i
THE USE OF ILLUSTRATION METHOD TO IMPROVE
THE STUDENTS’ ABILITY IN
WRITING REPORT OF
THE NINTH GRADE STUDENTS
OF SMPN 1 WONOSEGORO
IN THE ACADEMIC YEAR 2015/2016
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
requirements for the Degree of Sarjana Pendidikan Bahasa Inggris
(S.Pd.I)
In the English Education Department of Teacher Training and
Education Faculty
BY
:
ULFAH RAHMAWATI
113 11 056
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
ii
DECLARATION
In the name of Allah, The most gracious and most merciful.
Hereby the researcher declares that this graduating paper is made by the
researcher and it is not containing materials written or has been published by other
people except the information from references.
The researcher is capable of accounting for this graduating paper if in
future this is can be proved of containing other‟s ideas, or in fact, the researcher
imitates the others‟ graduating paper.
In addition, the researcher really hopes that this declaration can be
understood for all human being.
Salatiga, August 23th 2015
Researcher
iii
MINISTRY OF RELIGIOUS AFFAIRS
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. TentaraPelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721 Website: www.iainsalatiga.ac.id email: administrasi@iainsalatiga.ac.id
Dr.H. Sa’adi M.Ag.
The Lecturer of Teacher Training and Education Faculty (TTEF)
State Institute for Islamic Studies of Salatiga
ATTENTIVE COUNSELOR’S NOTE
Case: Ulfah Rahmawati‟s graduating paper Salatiga, August 23th 2015
Dear
The Rector of State Islamic Studies
Institute of Salatiga
Assalamu’alaikumWr. Wb.
After reading and correcting ulfah rahmawati‟s graduating paper entitled THE
STUDENTS’ ABILITY IN WRITING REPORT OF THE NINTH GRADE STUDENTS OF SMPN 1 WONOSEGORO IN THE ACADEMIC YEAR 2015/2016. I have decided and would like to propose that if it could be accepted by Teacher Training and Education Faculty (TTEF), I hope it would be examined as soon as possible.
Wassalamu’alaikumWr. Wb.
Counsellor
iv
GRADUATING PAPER
THE USE OF ILLUSTRATION METHOD TO IMPROVE THE
STUDENTS’ ABILITY IN WRITING REPORT OF THE NINTH GRADE STUDENTS OF SMPN 1 WONOSEGORO IN THE ACADEMIC YEAR
2015/2016
WRITTEN BY:
ULFAH RAHMAWATI 113 11 056
Has been brought to the board of examiners English Education Department of Teacher Training and Education Faculty (TTEF) of State Institute for Islamic Studies of Salatiga on August 29th, 2015 and hereby considered to completely fulfill the requirements of the Degree of Sarjana Pendidikan Islam (S.PdI)
Board of examiners,
Head :Rr. Dewi Wahyu Mustikasari,M.Pd . ____________
Secretary : Dr.H.Sa‟adi M.Ag ___________
First Examiner : Rifqi Aulia Erlangga, M.Hum ____________
Second Examiner :Sari Famularsih, M.A ____________
Salatiga, August 29th 2015
Dean of Teacher Training and Education Faculty (TTEF)
v
MOTTO
“
I think and think for months and years.
Ninety-nine times, the conclusion is false. The hundredth
time I am right."
”
(Albert Einstein)
“
A person who never make a mistake never
tried anything new”
vi
DEDICATION
This work is sincerely dedicate this graduating paper for:
My sweet family, father (Ali mahmud), mother (Kasmiyati), all my young
sisters (hana layinatussyifa), and (nur laila oktavia) thanks a lot of your
loving, support, guidance, and pray. May Allah award best for every single
vii
ACKNOWLEDGEMENT
Alhamdulillahirobbil „alamin… All praises and thanks are just for ALLAH
Subhanahu wa Ta‟ala, the Almighty God and the Lord of the universe, only for His mercy and guidance I can finish my graduating paper,because the researcher
could complete this graduating paper as one of the requirements for getting
Educational Islamic Studies (S.Pd.I) in English Department of Educational
Faculty of State Islamic Studies Institute (IAIN) of Salatiga in 2015. By doing
everything, all complicated things easier to do.
