THE EFFECTIVENESS OF CLUED PICTURES
IN TEACHING WRITING NARRATIVE TEXT
(An Experimental Study on the Second Grade Students of
SMP Negeri 5 Purwokerto in Academic Year 2012/2013)
A THESIS
Submitted to English Department as a Partial Fulfilment of the Requirement for S. Pd Degree
By
LIZA NURWILDANI
0901050191
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
DEDICATION
This is specially dedicated to:
1. My parents (H. Amin Ridho and Hj. Alya Yustiani)
Thanks for having passion to give me the best, for always mentioning my name in your every prayer. I will never forget your hard work, and I love you so much.
2. My sister and brother (Hanik Chisnia and Alex Muzaki)
Thanks for sharing many things of your experiences that I could take and learned the value.
3. My beloved niece and nephew (Mila and Haiden)
You are sweet and smart kids. I would be very lonely without you at home. Keep your spirit of learning everything!
4. My beloved best teacher in SMA (Pak Masruri and Bu Ijah)
Thanks for being my another parents, for understanding my weaknesses, and for giving me many advices. Thanks for always being inspirations of my life, and I love you so much.
5. My beloved supervisors (Mr. Aziez and Mr. Faisal)
Thanks for being patient to see my lack of intelligence. Therefore, I finished this thesis well. Thanks for being my supervisors “Under your guidance is a pride”.
6. My beloved best friends
Tika, thanks for always together all the time and for always listening my grievance. Be my sister forever!
Endah, thanks for giving me fresh and cheerful moments. Don‟t ever forget our friendship!
Diyah, thanks for long-lasting friends, and for fighting against the hard time together. Don‟t be afraid of aging sist!
Osin and Asfi, thanks for being my smart friends, and for always answering thousands of my question. Therefore, I could overcome my stupidity.
Rezki, thanks for often taking your time to help and reassure me. Therefore, I could solve a lot of trouble that I met.
7. My beloved friends in class D
Thanks for passing a long time together with a lot of laughter. You all are crazy friends, but that‟s what makes me love you, and I really enjoyed every moment with you.
8. My beloved best friends in PPL (Anisa, Leny, Ihda, and Rijal)
Thanks for receiving my fussy character, and for introducing me to your families. It was very sweet. Let's befriend forever!
MOTTO
The harder you try, the better result you will get.
Life is a balance between something hard and easy, sad
and happy.
ACKNOWLEDGEMENT
The first and foremost, the writer would like to thank Allah SWT, who has given blessing and mercy. So that, the writer was able to finish this thesis. This thesis is submitted to fulfil one of requirements to get S. Pd degree from UMP.
Also the writer would like to express sincerely and deeply gratitude to: 1. Drs. Ahmad, M. Pd, the Dean of the Teacher Training and Education Faculty
of UMP.
2. Drs. Pudiyono, M. Hum., the Head of the English Department of UMP. 3. Dr. Furqanul Aziez, M. Pd as the first supervisor who has given guidance,
advice, support, and suggestion.
4. Faisal, S.S., M. Pd as the second supervisor, who has a good patience for guiding, advising, supporting, and suggesting.
5. All of the lecturers of English Department for your dedication to teach the writer during the research.
6. Sulistyaningsih M. Pd, the Headmaster of SMP Negeri 5 Purwokerto who gave permission to conduct the research.
7. Dody Noer Dwiyana S. Pd, and Sulastri S. Pd, the English teachers of SMP Negeri 5 Purwokerto who have helped the writer in conducting the research. 8. All of second grade students of SMP Negeri 5 Purwokerto for their
participation.
The writer believes that this thesis has still weaknesses. Hopefully this thesis will be useful for English education especially for teachers and English learners.
