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THE USE OF PICTURES TO IMPROVE STUDENTS` WRITING SKILL IN DEVELOPING IDEAS
(A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in the Academic Year of 2015/ 2016)
THESIS
HANOVA SATRIA PRIYAMBADA K2211039
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “THE USE OF PICTURES TO IMPROVE STUDENTS` WRITING SKILL IN DEVELOPING IDEAS (A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in the Academic Year of 2015/ 2016)”. It is not a product of plagiarism or made by others. Everything related to others’ are written in quotation, the sources of which are listed on the bibliography.
If then, this pronouncement proves wrong, I am ready to receive any academic punishment.
Surakarta, September 2017
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THE USE OF PICTURES TO IMPROVE STUDENTS` WRITING SKILL IN DEVELOPING IDEAS
(A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in the Academic Year of 2015/ 2016)
Thesis By:
Hanova Satria Priyambada K2211039
Submitted to Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements for
Getting the Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
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CONSULTANTS APPROVAL
This thesis has been approved by the consultants to be examined by the Board of Thesis Examiners of Teacher Training and Education Faculty, Sebelas Maret University.
TITLE : THE USE OF PICTURES TO IMPROVE STUDENTS`
WRITING SKILL IN DEVELOPING IDEAS (A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in the Academic Year of 2015/ 2016)
NAME : HANOVA SATRIA PRIYAMBADA
NIM : K2211039
On : September 2017
Approved by:
Consultant I Consultant II
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LEGALIZATION OF EXAMINERS
This thesis has been examined by the Board of Thesis Examiners of Teacher Training and Education Faculty of Sebelas Maret University and accepted as partial fulfilment for the requirements for achieving Undergraduate Degree of Education in English.
Day: Date: The Board of Examiners
1. Chairman
Teguh Sarosa, S.S., M.Hum. NIP. 19730205 200604 1 001
(...) 2. Secretary
Hasan Zainnuri, S.Pd., M.Pd. NIP. 19890324 201504 1 004
(...) 3. Examiner I:
Drs. Gunarso Susilohadi, M.Ed, TESOL NIP. 19540315 198503 1 002
(...) 4. Examiner II:
Hefy Sulistyawati, S.S., M.Pd NIP. 1978120 8200112 2 002
(...)
Teacher Training and Education Faculty Sebelas Maret University
The Dean,
vi ABSTRACT
Hanova Satria Priyambada. K2211039. 2017. THE USE OF PICTURES TO IMPROVE STUDENTS` WRITING SKILL IN DEVELOPING IDEAS (A Classroom Action Research in Class VIII of SMP Negeri 2 Ngargoyoso in the Academic Year of 2015/ 2016). Teacher Training and Education Faculty. Sebelas Maret University.
The objectives of this research are (1) To invaestigate how pictures can be implemented effectively in improving the students’ developing ideas in writing; (2) To describe to what extent pictures can improve the students’ developing ideas in writing.
The research design used in this study is a classroom action research which was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The research data were collected using qualitative and quantitative technique. In collecting qualitative data the writer used interview, observation and documentation. While the quantitative data were obtained from the writing test that consists of pre-test and post-test. The technique of analyzing the data is qualitative one consisting of data reduction, data display and conclusion. The quantitative data were analyzed by comparing the mean score of pre-test and post-test.
Based on the research findings, it can be concluded that the implementation of pictures in developing ideas in writing class at the eighth grade class of SMP Negeri 2 Ngargoyoso is effective. The result of this research showed that implementation of pictures will be effective to improve students’ developing ideas in writing if the pictures were printed in big size with high resolution, the pictures should be modified with various learning activities such as flash card game, and in the learning activities the students work in group. If the teaching and learning activity run effectively the students’ developing ideas skill will improved. The student’s writing mean score in the pre-test was 62.69; it improved to 71.92 in post-test I and 79.29 in post-post-test II. The implementation of pictures gives good impact in the classroom situation. The use of pictures changes the classroom situation to be more active and interactive. Pictures can also attract the students to join the teaching learning process.
vii MOTTO
Realizing that our life will one day break apart is why each moment is precious.
When you make a mistake, laugh! That way, no one is laughing at you,
They are laughing with you.
The way of peace is to learn to be at peace In the middle of imperfection,
To be able to accept people Even though they are far from perfect.
viii DEDICATION
This thesis is whole-heartedly dedicated to:
My Parents
Sugeng Priyono, S.Kep.Ns. and Wiwik Sudaryatmi, Amd.Keb
For their endless love and prayer
All ‘teachers’ in my life
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ACKNOWLEDGEMENT
Alhamdulillahirrabil’alamin
All praises be to Allah SWT, the Almighty, for His blessing so that the writer is finally able to finish this thesis as one of the requirements for achieving Undergraduate Degree in English Department, Teacher Training and Education Faculty, Sebelas Maret Surakarta University. This thesis will never be completed without the assistance of many people. The writer would like to express his greatest gratitude and respect to the following:
1. Prof. Dr. Joko Nurkamto, M.Pd. as the Dean of Teacher Training and Education Faculty of Sebelas Maret University.
2. Teguh Sarosa, S.S., M.Hum. as the head of English Education Department of Teacher Training and Education Faculty.
3. Drs. Gunarso Susilohadi, M.Ed, TESOL., the first consultant for all his time to read in details the thesis, his guidance, advice, critical comments, and patience of every step in the process from the very beginning of the project to make this thesis better.
4. The second consultant, Hefy Sulistyawati, S.S., M.Pd., for her kind help, support, advice and patience to make this thesis better.