This graduating paper would not have been completed without supports,
guidance advice, and help from individual‟s institution. Therefore, I would like to
express deep appreciation to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd. the Dean of Teacher Training and Educational Faculty of
State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mr.Dr.Sa‟adi.M.Ag, the counselor of this graduating paper. Thanks for suggestion and recommendation for this graduating paper from beginning
until the end.
4. Mrs. Noor Malihah, Ph,D. the Head of English Education Department of
State Institute for Islamic Studies (IAIN) of Salatiga.
5. All lecturers of English education department, (Mr. Dr. H Sa'adi M.Ag, Mr.
thanks you all for your advices, knowledge, motivation, advice, attention,
insight, values etc.
6. All the lecturers of State Institute for Islamic Studies Salatiga
viii
8. My second family in boarding house (Ifah, Nova, Dek Eka, Isna, Nurul,
Dayah, Dwi And Via) thanks for your kindness.
9. My crazy friends (nova, sifa, sari, ifah,cikmah, lita,, vivin,dewi) thanks for
your sweet memories that always make my daily life are so colorful. I will
never forget you all
10.All of staff who helped the researcher in processing of thesis administration.
11.All of TBI 2011.
12.Those cannot be mentioned one by one.Thanks for your motivation, support,
helps, learn, love and care, thank you so much.
Finally, it has to be admitted that nothing in the world is perfect, which
iscertainly true of this small piece of writing. The writer is fully aware of this, but
on the other hand, she hopes that this graduating paper will be useful especially
for herself and for the reader in general.
Salatiga, September 23th2015
The Researcher
ix ABSTRACT
Rahmawati, Ulfah.2015: “The Use Of Illustration Method To Improve The
Students‟ Ability In Writing Report Of The Ninth Grade Students Of Smpn 1 Wonosegoro In The Academic Year 2015/2016”. Graduating Paper.Teacher Training and Education Faculty (TTEF).English Education Departemant.State Institute for Islamic Studies. Counselor :Dr.Sa‟adi, M.Ag
Keywords : Illustration Method, Report Text, Classroom Action Research
This is a classroom action research. It is aimed to find out the improvement of report students‟ writing skill of 9th grade students of SMPN 1Wonosegoro In The Academic Year 2015/2016 through illustration method. Besides that, it is also to describe the process of teaching writing using illustration method to 9th grade students of SMPN 1Wonosegoro. The data is obtained by giving pre test and post test in each cycle. The result shows there are improvement
in students‟ writing skill. It can be seen at the mean of pre test and post test. In cycle II the mean of pre test and post test are 67,96 and73.83. The mean of the pre test and post test in cycle III are 74,53 and 81,58. The process of the research took place for two weeks, precisely it is three meetings. Students could follow the teaching-learning process well. They could show their interests in the lesson. Based on the analysis the writer concludes that students of 9th grade in SMPN 1Wonosegoro can improve their report through illustration method.
