THE USE OF PICTURE SERIES TO WRITING SKILLS
MASTERY OF PROCEDURE TEXT
(Experimental Research of the Ninth Grade Students of
MTs Matholi’ul Ulum Terteg, Pucakwangi, Pati
in the
Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of
Sarjana Pendidikan (S.Pd)
English
Education Department of Teacher Training and Education Faculty State
Institute for Islamic Studies (IAIN) Salatiga
By:
SITI MUZAIYANAH
NIM. 113-13-053
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
MOTTO
َّ دَجْنَم
َّ دَجَو
“Barang Siapa yang Bersungguh-sungguh, Pasti akan Berhasil”
DEDICATION
The writer dedicates this graduating paper to:
1. For the writer’s father (Mr. Shohib) and the writer’s mother (Mrs. Rustini)
who always supports me, always pray for me, and thank you very much for all
materials. My parents are my everything.
2. For the writer’s brother (Moh. Ma’sum) and the writer’s sister (Aini
Rohmatin), thanks for your support, motivation and moral encouragement to
finish the writer’s study.
3. Thanks for honorable counselor (Mr. Ruwandi M.A) who always guides and
ACKNOWLEDGE
Assalamu’alaikumWr.Wb
AlhamdulillahiRabbil ‘alamin, praise to Allah due to his protection, power,
mercy and blessing which are given to the writer, she could complete this graduating
paper entitled The Use of Picture Series to Writing Skills Mastery of Procedure
Text(Experimental Research of the Ninth Grade of MTs Matholi’ulUlumTerteg,
Pucakwangi, Pati in Academic Year of 2017/2018). Secondly, thanks a lot to Prophet
Muhammad, you are my way of life.
However, this research would not success without others. The writer would to
express special thanks for:
1. Drs. Rahmat Hariyadi, M.Pd, the Rector of State Islamic Studies Institute
(IAIN) Salatiga
2. Mr. Suwardi, M.Pd as the Dean Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, M.Hum.,Ph.D.,as the Head of English Education
Department, thanks for your guidance.
4. Mr. Ruwandi M.A., Thanks for your advice, suggestion and correcting my
graduating paper.
5. All lecturers of IAIN (Salatiga), the writer deeply thanks to you all for your
6. Mr. Warno, as the headmaster of MTs Matholi’ulUlumTerteg, Pucakwangi,
Pati thanks for your permission to do this research.
7. Mr. ShodiqulNaim, S.Pd as English Teacher of MtsMatholi’ulUlumTerteg,
Pucakwangi, Pati thanks for your guidance.
8. The writer’s friends in Mrs. Chomsun’s boarding house (Suci Pitaloka,
Mutiara Hikmah and Lia Anggreani) who always give support, motivation for
the writer, and the writer closes friends are Isti Wulan and Sawitri, who
always accompany in process graduating paper.
9. The writer’s friends all members of TBI 2013, especially for class TBI B 2013
thanks for your support.
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the readers.
Salatiga, September18th 2017
The writer
SitiMuzaiyanah
TABLES OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR’S NOTE ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGE ... vii
TABLES OF CONTENTS ... ix
LIST OF TABLE ... xiii
ABSTRACT ... xiv
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Statement ... 4
C. Objective of theStudy ... 4
D. Benefit of the Study ... 5
F. Definition of Key Terms ... 6
G. Paper Outline ... 7
CHAPTER II THEORETICAL REVIEW A. Review of the Relevant Researches ... 8
B. Writing Skills ... 9
1. Definition of Writing... 10
2. Strategies of Writing ... 11
3. Writing Process ... 14
4. Notion of Good Writing ... 15
5. Evaluation of Writing ... 17
C. Procedure Text ... 20
1. Definition of Procedure Text ... 20
2. Generic Structure in Procedure Text ... 21
3. Language Features of Procedure Text... 21
D. Picture Series ... 22
1. Definition of Picture Series ... 22
2. Source of Picture Series ... 22
3. Some Roles for Writing ... 27
CHAPTER III METHOD OF RESEARCH
A. General Situation of MtsMatholi’ulUlumTerteg ... 30
B. Research Approach ... 38
C. Research Method ... 38
D. Research Instrument ... 39
E. Research Design ... 40
F. Benefit of Experimental Research ... 41
G. Population and Sample ... 41
H. Technique of Sampling ... 42
I. Method of Collecting Data ... 43
J. Data Analysis ... 44
K. Statistical Hypothesis ... 45
CHAPTER IV DISCUSSION A. Data Presentation ... 46
1. Pre-test... 46
2. Post-test ... 48
B. Data Analysis ... 53
1. Standard Deviation ... 53
2. T-Test Calculation ... 54
CHAPTER V CLOSURE
A. Conclusion ... 56
B. Suggestion ... 56
BIBLIOGRAPHY
LIST OF TABLE
TABLE 2.1 Writing Components ... 17
TABLE 2.2 Criteria of Scoring ... 20
TABLE 3.1 The List of Facilities ... 32
TABLE 3.2 The Organization Structure ... 33
TABLE 3.3 The List of Teacher ... 34
TABLE 3.4 The Profile Students ... 36
TABLE 3.5 Name of Students ... 36
TABLE 3.6 Research Design ... 40
TABLE 4.1 The Score of Pre-test ... 46
TABLE 4.2 The Score of Post-test ... 49
ABSTRACT
Muzaiyanah, Siti. 2017. The Use of Picture Series to Writing Skills Mastery of Procedure Text (Experimental Research of the Ninth Grade Students of MTs Matholi’ul Ulum Terteg, Pucakwangi, Pati in the Academic Year of 2017/2018). Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies (IAIN) of Salatiga. Counselor : Ruwandi, M.A
Keywords : Writing Skills, Procedure text, and Picture Series
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a tool which is used to convey ideas, opinions, and feeling
among people by oral or written ways. Language is very important to express
something or to communicate with other people. In addition to Indonesian,
there is one other language that is often used to communicate with others is
English. It becomes dominant language around the world, and some of the
people use English to communicate with other people.