Purwokerto, May 2013
TABLE OF CONTENTS
TITLE... i
APPROVAL... ii
DEDICATION... iii
MOTTO... V ACKNOWLEDGEMENT... Vi TABLE OF CONTENTS... Vii LIST OF TABLES... Ix LIST OF APPENDICES... X ABSTRACT... Xii CHAPTER I. INTRODUCTION A. Background of Research... 1
B. Reason for Choosing the Topic... 4
C. Problem of Research... 4
D. Aim of the Study... 5
E. Clarification of Term... 5
F. Contribution of Research... 6
CHAPTER II. THEORETICAL REVIEW A. Writing... 8
B. Narrative Text... 16
C. Clued Pictures... 20
D. Teaching Narrative Text by Using Clued Pictures... 23
E. Basic Assumption... 25
F. Hypothesis... 27
CHAPTER III. RESEARCH METHOD
A. Method of Research... 28
B. Place and Time of Research... 30
C. Research Participant... 30
D. Technique of Collecting Data... 33
E. Technique of Analysing Data... 38
CHAPTER IV. RESULT AND DISCUSSION A. Result... 43
B. Discussion... 49
CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion... 57
B. Suggestion... 58
LIST OF TABLE
Table 1 : The Schedule of Research... 30
Table 2 : Population of the Second Grade Students of SMP Negeri 5 Purwokerto in academic Year 2012/2013... 31
Table 3 : The Experimental Group... 32
Table 4 : The Control Group... 32
Table 5 : Rubric of Writing Evaluation... 33
Table 6 : t-test Result... 47
Table 7 : Students‟ Sum Score of Vocabulary... 50
Table 8 : Students‟ Sum Score of Grammar... 51
Table 9 : Students‟ Sum Score of Mechanic... 52
Table 10 : Students‟ Sum Score of Organization... 53
Table 11 : Students‟ Sum Score of Fluency... 54
LIST OF APPENDICES
Appendix 1. Techniques of Collecting Data Instruments
Appendix 1.1. Pre-test and Post-test... 61 Appendix 1.2. Questionnaire for Students‟ Perception About
Clued Pictures... 62
Appendix 2. Lesson Plans Appendix 2.1. Lesson Plan for The Experimental Class (1st Meeting)... 64
Appendix 2.2. Lesson Plan for The Experimental Class (2nd Meeting)... 77
Appendix 2.3. Lesson Plan for The Experimental Class (3rd Meeting)... 87
Appendix 2.4. Lesson Plan for The Control Class (1st Meeting).... 97
Appendix 2.5. Lesson Plan for The Control Class (2nd Meeting).... 108
Appendix 2.6. Lesson Plan for The Control Class (3rd Meeting).... 117
Appendix 3. Data Analysis Appendix 3.1. Member of The Experimental Class... 125
Appendix 3.2. Member of The Control Class... 126
Appendix 3.3. Pre-test Score of The Experimental Class... 127
Appendix 3.4. Pre-test Score of The Control Class... 128
Appendix 3.5. Post-test Score of The Experimental Class... 129
Appendix 3.6. Post-test Score of The Control Class... 130
Appendix 3.8. Average Score of Individual Students‟ Ability in Appendix 3.11. Result of the Experimental Class...
135 Appendix 3.12. Result of the Control Class...
136 Appendix 3.13. T Distribution Critical Value Table...
137 Appendix 3.14. Result of Questionnaire...
139 Appendix 4. Writing Samples
Appendix 4.1. Writing Samples of the Experimental Class
(Pre-test)... 141 Appendix 4.2. Writing Samples of the Control Class
(Pre-test)... 144 Appendix 4.3. Writing Samples of the Experimental Class
(Post-test)... 147 Appendix 4.4. Writing Samples of the Control Class
(Post-test)... 150 Appendix 5 . Official Letters
ABSTRACT
THE EFFECTIVENESS OF CLUED PICTURES IN TEACHING WRITING NARRATIVE TEXT
(An experimental study on the second grade students of SMP Negeri 5 Purwokerto in academic year 2012/ 2013)
By
LIZA NURWILDANI 0901050191
This research was aimed at knowing the effectiveness of Clued Pictures in teaching writing narrative text on the second grade students of SMP Negeri 5 Purwokerto in academic year 2012/ 2013. This research used quasi experimental method which the total sample was 64 participants who were divided into two groups; the experimental group which was given the treatment by using Clued Pictures, and the control group which was given the treatment by using conventional media in which the treatment was carried out on April 2013.The data collection techniques of this research were pre-test and post-test, and questionnaire. The type of the test was essay writing test which was evaluated by two raters using Hughes‟ writing scoring system that measures vocabulary, grammar, organization, fluency, and mechanic of. After the data of test was analysed by using t-test computation, it was revealed that the result was 4.485 with the value of t-table= 1.670 at the level of significance α= 0,05 and the d.f= 62. In short, the result of t-test was higher than the value of t-table (4.485> 1.670). The data of questionnaire was analysed by using Likert Scale in which the result was 76% which the meaning was strong or most of students had positive perceptions about Clued Pictures. Therefore, the hypothesis of this research was accepted or Clued Pictures was effective for teaching writing narrative text on the second grade students of SMP Negeri 5 Purwokerto in academic year 2012/ 2013.