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TABLE OF CONTENT
TITLE... i
DECLARATION ...ii
ATTENTIVE COUNSELOR NOTES ... iii
STATEMENT OF CERTIFICATION ...iv
MOTTO ...v
DEDICATION ...vi
ACKNOWLEDGEMENT ...vii
ABSTRACT... ...ix
TABLE OF CONTENT...x
LIST OF TABLES ...xiv
CHAPTER I INTRODUCTION A. Background of Study. ... ...1
B. Problem of Study...4
C. Objectives of Study ... ...4
D. Significant of Study.. ... ...4
E. Definition of Key Terms...5
F. Scope of Research ... ...6
G. Outline of Research . ... ...6
CHAPTER II LITERATURE REVIEW A. Review of Previous Research...8
B. Method... ...8
xi
2. Method of learning ... ...10
3. Types of method ... ...15
C. Media ... ...20
1. Definition of Media...20
2. Kinds of Educational Media... ...21
3. Function Of Media...23
4. Media of Illustration ...23
D. Report Text...26
1. Definition of report text...26
2. Generic Structure of Report text...26
3. Significant lexicogrammatical features...27
4. Example of Report Text ...27
CHAPTER III RESEARCH METHODOLOGY A.Research Setting ... ...29
1. General Description of SMP N 1 Wonosegoro ... ...29
2. Setting of Time ...29
3. Condition of Teacher and Staff ... ...37
4. Facilities of SMPN 1 Wonosegoro ...38
5. Organization Structure ... ...40
6. Distribution of the Group ... ...41
7. List of Students in Writing Class by Using illustration method ...41
xii
1. Setting of the research...34
2. Method of the research...34
3. Procedure of the research...35
4. Method of analysis ...37
C. Role of reseacher...42
CHAPTER IV THE IMPLEMENTATION OF THE STUDY A. First cycle...43
1. Planning ...43
2. Action ...43
3. Observation ...44
4. Reflection ...49
B. Second Cycle ... ...50
1. Planning...50
2. Action ...50
3. Observation ...53
4. Reflection ...62
C. Third Cycle...63
1. Planning ...63
2. Action ...63
3. Observation ...64
4. Reflection ...73
xiii
CHAPTER V CLOSURE
A. Conclusion... ...76
B. Suggestion ... ...77
REFERENCES
CURRICULUM VITAE
xiv
LISTS OF TABLES
Table 2.1 Generic Structure Analysis...26
Table 2.2. Lexicogrammatical features analysis... 26
Table 3.1. List of Teachers And Staff...37
Table 3.2 Facilities of SMPN 1 Wonosegoro...39
Table 3.3 Total of Students...32
Table 3.4 Distribution of group...32
Table 3.5 list of students in writing class by using illustration method...32
Table 3.6 Scoring Guidelines...39
Table 4.1. Students‟ observation sheet...46
Table.4.2 Teachers‟ observation sheet...47
Table 4.3 Students‟ observation sheet...53
Table.4.4 Teachers‟ observation sheet...55
Table 4.5.Callculation of the average differences of pre-test and post...58
Table 4.6 Students‟ observation sheet...61
Table 4.7. Students‟ observation sheet...65
Table.4.8 Teachers‟ observation sheet...67
Table. 4.9 Calculation of the average differences of pre-test and post-test...70
Table.4.10 Students‟ observation sheet...72
1
CHAPTER I
INTRODUCTION
A. Background of the study
Language is a tool to communicate with other people. In daily life
everyone need communication to give information about something. They use
communication in verbal and written. English is choosen as international
language to communicate with other people which come from different
country. Indonesian goverment has considered English as foreign language in
Indonesia. It is the first foreign language to be taught in the schools. It is
taught from first grade from the first of Junior High school (SMP) up to the
third of Senior High School (SMA) and in the university.
Altough English has been taught since Junior High School (SMP), it
does not mean that the students have good skill in English. Every student
should master English skills like speaking, writing, listening and reading.
Writing is an important aspect to learn in learning English. The student will
learn grammar, spelling, punctuation, structure, genre of writing
comprehensively. In reality, many people complain about the poor English
mastery. The majority of them can not write correctly.
Writing begin at the time when man learn how to communicate his
thought and feeling by means of visible sign, understandable not only to
himself but also to all the other person more or less initiated into the partcular
system(Gelb1969 :11). It will be advantageous for the students to increase
2
such as descriptive text, narrative text, report text, exposition text so on.
Many students have poor skill in writing report. They often observe or give
information to their friends in their daily live. It needs good text to deliver the
message or information in good way.
Report text is basic and crucial component of language leraning in
delevering information to other people. Report text is also known as
informational report about an event or situation. The students need report text
to serve to provide information an event or situation after investigation and
though the multi consideration.
The fact shows that many students have difficult to understand
report text. They feel confused in understanding report text because it is most
same with discription text. The teacher also still uses the same and
monotonous method to teach the student. Thus the students are confused with
report text.