English is one of the important lessons to be learned by students that
are given any educational level, such as elementary school and upper
intermediate level. In the new era English is popular, ranging from
kindergarten up to university level. In the new era English is used by all
circles, such as students, businessman, and civil servants. English as a foreign
language has important role in Indonesia compared by language countries
others. However, all people especially students must be mastered four
language skill if someone wants to be successfully in studying English:
listening, reading, writing and speaking.
However, the Indonesian students have many problems in learn
high school maybe until in university, but they still have difficulties to
understanding English lessons. They have different ways in learning English.
Some of them there are learn with listening music, with reminder the material,
and there is just read the material. Actually, if students like English lesson, of
course they will get the matters easier. Learning English is so fun.
Based on the writer observation at ninth grade students of Mts
Matholi’ul Ulum Terteg, in their writing skills is law.The main problem at
ninth grade students of MTs Matholi’ul Ulum Terteg is their vocabulary. It is
makes the students can’t arrange the sentences well. As the writer know that
the mastery of the writing skill of the junior and senior high school graduates
is commonly not good. Although they have learned English from elementary
school until senior high school they still face some difficulties in learn
English. When they continue their study to the higher level they must write
well. The writing habit is good for students to expressing their ideas, make
them creative in writing paragraph. The best way to improve their writing is
exercise to write the diary every day. They use their own word, so it makes
them easily to write anything and arrange the sentences.
According to Richard (1997:100), writing is used either as evidence of
successful learning or as a means of learning. Writing is process of thinking; it
means that writing is an activity to express ideas, issues, events, feeling or
Based on Heaton’s statement (1975:146), In learn writing the students
should also master some important of English aspects: grammar, vocabulary,
organization, content, and mechanics. In this case, teachers are supposed to be
creative in developing their teaching learning process to create good
atmosphere, improve the students’ writing ability. The target in writing skill is
the students can write well. So, it is a challenge for the teacher to find a good
ways in teaching learning for students.
Based on the above explanation, the writer tries to implement the
technique in teaching learning process, it is picture series technique.Aschawir
(2014:90), said that picture series are one of alternative technique that can
give some contributions to dig up students’ potential in writing. By
implementing this technique the writer wishes to give new experience in
teaching learning process and have a fun situation in the classroom. Picture
series is one of technique that appropriate to use in teaching writing. The
teacher can help the students to make good writing by some picture with fun
and easy. Picture series is very interesting for students.
Based on all of the above explanation, then the writer interested to
make an experimental research, because the writer wants to know how far the
using picture series to writing skills mastery of procedure text. Therefore, the
writer makes an experimental research with the entitled “The Use of Picture
Researchof the Ninth Grade Students of MTs Matholi’ul UlumTerteg, Pucakwangi, Pati in the Academic Year of 2017/2018)”
B. Problem Statement
Based on the research background of the study above, the researcher has
some problems that can be identified as follows;
1. Is there any difference of writing skills mastery of procedure text of the
ninth grade students of MTs Matholi’ulUlumTerteg, Pucakwangi, Pati in
the academic year of 2017/2018 after they are taught using picture series?
2. Is there any significant difference of writing skills mastery of procedure
text of the ninth grade students of MTs Matholi’ulUlumTerteg,
Pucakwangi, Pati in the academic year of 2017/2018 after they are
taughtusing picture series?
C. Objective of the Study
Objectives of the study are:
1. To find out that there is difference of writing skills mastery of procedure
text of the ninth grade students of MTs Matholi’ulUlumTerteg,
Pucakwangi, Pati in the academic year of 2017/2018 after they are taught
using pictures series.
2. To find out that there issignificant difference of writing skills mastery of
Pucakwangi, Pati in the academic year of 2017/2018 after they are taught
using picture series.
D. Benefitof the Study
The researcher hopes that the result of this research can give
information about the level of students writing skill. The researcher hopes that
the using picture series to improve students’ writing ability will be use full for
all, for the teachers, the students, and the researcher.
1. Theoretically
Giving more information about authentic materials for further
researcher to conduct further researcher with the similar problem of
writing skills improvement.
2. Practically
a) For the teacher
This research can support the teacher especially English teacher
to use this method in teaching learning. They also can apply this new
method for make student feel enjoy without bored in teaching and
learning process.
b) For the Students
The researcher hopes that this research can support the learner to
increase their writing skill. Teaching writing through picture series
will make students fun and enjoy in their teaching learning process,
c) For the researcher
The researcher will understand more about using picture series in
improving students’ writing ability deeply.
E. Limitation of the Study
In this research, the researcher limits the research on writing skill
mastery of procedure text using by picture seriesof the ninth grade students of
MtsMatholi’ulUlumTerteg, Pucakwangi, Pati in the academic year of
2017/2018.
F. Definition of the Key Terms
There are some key terms of this research:
1. Picture Series
According to Fauris (2013),picture series are some picture
representing continuous events of a story with important information.
2. Writing Skills Mastery
Writing is one of the best ways to improve the students’ ability
in mastery English as a communication tool. Ruswinarsih (2015:12)
3. Procedure Text
Procedure text has asocial function to describe how something
is accomplished through a sequence of stepsor action (Anderson and
G. Paper Outline
In this section the writer will discuss some part of graduating paper’s
organization.
Chapter I presents are background of study, problem of statements,
objective of study, benefit of study, definition of key terms, the previous of
study, and paper outline.Chapter II describes about literature framework
which discuss definition of writing, definition of picture series, and definition
of procedure text. Chapter IIIresearch methodology. It consists of research
setting, research approach, research method, population and sample, sample
technique, research instrument, data analysis and statistical
hypothesis.Chapter IV discuss about data analysis. It consists of data
description and result of the research.Chapter V consists of conclusions and
suggestion.
CHAPTER II
THEORETICAL REVIEW
H. Review of the Relevant Researches
In this study, the writer took review of related literature from the other
researches.
Susilo (2014) he conducted a research in line with the current research.
He conducted a research about the effectiveness of using realia media to
improve the students’ ability in writing descriptive text (an experimental study
of SMK Saraswati Salatiga in twelfth grade in academic year of 2014/2015).
He concludes that realia media can improve the students of SMK Saraswati
Salatiga in writing descriptive text.
