THE EFFECT OF USING WORDLESS PICTURE BOOK ON
S
TUDENTS’ ACHIEVEMENT I
N WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
SOLY NOVALYA SINAGA
REGISTRATION NUMBER: 2103121045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
THE EFFECT OF USING WORDLESS PICTURE BOOK ON
S
TUDENTS’ ACHIEVEMENT I
N WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
SOLY NOVALYA SINAGA
REGISTRATION NUMBER: 2103121045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
Abstract
Sinaga, Soly Novalya. 2103121045. The Effect of Using Wordless Picture Book on Students’ Achievement in Writing Narrative Text. A Thesis. Faculty of Languages and Arts. State University of Medan. 2014.
This study was conducted as an attempt to discover the effect of using Wordless Picture Book on students’ achievement in writing narrative text. It was an experimental research. The subject was students of Grade XI, Assisi Senior High School (Sekolah Menengah Atas: SMA) Assisi. Two classes from five parallel classes were taken by cluster random sampling which divided into two groups, 28 students as control group and 28 students as experimental group. The instrument used in this research is to find quantitative data. The analysis in were showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant = 0.05 with the degree of freedom (df) 54, t-observed value 2.679 > t-table value > 2.004. The findings indicate that using Wordless Picture Book significantly affected the
students’ writing achievement. So, English teachers are suggested to use Wordless
Picture Book in order to improve students’ achievement in writing narrative text.
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest
gratitude to Jesus Christ for the blessing, health and opportunity which has
enabled her to complete it without the love of Jesus, the guidance of her lecturers,
help from friends, and support from her family. This thesis has been written in
fulfillment of the requirement of the degree of Sarjana Pendidikan of the English
Department, Faculty of languages and Arts, State University of Medan.
The writer was helped by many people through their guides, supports,
prays, comments and suggestions. The writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan; and Vice deans I, II, III.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.
Meisuri, MA., the Secretary of English Department and the Head of
English Non-Educational Program and Dra. Masitowarni Siregar,
M.Ed., the Head of English Education Program, Faculty of Languages and
Arts, State University of Medan and as the Examiner.
4. Prof. Dr. Lince Sihombing M.Pd., her Thesis Supervisor.
5. Drs. Muhammad Natsir M.Hum., her Academic Supervisor
6. Prof. Dr. Busmin Gurning M.Pd., Indra Hartoyo S.Pd, M.Hum., her
7. The Headmaster of SMA Swasta Assisi Siantar, Tiolan Simatupang,
S.Pd., M.Hum and the writer expresses her special thanks to the English
teacher Aseng Siringo-ringo S.Pd..
8. Her beloved father and mother S.Sinaga/S.Purba and L.Saragih; her
lovely brother Andi Makarios and sister May Dwitri, her lovely uncles
and aunty Pdt. Etika Saragih S.Th., M.Pd., Andohar Saragih ST.,
Nurbenawati S.Pd.
9. Her best friends in Class Regular C 2010, Vandhy Silaen, Dahlia Siburian,
Harnoi, Christine Helena., her lovely fiends Fitri Tobing SE, Chrisnalia
S.Pd, Rani Siburian, Coking Vandra Sihotang Amd..
The writer realizes that the content of this thesis is not perfect, so she warmly
welcomes any constructive suggestions that will improve the quality of this thesis.
She hopes it would be useful for those who are interested in this field of study.
Medan, December 2014 The Writer,
TABLE OF CONTENTS
E. The Significance of the Study ... 4
CHAPTER II REVIEW OF LITERATURE ... 5
A. Theoretical Framework ... 5
1. Writing ... 5
a. Text ... 6
b. Genre of the Text ... 8
2. Narrative Text ... 10
a. Generic Structure of Narrative Text ... 10
b. Language Feature of Narrative Text ... 11
c. Types of Narrative ... 11
d. Example of Narrative ... 12
3. Teaching Writing ... 13
4. Writing Achievement ... 14
5. Writing Assessment ... 15
6. Media ... 17
a. The Importance of Media ... 18
b. Kinds of Media ... 18
7. Wordless Picture Book ... 19
a. The Advantages of Wordless Picture Book ... 20
b. The Procedures of Wordless Picture Book ... 21
c. The Applying of Wordless Picture Book in Narrative Writing. 23 8. Comic ... 24
B. Conceptual Framework ... 25
CHAPTER III RESEARCH METHODOLOGY ... 29
A. Research Design ... 29
B. Population and Sample ... 30
C. The Instrument for Collecting Data ... 30
D. The Procedures of Research ... 30
E. Validity of the Test ... 33
1. Internal Validity ... 34
2. External Validity ... 34
F. Rubric ... 35
G. Technique for Analyzing the Data ... 37
CHAPTER IV THE DATA AND DATA ANALYSIS ... 39
A. The Data ... 39
B. Data Analysis ... 41
C. Hypothesis Testing ... 43
CHAPTER V CONCLUSION AND SUGGESTION ... 45
A. Conclusion ... 45
B. Suggestion ... 45
LIST OF TABLES
Page
Table 1.1 The Students’ Score of Writing Test ... 2
Table 2.1 The Example of Narrative Text ... 12
Table 3.1 Research Design... 29
Table 3.2 Teaching Procedure in Experimental Group... 31
Table 3.3 Teaching Procedure in Control Group ... 32
Table 3.4 Rubric ... 35
Table 4.1 Pre-test and Post test Score of Experimental Group ... 39
LIST OF APPENDIXES
Page
Appendix A : Lesson Plan ... 47
Appendix B : The Result of Pre-Test and Post-Test
of Experimental Group and Control Group ... 62
Appendix C : The Calculation of the T-Test... 64
REFERENCES
Arikunto, Suharsimi. 2006 . Prosedur Penelitian : Suatu Pendekatan Praktik. Jakarta : Rineka Cipta.