Based on the observation in SMPN 1 Wonosegoro ,there are several
reasons why their report ability are poor.
First, the students do not have interest in the teaching learning
English,it can be seen from the face of students. Interest is one on awereness
that an object or situation always deal with him. They have no desire and
behaviors with the language being learned because the students do not
respond the question. A student who has less motivation in learning or
practicing the language inside or outside classroom will be more difficult in
learning English .As good teacher, the teacher motivate by arranging
3
between the subject matter and their life. For example, the teacher gives
explanation that learning English is very important in this globalization era.
Second, the teacher needs a creativity to attrack the students. In the
reality, many teachers still use same method in teaching report. It will make
the students bored .So the teacher needs creativity to attrack the students. The
teacher can find it on the web of internet, in the book or the teacher can create
it. It will increase the attention of student to the material.
Third, the teacher needs a different media to attrack the students.
The teacher changes the traditional approach fundamentaly. Teacher can use
picture, graph, maph, video and presentation. These media will make the
students easier to understand. It will also make students more concentrte or
focus with the lesson .
The last, the teacher use method appropriately with the situation
and the necessary of students. The uses of same method in teaching report
text will make student bored. So the teacher tries the other method which is
interesting and appropriate with the necessary of student.
Based on assumption the writer is interested in conducting a
research entitle “THE USE OF I LLUSTRATION METHOD TO IMPROVE
THE STUDENTS‟ ABILITY IN WRITING REPORT TEXT OF THE NINTH
GRADE STUDENTS OF SMP 1 WONOSEGORO IN THE ACADEMIC
4 B. Problems of Study
The problem discussed in this proper can be stated as follows:
1. To what extent is the increase of students‟ ability in writing report text of
the ninth grade students of SMP 1 Wonosegoro in academic year of
2015/2016?
2. To what extent is the different improvement the students‟ ability in
writing report of the ninth grade students of SMP 1 Wonosegoro in
academic year of 2015/2016?
C. Objectives of Study
The objective of the study are as follows :
1. Whether or not illustration method can increase the students‟ ability in
writing content of report text of the ninth grade students‟ of SMP 1
Wonosegoro in academic year of 2015/2016.
2. To the different improvement the students‟ ability writing report text of
the ninth grade students of SMP 1 Wonosegoro in academic year of
2015/2016?
D. Significance of Study
The result of this study can give some benefits to the researcher,
teachers and students. Here are the benefits :
1. For the researcher:
a. The findings of the research can give description on how to teach
5
b. It can increase knowledge and experience about using illustration
method in teaching writing report process.
2. For the teachers:
a. To help the teacher to decide the best technique in teaching writing
report in Junior High School.
b. Teacher can use illustration method to teach writing report by using
this method, teacher can check students understanding of the
previous writing report mastery.
3. For the students:
a. The findings of the research can improve students‟ interest and
motivation in learning writing report.
b. The illustration can encourge student to learn writing report.
E. Defenition of Key Terms
1. Illustration method
Illustration involves the use of graphs, maps, figures, and
pictures for the purpose of explaining and making things more clearly.
(Sharon K.Z and Weldon F.Z, 1977:11)
2. Report
According to Gerot and Wignell as quoted by Pestaria (2014:29)
define that Report is a text which can be written out with a descriptive
technique. It describes an object to the readers. The length of the text
6
may be defined to describe the way things are, with reference to a range
of natural, man-made and social phenomena in our environment.
Thus, the actual descriptive text of the report and have a fairly
clear difference. In essence the report usually contains the text that the
facts canbe proved scientifically
F. Scope of the Research
The research is limited on the use of illustration method improving
the writing ability of the ninth grade students of SMP 1 Wonosegoro. It is
used to improve the students‟ ability in writing report text. Writing ability
here focuses on finding idea to write. The researcher focuses on finding
idea because most of students have difficulty in finding idea to complete
their writing so the reseacher provides some pictures releted to the text to
stimulate or inspire the student in finding the idea to write.