Rahmawati (2015) she conducted a research in line with the current
research. She conducted a research about the effectiveness using authentic
materials in teaching procedure text to improve writing ability (a classroom
action research of nine grade students of smp n 2 banyubiru in the academic
year 2015/2016). She explained that using authentic materials to improve
students’ writing ability at nine grade students of smp n 2 banyubiru in the
academic year 2015/2016 can help the students to remember the information
and the details of the text. In implementation of authentic material method the
Azizah (2015) also conducted a research about the use of students’ recap
strategy to improve writing skill (a classroom Action research of 7 class of
MtsYasinta Salatiga in the academic year 2014/2015). In her research, the
research concludes that the use of recap strategy can improve the students’
writing skill of 7 class of Mts Yasinta Salatiga in the academic year
2014/2015.
Based on the previews research above, the researcher believes that this
research is defferent from those researches, dealing with the methodologies,
objects, respondents and theme. This research focuses on influence of picture
series to writing skills mastery of procedure text. It is different from those
preview researches because it is experimental research which tries using
picture series.
I. Writing Skills
The term of skill is certain as ability or power. In the other name,
writing skill is ability to express ideas, thought or feelings to other people in
writing symbols to make readers understand the ideas delivered. Writing skill
is specific abilities which help many people to put their ideas into word in a
meaningful form and used to communicate with other people with the
1. Definition of Writing
Writing is one of the four language skills besides listening,
speaking, and reading. It is an activity in arranging words, phrase, and
sentences that is grammatically correct and appropriate with is purposes.
Writing can be defined as the activity to make letters or number on a
surface, especially using pen or pencil.(Oxford University Press,
2003:502)
Byrne (2002:1), explain that writing can be said the act of forming
symbols that have to be arranged, need agreement to use a words form
sentences. It means that writing is a capability of producing a sequence of
sentences arranged in a particular order of linking them in certain ways.
According to Harmer (2004: 31), writing is a way to produce language
and express idea, feeling, and opinion. Furthermore he states that writing
is a process that what people write is often heavily influenced by the
constraint of genres, and then these elements have to be presented in
learning activities.
Students’ mastery in writing required use a grammar and
vocabulary correctly it ways to show their ability in writing. The use
language and process is very important for students which to learn
writing. Students will be interested in writing if the kind of writing is
in writing about the topics that are familiar with them. The example, they
write about touring, their trip in holiday and others.
Patel and Jain (2008:125) said that writing is a skill which must be
taught and practiced. Writing is essential features of learning a language
because it provides a very good means of foxing the vocabulary, spelling,
and sentence pattern. It becomes an important aspect of students’
expression at higher stage. In writing must use a grammar correctly and
must have many vocabularies.
2. Strategies of Writing
Writing as one of productive skills needs a process. Harmer
(2004:4) said that the writing is the stage write goes through in order to
produce something (a written text) before to be a final draft.
According to Linse, (2006:98), there are five steps of writing
process. They are pre-writing, writing, revising, editing, and publishing.
a. Pre-writing
Christine, (2003:41) said that pre-writing is a way of warming
up your brain before you write, just as you warm up your body before
you exercise. It is one of the ways to make relax in our brain before
we write.
Pre-writing is thinking, talking, reading and writing you do
serious; just to remaining a vocabulary how much do you have, and
try to write quickly don’t forget to organized the thoughts.
Pre-writing consists of two, are:
1) Brainstorming
Brainstorming is a quick way to generate a more ideas on a
subject. We simply write down our ideas in phrases or in single
words, not in complete sentences. We do this partly to ‘save
time’, or rather to be quick. The phrases or word can be verbs,
nouns, adjectives, adverbs, or other parts of speech. Barli
(1995:64)
Barbara, (1994:54) said that Brainstorming is the way to
generate and collect the idea for writing, this way to produce
many ideas from a group for the purpose of simple enjoyment or
problem solving.
The aim of brainstorming is to make a list as many ideas as
possible without worrying about how writers will use them.
Writers’ list can include words, phrases, sentences, or even
question.
2) Clustering
Karen and Christine (2003:42), said that clustering is the
how writes’ ideas are connected using circles and lines. In other
words, clustering is an activity of describing the ideas.
b. Writing
After finished in pre-writing, the next step in the writing
process is writing paragraph. When write the first draft of the
paragraph, the ideas generated from prewriting used as a guide.
When writing a paragraph, remember to:
1) Begin with the topic sentence that states the main idea.
2) Include several sentences that support the main idea.
3) Stick to the topic-do not include information that does not
directly support the main idea.
4) Arrange the sentences so that the order of ideas makes
sense.
5) Use signal words to help the reader understand how the
ideas in paragraph are connected.
c. Revising
Writing for the first time is almost impossible get a perfect
paragraph. After finishing the first draft, a writer must look for ways
to improve it. This way is called revising.
There are some ways to revising a paragraph.
1) Add new ideas to support the topic.
3) Change the order of the sentences.
d. Editing
Richard and Willy (2000:318), stated that in editing, writers
check grammar, spelling, punctuation, diction, sentence structure and
accuracy of supportive textual material such as quotations, example
and the like. When we write for the first time is impossible to get a
perfect paragraph. The first try is called the first draft. The ways to
revise and improve the first draft is called editing.
e. Publishing
Linse (2006:109) stated that publishing is make public. Refers
to putting the writing in a final finished format where it can be shared
with others. Publishing can be a great motivator for young learners.
3. Writing Process
According to Harmer (2003:258) in producing a writing matter,
there is involved and the process can be affected by the content of the
writing, the type of writing, and the medium it is written in.
According to Harmer (2004:5), there are four elements of the
writing process, are:
a. Planning
It is important thing to make a plan before starting to write.
When planning, the writer has to think about three main issues. In the
this will influence not only the type of the text he/she wishes to
produce, but also the language that used, and the information that is
chosen as the aim of the writing for.
b. Drafting
Drafting is the process of putting all ideas and thought in a
piece of paper which will be in the very rough form. This stage needs
an editing for checking the text. It is assumed as the first version of a
piece as a draft.
c. Editing
In this step revising looks at the organization, structure, and
content of the writing while editing looks at the grammar and
mechanic of the writing. This may look very different from both the
original plan and the draft, because the things have changed in
revision in the revision process.
d. Final Draft
Final draft is the end of result from a paper. To produce a
good final and draft result, one of the authors had to changes and edit
his paper.
