri Bandarkedungmulyo Jombang. The researcher used test as the research instrument. The researcher find that picture was easy to use so they could write with picture easily. Writing procedure through picture brought the students to new kind of situation. It would help both the teacher and students to revise the students’ writing and made writing more fun than the way it used to be.
From the text above showed that there were the researches did research focus on differences in learning outcomes and convey information to students
Taught by Using Picture and Picture and Inside-Outside Circle Learning Model on Virus Material, Improving Students’ Writing Skill in Narrative Text Through PnP Media, Developing Character on Disabilities Students Though Picture and Picture Models With Sad Dharma Method, Assess the Success of Using Image and Picture Models and Weaving Technique in Learning English in Improving Writing and Speaking Skills Students, Using Picture and Picture Toward Students’ Improvement on Writing Skills, Improve Student’s Achievement in Learning Social Science by Using Cooporative Learning Picture and Picture Model and last the other researchers did the research entitled Improve Students’
Reading Skill Using Picture and Picture Media.
Based on some previous researches mentioned above, it can be assumed that most of the previous researches focus on students improvement on writing, and students’ achievement on reading. However, the studies are rarely focus on the efect of picture and picture media model cooporative learning on students writing ability of recount text. Therefore, to fill the gap the reseracher is interested to find out the effect of picture and picture media in cooporative learning model on students writing ability of recount text.
C. Operational Concept
Operational concept is the term that used to clarify the theories in this research in order to avoid misunderstandings. In this research, the writer would like to explain briefly about the variables. This research is an experiment research which focuses on the effect of using P&P media on students writing ability of
recount text through cooporative learning. Therefore, there are two variables in this research.
1. The indicator of varibales X (picture and picture media) According to (Mohibu & Ismail, 2021), there are seven steps in implementing PnP:
a) Submission of Competencies means where The teacher conveys the competence to be achieved.
b) Material Presentation means where the teacher must succed in giving motivation to some students who might still not be ready.
c) Presentation of Pictures means where the teacher present the material that using the pictures of activities related to the material that day d) Mounting Pictures means where the teacher appoint/invite the students
to alternately install/sort into a logical sequence.
e) Scopoing means where the teacher ask the reason/rationale for the sequence of images.
f) Presentatin of Basic Competencies means where the teacher starts embed the concept / material in accordance with the competence to be achieved.
g) Cover where the teacher conclude the material.
2. Indicator of Writing Ability in Recount Text
Jacob et al in Suardi (2012: 12), point out five components of writing, they are grammar / language use, mechanics, vocabulary, content, and the last is organization.
a. Content The writing content have to clear for the readers to be able to understand the message and information from it. There are two parts of content in writing, they are unity and completeness. This content become characteristics of good writing.
b. Organization
Organization in writing concern with coherence.It could be coherence order, order of information, general to specific to general, chromological order and spatial order. It means that the writer has arranges and organizes the ideas. The paragpraph can be coherence if the ideas are putting in the right order.
c. Language Use/ Grammar
Language use in writing consist of correct language and point of grammar.
Grammar in writing description involve the use of verb, adjective, adverb and use simple present tense. A good grammar will help the reader understand the meaning of the text.
d. Mechanics
Part of mechanics in writing are capitalization, punctuation, and spelling.
Incorrect spelling and punctuation will make the loss or different meaning in the text. So, the use of this aspect in writoing have the big effect in understanding the meaning in written text.
e. Vocabulary
Vocabulary in writing involve the use of right words (selection words). The writer has to know the exact word to putting in the sentence. This is important to form a
writing, but particularly in personal description are more effective than those mainly transmit information. The readers cannot understand the writing passage without having a lot of vocabulary.
1. The Assumption and the Hypothesis 1. The Assumption
In this research, the writer assumes that picture and picture technique has an effect with students writing ability.
2. The Hypothesis
a. Ho (null hypothesis): There is no significant different between the use of picture and picture media in cooperative learning model on the students writing ability of recount text in control class.
b. Ha (alternative hypothesis): There is significant different between the use of picture and picture media in cooperative learning model on students writing of recount text in control class.
27 CHAPTER III RESEARCH METHOD A. Design of the Research
This research is an experimental research design. According to John, W.
Creswell, “An experimental is to test an idea (or practice or procedure) to determine whether to determine whether it influences an outcome or dependent variable” (Creswell, 2008). The design of this research used quasi experimental design called a non equivalent control group design which uses pre test- and posttest. A non equivalent control group design has two group which are, experimental and control group. By using a nonequivalent control group research design, where a group of subjects is taken from a certain population and carried out pretest then subjected to treatment. After being treated, the subject was given a post-test to measure the effect of treatment on the group. The given instrument contains the same weight. The difference between the pretest with the post-test score shows the results of the treatment that has been given.