Best, John. W. 2002. Research in Education. New Delhi : Prentice Hall.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices. New York : Longman Group.
Devine, T. G. 1987. Making Sense of Functional Grammar. Sydney : Gerb Stabler.
Fulton, M, Janet. 2006. Talking About Wordless Picture Books. New York.UPS.
Heaton, J.B.1988. Writing English Language Test. New York: addition Longman Group
Hyland, K. 2002. Teaching and Researching Writing. Britain: Pearson Education.
Knapp, P and Watkins, M. 2005. Genre, Text, Grammar. Sydney : University of New South Wales.
Patel, M.F and Jain, M. 2008. English Language Teaching. Jaipur: Sunrise Publisher and Distributors.
Sanggam and Shinoda, K. 2008. Generic Text Structure. Yogyakarta: Graha Ilmu.
http://ARenoldRendra.wordpress.com accessed on May 11th
CHAPTER I
INTRODUCTION
A.
Background of The StudyEnglish is one of international language and it is learned in a lot of
countries. English is used in a particular activity, job and education. In Education
of Indonesia, English has became the first foreign language taught at school. It
means that English becomes a subject and students are supposed to learn English
since the early ages.
In studying English, there are four aspects that will be learned, those are
listening, speaking, reading and writing. Those skills are used to build students’
language strategic competence and also to enhance their motivation to learn
English.
One of the important aspects in studying English is writing. Writing is an
activity of how people put the idea, thought and knowledge on a piece of paper.
Writing (as one of the four skills of listening, speaking, reading, writing) has
always been formed as part of the syllabus in the teaching English (Harmer,
2004:30).
Indeed, the writing skill is complex and sometimes difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgmental elements. Through writing, students are able to
express idea, opinion, experience, comment or information in the form of written
Based on the writer’s teaching practice experience (PPLT) and observation
in grade XI of SMA Assisi Siantar, most of the students always got difficulties
when they were asked to write in English. Based on the observation, the writer
found the data about the writing score test in two semesters. The data can be seen
as follows:
Table 1.1 The Grade X students’ Scores of Writing Test
Semester Score Students Percentage
Actually, the students were able to study English, but they could not prove
out their idea and thought specially in writing. It causes of the teacher’s teaching
media was monotonous and the teachers were not able to create interesting media.
So, some students cannot enjoy the lesson. The teacher only used the book,
whiteboard and marker then explained the material, told the generic structure then
asked the students to answer some task from the book. It made the students so
bored and has no interest in writing.
According to the writer, a good way for improving students’ writing is by
using media. Media is a medium (Plural, media) is a means of communication and
source of information. Derived from the latin word meaning "between", the term
refers to anything that carries information between a source and a receiver.
Examples include video, television, diagrams, printed material, computer
All the explanation above is reflected in a media that is Wordless Picture
Book. A Wordless Picture Book is a book in which illustrations are used for
telling the story without text. Wordless Picture Book is a good media for creative
writing. Wordless Picture Book will give positive effect in teaching and learning
process. Students often struggle with ideas and topics for writing. So, Wordless
Picture Book will motivate students to learn and practice critical thinking. It is
really needed in order to help students to decide how to write especially in
narrative text writing.
By using wordless picture the students will be able to expose their idea in
writing. After looking at the picture, students will understand in order to make the
story by their own words and will have different story from the other. Thus, the
Wordless Picture Book will be useful for students in getting knowledge.
With this condition, the writer interests to investigate the effect of using
Wordless Picture Book on students’ achievement in writing narrative text.
B.
The Problem of StudyRelated to the background of the study, the research problem is formulated
as the following:
“Is the students’ achievement taught by using Wordless Picture Book media
higher than that taught without Wordless Picture Book in writing a narrative
C.
The Scope of the StudyThis study purposes to find out the effect of Using Wordless Picture Book
on the students’ achievement in writing Comprehension, especially in writing
narrative text.
D.
The Objective of the StudyThe objective of this study is to investigate whether there is an effect of
using Wordless Picture Book on the students’ achievement in writing narrative
text.
E.
The Significance of the StudyThe result of this study is expected to be useful for :
1. English teachers as a teaching strategy by adopting the media to
improve their students’ skill in writing.
2. The students who want to improve their writing skill.
3. Other reseachers who are interested in doing research related to this
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
From the calculation of the data, it was found that wordless picture book
media significantly affect students’ achievement in writing narrative text. the
mean score of students’ achievement taught by using Wordless Picture Book as
media learning (73.60) is higher than mean score of students’ achievement taught
by Comic as media learning (69.28). The tobserved (2.679) is higher than ttable
(2.004) at the level of significance of 0,05 of two-tailed test. It means that Ha is
accepted. Thus, it can be concluded that there is a significant effect of using
Wordless Picture Book as Media Learning on Students’ Achievement in Writing
Narrative Text.
B. Suggestion
Based on the finding, it is suggested that :
1. For the English teacher, it is better to use Wordless Picture Book in
teaching narrative writing because by using this media the students can be
more enjoyable in writing narrative text and hopefully the students’
score in writing narrative is higher when Wordless Picture Book is used.
2. English teachers should be able to make some variations in teaching
writing especially on narrative text which is appropriate with the ability of
3. For students, it will make them easier to make a good narrative text and
give the students invaluable benefit because it helps them to make writing
more fun and make them feel comfort in writing.
4. To all the readers, may this research will bring you into good
understanding how to improve the students’ narrative writing achievement
by using Wordless Picture Book.
5. It’s suggested for the readers to take consideration to Wordless Picture ook