4. Notion of Good Writing
Barli, (1994:13) stated that paragraph is a group of sentences which
contain relevant information one main or central idea. A paragraph is a
an essay, it generally contains an introduction, a body, and a conclusion.
Meyers (2005:13).
There are three characteristics of a good writing are follows:
a. Coherence
The Latin cohere means, “hold together”. It also plays an
important role in writing. It plays crucial role in making a paragraph
read well. Sanggam (2008:20-21), said that “To achieve coherence,
the researcher needs to use some transitions, such as however,
although, finally, and nevertheless”
b. Cohesion
The unity is synonymous with oneness. It’s mean that the
unity is expressing the ideas in one paragraph. all sentences in a
paragraph should state on the one thing in the topic sentence.
c. Unity
According to Alice (1981:29), Unity is an important element
of a good paragraph. Every good paragraph has unity, it means that in
each paragraph, only one idea main idea is discussed. The unity is
synonymous with oneness. It means oneness to express the ideas in
5. Evaluation of Writing
According Heaton (1975:146), the evaluation using analytic method
or the impression method elaborate five writing components. They are:
content, organization, vocabulary, grammar, and mechanics.
Table 2.1 Writing Components
Component Score Criteria
Language Use
Good to Average simple
constructions-etc
From the previous explanation the research concludes that the criteria of
1. Definition of procedure text
Knapp and Watkins (2005), explained that procedural instructions
such as recipes and directions are concerned with telling someone how to
do something and stages of procedural instructions are goal, material and
sequence material.
Procedure text is one of text types and includes factual text as stated
by Mark and Kathy (1997:3). The purpose of procedure text is to explain
how something can be done. Procedure text is found in the written text in
science field, art and skill, food preparation, manual book of electronic,
sports and training. Basically, this text consist of tips or sequence of steps
in making something or in doing such activity (Djuharie, 2007:38) in
2. Generic structure in procedure text
There are some generic structures in procedure text (Djuharie,
2007;Emilia, 2011) in Ruswinarsih (2015:15)
a. Goal: telling about the aim of activity and predict the conclusion might
happen.
b. Materials: materials that needed to make something or to do the
activity
c. Steps consisting steps in sequential order to complete the procedure of
making or doing something.
3. Language features of procedure text
There are some language features of procedure text
Ruswinarsih(2015:15), they are:
a. Using action verb inform of imperative and command, such as; “pour
some water into the glass”.
b. Using simple present
c. Using sequence connector, for example: first, second, then, while,
next.
d. Using number, such as three eggs, four kgs of flour.
e. Using words, phrase or clause which indicate when certain step will be
f. Sometimes using adverb of manner, or words, phrase, and clause
which indicate of how to do something. For example: with the
measuring jug, fill the bottle...carefully....quickly.
K. Picture Series
1. Definition of Picture Series
Picture series is one of the good ways to use in teaching speaking,
writing and reading. Picture series is a series of images that many in the
interest by students to help in the learning process. Many students
interesting with a picture series, they enjoy and easy to understanding the
lesson. Picture series can make the students will be interested in answering
all questions about the picture when the teacher gave an assignment.
Aschawir (2014:90), said that series pictures are one of alternative
media that can give some contributions to dig up students’ potential in
writing. According to Will Eisner in Ali Aschawir (2014:99), explain that
series pictures are as pictures order or pictures sequence. Picture series is
an alternative media to help student in learning process, it can help
improve their skill in writing, reading and speaking skill.
2. Source of Picture Series
There are some ways to find sources of picture which is can use in
teaching learning. From Wright (1989:182-187) that are:
Pictures in newspaper are not produced well, there are some
pictures is bad. However, many people can find an old newspaper
everywhere, and in the newspaper you can find different pictures
depending on the news at the time.
b. Magazine
In many countries these are the major source of useful picture
material of high quality, though they are rarely free.
c. Advertisement and publicity
These include direct mail leaflets, poster, and advertisements in
magazines and newspaper.
d. Holiday brochures
A brochure is a description of an object. Many brochures gave
informationto reader about your residence or other places.
e.
Business brochuresCompanies create flayers to let customers know about the items
being offered. Banks and post office can be a good source of general
images.
f. Catalogues
In various countries the catalog is known as a source of
of images every object can be encountered in large stores, such as beds
and other transportation.
g.
CalendarThere are many pictures in the calendar, usually a fairly large
picture and can be used for the learning process in the class.
h.
Greeting CardsMost greeting cards use interesting drawing images. The range
of subject is very wide, and in especially event chooses to “say”
something to the receiver. There is greeting card for various
celebrations, and wishing to well if there are other people was sick,
saying congratulation to them which was success.
i.
PostcardsIn the post card of each subject can be a picture. Postcards are
often related with writing so postcards are not just for picture, but
there are some written.
j.
Reproduction of artPainting, drawing, and art photographs are reproduced on
postcards, greeting cards, calendars, in books, and as separate
available in shops and galleries.
Posters are made with a large size to be viewed from a distance
and can be used in the class.
l.
Wall chartsWall charts are produced by some institution to explain what is
done in or by institution: how steel is made, how a firm exports around
the world, how to grow rice, how to deal with a road accident, the
journey of a letter.
m.
InstructionInstruction for doing something like when cooking or using a
jacket a life usually include an image of how to use it.
n.
Old booksIt is same to throw away a book if it contains illustrations. Old
children’s books are a particularly good source of illustrations which
can often charm older student. Old books are often too decrepit or
dated to keep, but they may contain unique illustrations.
o.
Comics and cartoon stripsComics and cartoon strips created with full picture. Comics and
cartoon strips is a sequential image and written with narrative stories.
Comics and cartoon strips that have been published in drawing with
many various photos.