Experimental and quasi-experimental research designs examine whether there is a causal relationship between independent and dependent variables.
Simply defined, the independent variable is the variable of influence and the dependent variable is the variable that is being influenced (Loewen & Plonsky, 2016) in (Rogers, J and Andrea, 2005). According to Abraham and macDonald (2011) in Lowa State University stated that “quasi-experimental research is similar to experimental research in that there is manipulation of an independent variable. It differs from experimental research because either there is no control
group, no random selection, no random assignment, and/or no active manipulation.”
There were two classes as the participant in this reseacrh. The first one was experimental class which was taught by using picture and picture media in cooperative learning model and the another one was control class which was taught without picture and pictrue media in cooperaive learning model.
As mentioned by Creswell (2008):
Table III.1
Quasi experiment design
Group Pre-Test Treatment Post-Test
Experimental X1 T Y1
Control Class X2 - Y2
Which mean:
X1 : Pre-Test in experimental group X2 : Pre-Test in control group Y1 : Post-Test in experimental group Y2 : Post-Test in control group T : Treatment
B. Location and Time of the Research
This research was conducted at SMA IT Fadhilah Pekanbaru,which is located at Jl. Muhajirin GG Andalas. The time of this research was started from August until September 2022 in academic year 2021/2022.
C. Subject and Object of the research
The subject of this research was the tenth-grade students of SMA IT Fadhilah Pekanbaru. The object of this research was the tenth grade students in Tahfidz class and Bilingual class.
D. Population and Sample of the Research 1. Population
The population of this research was the students in the tenth-grade students of SMA IT Fadhilah Pekanbaru. The total of the population of the tenth grade is 72 students.
Table III.2
The total population of tenth-grade students of SMA IT Fadhilah Pekanbaru
Cresweel (2011) said that population is a group who have similar characteristics. The population of this research was the tenth gade students of SMA IT Fadhilah Pekanbaru.it had 3 classes. The total number of the population is 72 students. students was large enough to be taken as a sample. Sample is a selected group of population that will be observeed (Ary, Jacobs, & Sorensen, 2010) the researcher took the cluster sampling. Cluster sampling is where the whole population is devided into cluster or groups. Subsequently, a random sample is taken from these clusters, all of which are used in the final (Wilson, 2010) in (Taherdoost, 2020).
No Class Students
1 X TAHFIDZ 24
2 X BILINGUAL 24
3 X MULTIMEDIA 24
Total 72
2. Sample of the Research
The total number of sample is 48 students. The researcher was took two classes for the sample by using cluster radnom sampling. Cluster sampling is where the whole population is devided into cluster or groups. Subsequently, a random sample is taken from these clusters, all of which are used in the final (Wilson, 2010) in (Taherdoost, 2020). In this research, the samples are X Tahfidz as the experimental class and X Bilingual as the control class. The reason why the researcher took this class as an experimental class and as a control class because the researcher found both of the class have similar answer when the researcher asked about how they feel in learning English especially for making a sentences (writing skill) they said they confuse how to write in English and afraid of making mistakes (in grammar rules).
Table III.3
Sample of the Research
No Class Students
1 X Tahfidz 24
2 X Bilingual 24
Total 48
E. Technique of Collection Data
In this research, the researcher used test to collect the data. The test was used to measure the students writing ability of recount text of the tenth grade. The test was consisted of pre-test was given before the treatment and post-test was given after doing the treatment. Arikunto (2013) noted that test is a number of statement or question used to measured skill, knowledge, or talent belonged to individual and group.
1. Pre test
Before the treatmen given, the students’ writing ability was tested in essay test. The result of the pre-test was compared with the students result of post-test after doing treatment. Pre-test provides a measure on some attribute or characteristic that you assess for participants in an experiment before they receive the treatment (Creswell, 2012). It means that pre-test was used to know the students’ writing ability before treatment.
This research used content validity to know the validity of writing ability test. According to Brown (2003) content validity is partly matter of determining if the content that the instruments contains is an adequate sample ot the domain of contain it supposed to represent. The test was consulted to the experts. In their examination the test was qualified to be used as a test in this research.
2. Post-test
After the treatment, all of the students were given a post-test to assess their writing ability. The test was an essay test. Post-test is a measure on some attribute or characteristic that is assessed for participants in an experimental after treatment (Creswell, 2012). It means that post-test was used to kow the sudents’ recount text writing ability after the students got the treatments by using picture and picture media in cooperative learning model in the experimental class and with the control class the researcher did not use any media.