5. Drs. A. Handoko Pudjobroto. the academic consultant, for the motivation, kindness, and advice.
6. All the lecturers of English Education Department for countless knowledge and inspiration during the study.
7. Sudarmi, S.Pd., the English teacher who helped the writer a lot during the research, and the students of VIII C of SMP N 2 Ngargoyoso 2015/2016, for their cooperation during the research.
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9. The sincerest thanks are directed to Subkhan Setiaji and Siti Nurjanah for supports and prayers to finish this thesis.
10. The most special thanks are given to Nurfie Rahmadani Azzahra, S.Pd., M.Pd., for the nice and warm and for all her time to help, love and support during the writer’s project.
11. The greatest thanks are also directed to RINDUEKUSTIK (Mukhlis Uciez, Afif Apip, Arvan Apank, Dhimas Dhimsy, Moris Virgiawan, Rizka Qiu, Wismoyo Wismoyan, Tegar Eponk, and Anggry) for their help, suggestions, laughing, cares and also for the happiness.
12. Thanks are also given to his friends in Class SBI of EED 2011, and all students of English Education 2011 FKIP UNS, thanks for motivations and laughs.
13. Finally thanks a million to the writer’s big family for all their attentions and prayers.
Realizing that this thesis is far from being perfect, the writer would be very pleased for all the comment, criticism, and suggestion to make this thesis better. The writer hopes that this thesis would be useful for the readers especially for those who are interested in teaching-learning process.
Surakarta, September 2017
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TABLE OF CONTENTS
TITLE OF THE RESEARCH ... i
PRONOUNCEMENT ... ii
SUBMISSION ... iii
APPROVAL OF CONSULTANTS ... iv
APPROVAL OF THE BOARD EXAMINERS ... v
ABSTRACT ... vi
MOTTO ... vii
DEDICATION ... viii
ACKNOWLEDGEMENT ... ix
TABLE OF CONTENTS ... xi
LIST OF APPENDICES ... xiii
LIST OF TABLES ... xiv
LIST OF FIGURES ... xv
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Statements ... 4
C. The Objective of the Study ... 4
D. The Benefit of the Research ... 5
CHAPTER II THEORETICAL REVIEW A. The Nature of Writing ... 6
1. The Definition of Writing ... 6
2. The Purpose of Writing ... 7
3. The Process of Writing ... 7
4. The Characteristic of Good Writing ... 8
5. The Difficulties in Writing ... 9
6. Macroskills and Microskills of Writing ... 10
7. Writing Indicator ... 10
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B. Developing Ideas ... 13
1. Indicator of Developing Ideas ... 15
2. Assessing Developing Ideas in Writing ... 16
C. Picture ... 18
1. Definition of Picture ... 18
2. Advantages of Picture ... 19
3. Disadvantages of Picture ... 20
4. The Sources of Picture ... 21
5. Teaching Writing Using Picture... 24
D. Rationale ... 26
CHAPTER III RESEARCH METHODOLOGY A. Context of the Research ... 28
B. Research Method ... 29
C. The Model of Action Research... 30
D. The Procedure of the Action Research ... 30
E. Reasons of Choosing CAR ... 31
F. Technique of Collecting Data ... 31
G. Techniques of Analyzing Data ... 32
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 35
B. Discussion ... 59
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION A. Conclusion ... 65
B. Implication ... 67
C. Suggestion ... 67
BIBLIOGRAPHY ... 69
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LIST OF TABLES
Table 1.1 Students’ Pre Test ... 3
Table 2.1 Scoring Rubric of Developing Ideas ... 17
Table 2.2 The Range of Scores of Each Writing Component ... 18
Table 3.1The Scedule of the Research ... 28
Table 4.1 Pre-research Findings ... 36
Table 4.2 The Overview of The Implementation of The Research ... 38
Table 4.3 The Overall Implementation of Cycle 1 ... 38
Table 4.4 Students’ Post-Test 1 Mean Score ... 46
Table 4.5 The Overall Implementation of Cycle 2 ... 50
Table 4.6 Students’ Post-Test 2 Mean Score ... 55
Table 4.7 The Summary of Research Findings ... 57
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LIST OF FIGURES
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LIST OF APPENDICES
1. Appendix 1 Pre-reserach Observation and Analysis ... 72
2. Appendix 2 Sample of Students Pre-test ... 75
3. Appendix 3 Pre-Test Score ... 79
4. Appendix 4 Teacher's pre-research interview ... 80
5. Appendix 5 Students' pre-reserach interview ... 82
6. Appendix 6 RPP Cycle I ... 87
7. Appendix 7 Sample of Students Post-test-1 ... 99
8. Appendix 8 Score of Post-test-1 ... 103
9. Appendix 9 Cycle-1-Field-Note ... 104
10.Appendix 10 RPP Cycle 2 ... 111
11.Appendix 11 Sample of Students Post-test-2 ... 121
12.Appendix 12 Sample of Students Task ... 125
13.Appendix 13 Score of Post-test-2 ... 127
14.Appendix 14 Cycle-2-Field-Note ... 128
1. Table 2.1 The Scoring of Writing Based on Ganesee and Usphur (1997) 15 2. Table 2.2 Potential Pros and Cons of Peer Feedback by Hyland (2003) .. 20
3. Table 2.4 Correction Codes by Hyland (2003) ... 23
4. Table 3.1 Research Timeline... 25
5. Table 3.2 The Process of Data Analysis ... 30
6. Table 4.1 Pre-research Findings ... 32