There are also family photos that are used in the learning
process is usually made in the presentation at the show. However,
there are photos and slides which are not want to save and don’t to
look at.
q. Stamps
Most stamps have pictures of them. The clear way to used
stamps is to say as stamps: where come from, why must choose a
design, how the score, and others. The stamps can put in others cards
and used as “play” cards for group work.
r. Playing cards
There are images in playing cards. The card is made as an early
goal in the learning process and in the learning process teacher uses
images as a medium to achieve the aim of the language understanding.
s. Wrapping papers
Wrapping paper is usually designed with pictures. Repetition of
the design means that pairs of pictures are available.
t. Course book
Usually in the course book have pictures. These pictures can be
used in ways which the author does not suggest.
Of course, it is useful if the teacher has drawing skill and if
there is talented students in the class. However, it is not be artistically
talented in order to produce good picture.
v. Photocopying
Picture can be photocopied, but if they are in copyright, only by
permission. Some countries have schemes whereby schools can
acquire a blanket license for photocopying. In others countries
permission should be obtained from the copyright holder. However,
the photocopying machine may be used by the teacher to make picture,
for example, by photocopying objects such as keys, ticket.
3. Some Roles for Writing
There are some roles for picture series in writing, by Wright
(1989:17) they are:
a. Pictures can motivate the students and make him or her want to
pay attention and want to take part.
b. Pictures contribute to the context in which the language is being
used. They bring the world into the classroom (a street scene or a
particular object, for example, a train)
c. The pictures can be described in a objective way (‘this is train’)
or interpreted (‘it’s probably a local a train’) or responded to
d. Picture can use responses to questions or cue substitutions
through controlled practice.
e. Picture can stimulate and provide information to be referred to in
conversation, discussion and storytelling.
L. Minimum Passing Grade (KKM)
1. Definition of Minimum Passing Grade
According to Depdiknas Minimum passing grade is the passing grade
study which is decided by education unit.
2. The Function of Minimum Passing Grade
There are some functions of minimum passing grade, they are:
a. As a reference for teachers to assess competency of learners in
accordance with the basic competence (KD) of a lesson or standard of
competence (SK).
b. As a reference for a learners to prepare themselves in following
learning process.
c. As a target of the achievement material based on SK/SD.
d. As one of the instruments in conducting evaluation learning process.
(Jaya, 2013).
3. The minimum passing grade (KKM) decided by the school at the beginning
of the first year by taking into account:
b. Complexity (identifying indicators as markers of achieving basic competencies)
CHAPTER III
METHOD OF RESEARCH
A. General Situation of Mts Matholi’ul Ulum Terteg 1. Geographical Location
MTs “Matholi’ulUlum” Terteg, Pucakwangi, Pati is an educational
organization under YayasanMatholi’ulUlum. The location is at Jl. Terteg
-Jaken km.7 Ds. TertegKec. Pucakwangi, Kab. Pati. This location was
strategies because this is easy to reach from any direction. It is also
conducive for teaching learning process.
2. The History of MTs Matholi’ul Ulum
MtsMatholi’ulUlum Terteg is one of the madrasah equivalent to Junior
High School (SMP)in the District of Pucakwangi precisely in the village
of Terteg.MTs Matholi'ulUlum was established in 1988 under the auspices
of YayasanMatholi'ulUlum (YMU) which was established in 1988.
YayasanMatholi'ulUlum (YMU) in carrying out its activities based on
Pancasila law and based on AhlusSunnahWalJama'ah.
YayasanMatholi'ulUlum (YMU) in conducting its activities is engaged in
religious, educational, and social fields. In addition, YMU has the
objective of building and promoting the society in the field of education in
order to become a competent, skilled citizen and have responsibility for
To strengthen the management of all types of existing educational
units, on January 6, 2008 based on the decision of the Minister of Justice
and Human Rights of Indonesia YayasanMatoli'ulUlumTerteg Obtained
the latest certificate number as the foundation of education provider
Number: AHU-431.AH.01.02 . Year 2008 on behalf of
YayasanMatholi'ulUlum with Address: Ds. TertegKec.
PucakwangiKab.Pati, zip code : 59183.
YayasanMatholi'ulUlum (YMU) oversees the following education units:
a. Pre-schoolerkinderganten
b. Madrasah Ibtidaiyah (MI) Matholi'ulUlum was accredited B.
c. Madrasah Tsanawiyah (MTs) Matholi'ulUlum was accredited C.
d. Madrasah Diniyah (Madin).