G. Outline of Study
As guidance for either writer in writing thesis or reader of whole
content of thesis, the writer needs to set up thesis outlines.The paper consists
of five chapters, the writer presents: the background of the study, statement of
the problem, the benefit of study, the significance of study, defenition of key
term, review of the previous research, scope of the research, reseach method,
and outline of the study.
Chapter two is literature review. It defines the methods, method
7
Definition of report text, general structure of report text and kinds of writing,
definition report text, the purpose of report text, and definition of illustration
method.
Chapter three is general description of SMPN 1 Wonosegoro,
indentity of school, the situation of educational facilities,the situation of
teachers and staffs, the number of students of SMPN 1 Wonosegoro and the
organization structure of SMPN 1 Wonosegoro.
Chapter four is the implementation of CAR (cycle I, cycle II,cycle
III) , Analysis of Students‟ Improvement and The Extent of Using illustration
method
Chapter five is closure that consists of the conclussion and
8 CHAPTER II
LITERATURE REVIEW
A. Review of the Previous Research
In this research the writer takes a previous research. The research
that had been done by Ulfa Nur Hasanahwith her research paper entitled
“The Use Of Illustration Method To Improve Vocabulary Mastery Of The
Second Year Students Of MTsN Sambi Boyolali In The Academic Year
2010/2011”. The aims of her research are first; to find out the difference
of vocabulary mastery after the use of illustration method. The second; to
find out the significant difference of vocabulary mastery after the use of
illustration method.
B. Method
1. Defenition of the Method
The word method is so famous in teaching learning process.
Anthony as quoted Richards J.C and Rogers,(2001:19) defines method
is an overall plan for the orderly presentation of language material, no
part of which contradicts, and all of which is based upon the selected
approach.
Methodology is the systematic, theoretical analysis of the
methods applied to a field of study. It comprises the theoretical
analysis of the body of methods and priciples associated with a branch
9
theoretical model, phases and quantitative or qualitative techniques.
( Shirish T.S,2013:5)
A methodology does not set out to provide solution – it is,
therefore, not the same thing as a method. Instead, it offers the
theoretical underpinning for understanding which method, set of
methods or so called “best practices” can be applied to specific case,
( Shirish T.S,2013:5) for example , to calculate a specific result.
It has been defined also as follow :
a. “the analysis of the priciples of methods, rules and
postulates employed by a discipline”
b. “the systematic study of methods that are, can be, or have
been applied within a disciplin”
c. “the study or description of methods” (Shirish T.S,2013:6)
In the Longman dictionary of applied linguistic, methodology is
defined as follow:
a. the study of practice and procedure used in teaching, and the
princuples and beliefs that underlie them.
1) Study of the nature of Languange skill (e.g. reading,
writing, speaking, listening) and procedure for teaching
them.
2) Study of the preparation of Lesson Plans material, and
10
3) The evaluation and comparison of languange teaching
method
b. Such practice procedures, principles, and beliefs themselves. One
can, for example, criticize or praise the methodology of
particularly language course. (David Nunan,1991:2)
2. Method of learning
There has been tendency historically to equate
methodology with method. As richards (1987:11) points out, the
goal of many language teachers is to find the right mrthod: the
history of our profession in the last hundreds years has done much
to support the impression that improvements in language teaching
method. He goes on to say that for many years it was believed that
linguistic or psycholinguistic theory would uncover the secrets of
second language acqusition, and then the problem of how to teach
of second language would be solved once and for
all.(Nunan1991:3)
Method is very important as guide to teach the students.
The teacher has many options to choose from, different techniques
or methods, designed specifically for teaching and learning.