As mention above in pre-test, the researcher used content validity. The post test were given after the test was consulted to the 2 experts and the test was qualified to be used as a test in this research. In this research the researcher used
two raters in assessing and giving the score of the students’ writing. The score given by rater 1 was compared with the scores that given from rater 2. Then, the researcher calculated with the average score of the both score.
F. Techinque of Analyzing Data
The researcher was analyzed the data by using independent sample t-test.
In the data analysis, several steps were followed. The score of pre-test and post- test that had been checking by rater 1 and rater 2 by using rubric. The rubric consisting of content validity (orientation, events and re-orientation) and language mechanics (language mechanics). The rubric was adapted by Jacob (1981). The table of rubric is presented below:
Table III.4
Element Score of Writing Adapted From Jacob (1981)
Aspect Level Score Explanation
Content Excellent – Very Good
30 – 27 Relevant to the topic, give the detail information, and match the purpose of the text.
Good – Average
26 – 22 Relevant to the topic, give the detail information, and match the purpose of the text.
Fair – Poor 21 – 17 Inaedaquate development of the topic, almost match to the purpose of the text.
Very Poor 16 – 13 Does not relate to the topic and does not match the purpose
Organization Excellent – Very Good
20 – 18 Fluent expression, ideas clearly stated, well organized, logical sequencing cohesive.
Good - Average
17-14 Loosely organized, limited support, logical but incomplete sequencing.
Fair – Poor 13-10 Non-fluent, ideas confused or unconnected, lacks logical development and sequencing Very poor 9-7 Does not communicate, no organization, not
enough to evaluate.
Vocabulary Excellent – Very Good
20-18 Use effective word/word choice/word usage, word form mastery
Good - Average
17-14 Occasional errors of word form, choice/word usage but meaning not obscured.
Fair – Poor 13-10 Frequent errors of word form, choice, usage and meaning obscured/confused.
Scoring: The total : Total Score of Content + Organization + Vocabulary + Language Use + Mechanics
= ……. + …… + …… + …… + ….. = …….
Then, the researcher compared the result of mean score from pre-test and post-test to the scale of rating score from Arikunto (2009). The category of students’ scores are as explained below:
Table III.5
Classifying the Score of the Students by Arikunto
No Category
80-100 Very Good
66-79 Good
56-65 Enough
40-55 Less
30-39 Fail
The third, to find out the significant difference between before and after treatment, the researcher used independent T-test by using SPSS version 16.0. It
Very poor 9-7 Essentially translation, little knowledge of English, not enough to evaluate.
Language use Excellent - Very Good
25-22 22 Few errors of agreement, tense, and word order.
Good - Average
21-18 Several errors of agreement, tense, and word order
Fair – Poor 17-11 Frequent errors and meaning obscured.
Very poor 10-5 Dominated by error, does not communicate, not enough to evaluate.
Mechanics Excellent – Very Good
5 Exemplary mechanism, may have minor errors in punctuation, capitalization, and spelling, need little or no editing.
Good - Average
4 Adequate mechanism, have some errors in punctuation, capitalization, and spelling, need editing but does not impede readability
Fair – Poor 3 Limited mechanism, consistent errors of punctuation, capitalization, and spelling, impede readability.
Very poor 2 Inadequate mechanism, serious and consistent errors in punctuation, capitalization, and spelling impedes understanding/communication.
could be used when the data were found at normally distributed. The steps were as followed:
1. Normality Test
In this research, the researcher assessed the normality of data by using Shapiro Wilk test from SPSS version 16.0, if the data were normal the researcher will used Independent sample t-test.
2. Independent Sample T-Test
To find out whether or not the significant difference between using and without using media, the data were calculated by compare the difference score by pre test and post test of experimental class and control class then calculated by using N-Gain score of SPSS Version 16.0 application.
The steps of calculating independent sample t-test on SPSS 16.0 were:
a. Fill the variable view on the SPSS 16.0 Application then fill the blank as Output and the second as Model, changed the lable into student learning output and the other label named as learning model, for the values in the second table click the three blank then gave code in the value for 1 and gave the label as PnP learning model, click add then and repeated, gave number 2 for label without PnP learning Model and click ok.
b. In the data view for the output box table add the score of post test control class and experimental class and in the model box table give code “1” for ost-test control class and code “2” for experimental class.
c. Then click analyze > compare means > independent sample T-test.