3. Vision and Mission a. Vision
To foster the students which areIslamic, Smart, Diligent, Skills,
Independent and Responsible
“Membina insan yang islami, cerdas, berprestasi, terampil dan mandiri serta bertanggung jawab”
b. Mission
1) Improving the quality for students
3) Fostering the responsible and responsible democratic leadership
attitudes
4) Developing the spirit of achievement that is creative and sportive
5) Developing a spirit of achievement based on ukhuwahislamiyah
Mision
a) Meningkatkan kualitas pendidikan bagi warga madrasah b) Membina warga madrasah yang berkepribadian akhlakul
karimah
c) Membina kedisiplinan dan sikap kepemimpinan yang demokaratis yang bertanggung jawab
d) Mengembangkan semangat berprestasi yang kreatif dan sportif e) Mengembangkan semangat bermasyarakat yang di landasi
ukhuwah islamiyah
4. The list of facilities of MTs Matholi’ulUlumTerteg Table 3.1
The list of Facilities
No Facilities Number
1 Classroom 4 rooms
2 Teacher office 1 room
3 Headmaster office 1 room
4 Administration office 1 room
5 Mosque 1 room
6 Library 1 room
7 Health room 1 room
9 Television 1 unit
10 Computers 5 unit
11 Sounds system 2 unit
12 Guest room 1 room
13 Cupboards 2 unit
14 Teacher’s table 4 unit
15 Student’s table 53 unit
16 Student’s chair 106 unit
17 White board 4 unit
18 Announcement’s board 2 unit
5. The organization of MtsMatholi’ulUlumTerteg
The Organization Structure of MtsMatholi’ulUlumTerteg is:
Table 3.2
THE ORGANIZATION STRUCTURE OF MTS MATHOLI’UL ULUM TERTEG IN ACADEMIC 2017/2018
No Name Status
1 Wasito Head of Yayasan
2 Parmin, S.Pd Staff
3 Warno, S.Pd.I Headmaster
5 Sutaman, S.Pd Staff
6 Sutaman, S.Pd Staff
7 Supeno, S.Pd Staff
8 Rumiadi Staff
9 Subari Staff
10 Parmin, S.Pd BP/BK
11 A. Budi S. U, S.Pd.I Staff
12 Satib, S.Pd Staff
13 Rumiadi Staff
14 SitiJumiatun, S.Pd.I Staff
15 Sukahar, S.Pd.I Staff
16 NurulKhoiriyah, S.Pd.I Staff
17 Sukahar, S.Pd.I Staff
6. The List of Teacher
Table 3.3 List of Teacher
No Name Jabatan
1. Warno, S.Pd.I Headmaster
2 Rumiadi Teacher
4 Parmin, S.Pd Teacher/BK
5 Satib, S.Pd.I Teacher
6 Sutaman, S.Pd Teacher/
7 Mustopa, S.Pd Teacher
8 Suyono, S.Pd Teacher
9 Subari, S.Pd.I Teacher
10 Supeno, S.Pd Teacher
11 Suwodo, S.Pd Teacher
12 A. S. Budi U., S.Pd.I Teacher 13 Sukahar, S.Pd Teacher
14 Warso, S.Pd.I Teacher
15 Syaifur, S.Pd.I Teacher
16 Dra. Pariyati Teacher
17 NurulKhoiriyah, S.Pd.I Teacher
18 SodiqulNaim, S.Pd Teacher
19 SitiJumiatun, S.Pd.I Teacher
Table 3.4
The profile of Students
No Class Male Female Total Rombel
1 VII 20 10 30 1
2 VIII 12 15 27 1
3 XI 17 18 35 1
8. The List of Students
Table 3.5 The Name of Students
No Name of Students NIS
1 AG 1124
2 AH 1125
3 AN 1126
4 AK 1127
5 AB 1128
6 ASA 1129
7 AW 1130
8 AFI 1131
10 AS 1133
11 ANL 1134
12 AR 1135
13 DYS 1136
14 DA 1137
15 FA 1138
16 FS 1139
17 HS 1140
18 IM 1141
19 IAN 1142
20 K 1143
21 LKM 1144
22 LPS 1145
23 LM 1146
24 LHAR 1147
25 MF 1148
26 MN 1149
27 NAF 1150
28 RUS 1151
29 RS 1152
31 SI 1154
32 SR 1155
33 S 1156
34 TU 1157
35 YA 1158
B. Research Approach
In this research, the writer uses a quantitative approach. The quantitative
research isolates and defines variables and variable categories. These variables
are linked together to frame hypothesis, often, before, the data are tested upon.
The secondary approach is descriptive. Descriptive is describing how a technique
of learning is applied and how the result wanted can be research. (Muklis,
2000:57)
According to Leedy and Omroad (2001) in Williams (2007:2) said that
quantitative research is “specific in its surveying and experimentation, as it
builds upon excisiting theories.
C. Research Method
The method that will be used in this research is experimental research
with comparative approach. Comparative research is research that comparing one
(Sugiyono, 2008:57). The comparative analysis is done by comparing between
theory one with other theories.
According to Syamsudin and Damaianti (2007:150) in Waluyo
(2014:43), explain that experiment research is a systematic and logic method to
analyze condition which is controlled accurately, by manipulating a treatment,
stimulus, or certain conditions, then analyzing the effect or transformation caused
by manipulation.
The writer used comparative experimental research. As the writer know
that the experimental study used pre-test and post-test procedure that is used to
improve teaching learning process in classroom. The writer just used one sample
for this research. However, she comparing the result of the research. In pre-test,
the writer not used a technique, but in post-test the writer used a technique it is
picture series.
D. Research Instrument
There are two kinds of research instrument are test and non test:
1. Test
Test is some question that have right and false answer. Test is
use to know how far the students’ competence in writing skill before
and after taugh by picture series. The forms of the test is short
question. The qustion is about procedure text. The researcher use
pre-test and post-pre-test as kind of pre-test.
Non-test is a technique to getting assesment mainly on the
characteristic, attitude or personality. The kind of non-test is
documentation. The researcher use a photos as a documentation of this
research.
E. Research Design
To make the data in this research complete and clear, the writer was
describe the experiment resarch as follows:
Table3.6 Research Design No Experiment Research
1. Teacher gave the students pre-test
2. Teacher gave the students treatment (picture series)
3. Teacher gave post-test to evaluate them.
Based on table above, in this research the researcher will apply
this technique into one sample. The methods are teaching writing by
using picture series. There are some steps, the first is pre-test. The
researcher gives pre-test of writing about procedure text. The function
of pre-test is to know the students ability of writing. The second is, the
researcher give the students treatment by picture series. Third, the
collecting and analyze the data from the result of one methods to know
the significant of using picture series.
F. Benefit of Experimental Research
Jannah and Prasetyo (2011:158) said that the benefit of the experimental
research is to measure causes and effect. While, in experimental research the
researcher can manipulate the situation or created the condition of the research
subject. The researcher also can give treatment/ stimulate to the subject of the
research.
This research has benefit to measure the difference between two
variables. While, the researcher compare between two techniques in teaching
learning. So, the result of the study gave the benefit to the English teacher in
using technique of teaching, whereas it is good or not when it would be
implemented to the students.
G. Population and Sample 1. Population
Population is a group of individuals who have the same characteristic
(Creswell, 2008:151). It means the group of human that same characteristic.
Gay (1987:124) explained that “the population is the group of interest to the
writer, the group of which she or he would like the result of the study to be
generalization.” It’s mean that the group of human that interesting the writer
2. Sample
According to Arikunto (2008:116) “Determination of the sample
collection as follow: If less than 100 better taken all until the research is the
study population. If a large number of subjects can be taken between
10%-15% and 20%-55% or more depending somewhat on:
a. The ability of the researcher views of time, energy and funds.
b. Narrow the vast area of observations from each subject, because it
involves a lot of a lack of funds.
c. The size of the risk borne by researchers is risky, of course if sample of
the result will be better.
In this research the researcher take all of the students because the
population less than 100. In this research, the population is the ninth grade of
Mts Matholi’ul Ulum Terteg in the academic year 2017/2018, consists of 35
students.
H. Technique of Sampling
The researcherused a quota sampling as a technique to take sample in this
research. Arikunto (2010:184) said that take quota sample based on total sample
which is decided. In this research, the researcher takes one sample and takes all
the population, because the population is less than 100. So, the researcher takes
all the population of ninth grade of MtsMatholi’ulUlumTerteg in academic year
I. Method of Collecting Data
The method of collecting data can be questionnaire, observation,
interview, documentation, test, etc. In this research, the researcher experimental
research, the researcher used two kinds of instruments in collect data. There are
test and documentation:
a. Test
1) Pre-test
Pre-test is used to find out how far is the students’ ability to write
before using picture series. The pre-test is aimed is to know the students
mastery in writing materials before the treatments carried out. The
function of pre-test is to know how far the students’ ability in writing
before using picture series media applied.
2) Post-test
Post-test is done after the students do the pre-test. The result of the
scoring then is compared with pre-test. The function of post-test is to
measuring the students improve n writing descriptive text after treatment
by picture series.
b. Documentation
According to Hopkins (1993:140) explained that document surrounding
curriculum or other educationalcan illumine rationale and purpose in
interesting ways. The use of such material can provide background
available. The kinds of data documentary that consists of notes, book
transcript, newspaper, magazine, meeting, summary, agenda and so on. In this
research the writer take the documentation by photos.
J. Data Analysis
a. To find out the rate of average of pre-test (x) and the rate of post-test (y) the
researcher use formula:
M: Mean of the students’ score
X: total score of pre-test
Y: total score of post-test
N: the total number of students
b. SD (standard deviation)
The formula used calculating standard deviation is as follow:
SD = √∑𝐷2
SD: Deviation Standard for one sample t-test
D: different between pre-test and post-test
c. T-test calculation
After calculating the SD, the researcher will calculate t-test to know is
there any significance or no between pre-test and post-test by the following
formula.
T
0 =(
∑𝐷𝑁)
(
√𝑁−1𝑆𝐷)
T0: T-test for the differences of pre-test and post-test
SD: Deviation Standard for one sample t-test
D: Different between pre-test and post-tets
N: Number of observation in sample
(Hartono, 2004:167)
K. Statistical Hypothesis
The researcher states the hypothesis as follow:
Ha (Alternative hypothesis): there is significance difference teaching
taught by using picture series
The hypothesis criteria that: if if t0>tt = Ha is accepted. Ha is the alternative
CHAPTER IV
DISCUSSION
A. Data Presentation 1. Pre-test
Pre-test is used to find out how far is the students’ ability to
write before using picture series. Pre-test was given to know the
students’ ability before given treatment. The score of the pre-test is
as follow:
Table 4.1
The Score of Pre-test Ninth grade
No Name
Aspects
C O V G M Total criteria
1 AG 15 13 15 11 2 56 Poor
2 AH 17 13 12 11 2 55 Poor
3 AN 18 14 11 12 3 58 Poor
4 AK 19 13 15 12 3 62 Poor
5 AB 18 12 13 13 3 59 Poor
6 ASA 19 15 13 13 3 63 Poor
7 AW 19 12 12 11 2 60 Poor
9 AW 16 15 16 16 2 65 Poor
10 AS 20 19 19 14 3 75 Fair
11 ANL 18 15 17 18 3 71 Fair
12 AR 21 19 17 15 3 75 fair
13 DYS 20 18 16 15 3 72 Fair
14 DA 20 15 17 15 2 69 Fair
15 FA 19 13 12 15 2 61 Poor
16 FS 19 12 12 11 2 56 Poor
17 HS 22 17 16 17 3 75 Fair
18 IM 19 12 14 13 2 60 Poor
19 IAN 17 13 17 17 3 67 Fair
20 K 23 17 15 15 3 73 Fair
21 LKM 20 18 16 14 3 71 Fair
22 LPS 22 18 17 15 4 76 Fair
23 LM 21 15 18 14 3 71 Fair
24 LHAR 22 14 15 13 4 68 Fair
25 MF 16 12 13 12 2 55 Poor
26 MN 20 13 13 12 2 60 Poor
27 NAF 22 17 18 17 3 77 Fair
28 RUS 24 18 16 15 4 77 Good
30 SR 20 16 17 16 3 72 Fair
31 SI 15 12 12 11 2 52 Poor
32 SR 23 17 15 14 3 72 Fair
33 S 18 14 13 12 3 60 Poor
34 TU 21 19 15 14 3 72 Fair
35 YA 22 18 17 15 3 72 Fair
Nx=35 ∑X=232
0
The calculation of the pre-test:
Mx=∑𝑥
𝑁𝑥
Mx=2320
35
Mx=66.28
2. Post-test
Post-test is done after the students do the pre-test. The result of the
scoring then is compared with pre-test. The function of post-test is to
measuring the students improve in writing procedure text after treatment by
Table 4.2 The Score of Post-test
No Name
C O V G M Total Criteria
1 AG 20 18 17 15 3 73 Fair
2 AH 19 17 16 15 3 70 Fair
3 AN 20 15 15 15 3 68 Fair
4 AK 25 19 19 18 5 86 Good
5 AB 19 17 17 15 3 71 Fair
6 ASA 22 18 17 16 3 76 Fair
7 AW 19 17 15 15 3 69 Fair
8 AFI 11 11 10 11 1 44 Very
poor
9 AW 19 17 16 15 3 70 Fair
10 AS 25 17 17 17 3 79 Good
11 ANL 25 17 19 21 3 85 Good
12 AR 24 18 19 18 3 82 Good
13 DYS 23 19 17 18 3 80 Good
14 DA 23 17 18 20 4 82 Good
16 FS 20 16 15 14 3 68 Fair
17 HS 24 18 19 19 3 83 Good
18 IM 22 19 18 17 5 81 Good
19 IAN 19 14 18 16 3 70 Fair
20 K 23 18 16 15 3 72 Fair
21 LKM 23 17 17 22 4 83 Good
22 LPS 26 19 19 22 5 91 Excellen
t
23 LM 22 17 17 20 5 81 Good
24 L H A R 23 17 16 15 3 74 Fair
25 MF 12 13 10 10 2 47 Very
poor
26 MN 22 16 17 20 2 77 Fair
27 NAF 25 18 18 22 5 88 Good
28 RUS 25 19 19 16 3 82 Good
29 RS 25 18 19 20 4 86 Good
30 SR 24 19 17 23 5 88 Good
31 SI 19 16 15 17 2 69 Fair
32 SR 25 18 17 17 3 80 Good
33 S 18 19 15 15 3 70 Fair
35 YA 23 19 17 22 3 84 Good
Result of Pre-test and Post-test
7 AW 60 69 9 81
8 AFI 57 44 13 169
9 AW 65 70 5 25
10 AS 75 79 4 16
11 ANL 71 85 14 196
12 AR 75 82 7 49
13 DYS 72 80 8 64
14 DA 69 82 13 169
15 FA 61 71 10 100
16 FS 56 68 12 144
17 HS 75 83 8 64
18 IM 60 81 21 441
19 IAN 67 70 3 9
20 K 73 72 1 1
21 LKM 71 83 12 144
22 LPS 76 91 15 225
23 LM 71 81 10 100
24 LHAR 68 74 6 36
25 MF 55 47 8 64
26 MN 60 77 17 289
28 RUS 77 82 5 25
1. Mean of Pre-Test= 66.28
2. Mean of Post-Test =76
3. Mean of pre-test ≤ than post-test
B. Data Analysis
1. SD (Standard Deviation)
Based on the data from the table, the writer calculates standard
deviation of pre-test and post-test.
=√144.6 − (9.8)2 =√144.6 − 96.04 =√48.56
=6.9
2. T-Test calculation
After the writer calculates standard deviation, T-Test
calculations are:
Based on the calculation above, the result of pre-test and
post-test can showed that the average score the students is increased before
and after used the picture series. Students’ score before they are use a
is 76. It means that to master writing skill the use of picture series of
procedure text was significant.
The result of t-test is 8,3. Then it was compared with the score of
the t-table. The table with 5% of significant and the degree of freedom
34 shows 2.03. Thus t-test is higher than t-table, so the test is valid.
C. Discussion
This research was entitled; The Use of Picture Series to Writing
Skills Mastery of Procedure Text (Experimental Research of the Ninth
Grade Students of MTs Matholi’ul Ulum Terteg in the Academic Year of
2017/2018). This was prove that picture series can be used to master
writing skills of procedure text of the ninth grade students of MTs
Matholi’ul Ulum Terteg.
Based upon the finding of the research it could be know that the
mean of pre-test before the research conduct was 66.28. After they are
taught by picture series, the mean of post-test increase and better by 76.
This mean that there is difference of writing skills after the students were
taught by picture series.
In addition, there is significant difference of writing skills of
procedure test because the t-calculation (to)is higher than the t-table. The to
CHAPTER V
CLOSURE
In this chapter the writer present the conclusion and suggestion related to research
finding and discussion.
A. Conclusions
Based on the previous theoretical review and data analysis, the inferences
of this graduating paper are drawn as follows:
1. There is a difference of writing skills mastery of procedure text of the
ninth grade students after they are taught by using picture series. It can be
proven by their pre-test and post-test results. The result of pre-test is 66.28
and post-test is 76. The difference of pre- test and post-test is better, it is
prove by the result of pre-test and post-test.
2. There is significant difference of writing skill mastery of procedure text of
ninth grade students after they taught by using picture series. T-test is 8.3
and t-table is 2.03. T-test is higher than t-table, so Ho is rejected.
B. Suggestions
At the end of this chapter, the researcher would like to propose some
suggestions which hopefully would be useful for the English teachers and
students.
a. It is essential that the teacher knows that one of the factors the
students’ ability in writing is the the method in teaching learning
process. They should be facilitator, controller, and guide all students
who need help when they face the problem of learning in writing. By
using appropriate method the students’ ability in writing will improve
effectively. The result of this research can support the English teachers
to apply this method in teaching writing.
b. The suggest for the English teacher is able to use the picture series as
an alternative technique in teaching writing ability. Writing is such
kinds of activity that is often boring for the students, but it is a crucial
thing for students to gain knowledge.
c. The English teacher is suggested to apply picture series technique in
teaching learning process. They have to be more creative and avoid the
traditional method.
d. The English teacher should choose the materials that the appropriate
and not too difficult for the students.
e. The English teacher should present the language in enjoyable, relaxed
and understandable way.
2. For the Students
a. The students should improve their ability in writing and must pay
b. The students are hoped to be active and creative in enriching their
vocabularies.
c. The students should study hard and give attention during the English
teaching and learning process.
3. For the Other Researcher
The suggest for the researcher, based on the finding of research, the
writer would like to suggest the other researcher. The result of the study is
able to be used as additional refference to further research with different
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Materi pembelajaran
a. Procedure text is a piece of text that give us introduction for doing something.
b. Generic structure of procedure text
Goal : telling about the aim of activity and predict the conclusion might
happen.
Materials : materials that needed to make something or to do the activity
Steps consisting steps in sequential order to complete the procedure of making
or doing something.
c. There are some language feature of procedure text
Using action verb inform of imperative and command, such as; “pour some water into the glass”.
Using simple present
Using sequence connector, for example: first, second, then, while,
next.
Using number, such as three eggs, four kgs of flour.
Using words, phrase or clause which indicate when certain step will be done. For example: when the spot is dry,record the time it has taken.
Sometimes using adverb of manner, or words, phrase, and clause
which indicate of how to do something. For example: with the
measuring jug, fill the bottle...carefully....quickly
Example of procedure text:
How to Make Lemon Tea
Ingredients:
1 tablespoon Tea Powder·