Writing lesson plans is a foremost thing that a teacher must do,
11
(Tiwari,
www.buzzle.com/articles/teaching-methods-in-education.html, access juli 10th 2015)
The teaching method should be adopted on the basis of
certain criteria like the knowledge of the students, the environment,
and the set of learning goals decided in the academic curriculum,
Here are some of teaching methods :
a. Questioning
Testing and questioning are always known to be
effective methods due to its interactive nature. The
questions are asked by the teacher with an intention to know
what the student has learned from earlier discussions. It
helps in deciding what should be taught further.This can
even be vice-versa - students questioning the teachers to
clarify the doubts that would enhance their understanding of
the subject.
The inquisitive instinct of the students evoke them
to ask questions and satiate their query.The teacher should
encourage this in a positive way so that the student's critical
thinking is developed. Testing differs in one aspect from
questioning. A test is taken in order to know about the
previous knowledge, what has been already taught to the
12
b. Explaining
Sometimes, the experiences can also be shared as a
part of knowledge that would work as a source of
inspiration for the students. While adopting this method, the
teacher should give an introduction and a proper summary.
Make sure that the information is specific to the
audience.The explanation should be accompanied with
suitable examples for a better understanding of the students.
It is like a discourse on a particular subject or topic that is
for the entire class or public. Explaining can be clubbed
with the modeling process to be more effective, and to
have a long-lasting effect on the pupils.
(Tiwari,www.buzzle.com/articles/teaching-methods-in-education.html,access julyth 10 2015)
c. Modeling
Modeling is a type of visual aid for teaching as well
as learning. It is a known fact that the human brain absorbs
more, and understands better, when visual aid facilitates
explanation. This method works on three criteria -
observing, retaining, and replicating.
The students learn more by observing the things,
and acquire it by imitating it time and again. This is also
13
very important role to play in the learning process,
especially during the childhood, though it can happen in
any stage of life. This helps the students to visualize things
and, then hypothesize the solution.
(Tiwari,www.buzzle.com/articles/teaching-methods-in-education.html, access july 10 th 2015)
d. Demonstrating
With the help of demonstrative teaching, students
get an opportunity to explore the various aspects and
understand the theory from a different perspective.
Demonstration is a step-by-step explanation, along with
their reasons, and significance for the better understanding
of the student.
It enhances the student's understanding by
practically applying the knowledge, and sharpen their skills
and hence, help them in identifying and organizing the
subject matter in a more efficient way. Practical
experimentation is a very good method used for
demonstrating the subject.
(Tiwari,
www.buzzle.com/articles/teaching-methods-in-education.html, access july 10th 2015)
e. Collaborating
14
The students are taught to work in a group that makes the
instructing easier for the teacher. This method of teaching
promotes a sense of mutual responsibility among the
students. They learn to put in more effort to research for the
topic, and apply effective techniques to get the result. This
inculcates patience and develops an ability to critically
analyze a subject.
It gives an opportunity to the students to solve the
problem by a healthy discussion and co-operation. This is
what we call 'group discussions' which motivates the
students to perform in a team, show leadership skills, and
enhances the presentation capabilities as well. This is one of
the best, direct instructional methods.These techniques for
special education is a little different from the methods and
theories for others. The education is imparted to these
students based on their strengths and weaknesses.
The teachers cater to the special needs of the
students like modification in the regular teaching program,
use of supplementary aids that allows students to participate
in the learning process. Different effective teaching
strategies are adopted on the basis of the disabilities. Four
kinds of provisions are adopted in special education and
15
exclusion.Apart from these defined methods, nowadays
many other methods are being adopted to give quality
education.
Methods like role-play, story or games, seminars,
presentations, workshops, conferences, brainstorming, case
study, educational trips and modern audio-visual aids like
documentary films, computers, Internet, etc., have been
introduced in education. These new methods have increased
the pace of learning and understanding. This also enhances
the capability of the students to research and think logically
about a given problem.
(Tiwari,
www.buzzle.com/articles/teaching-methods-in-education.html, access july 10th 2015)
3. Types of methods
There are many way to teach an educational objective.
Sharon and Weldon (1977:3-55) classify that there are many
methods that can be chosen, that are as follows:
a. Lecturing
A lecture is an oral presentation given to a class by
teacher and its main purpose is to present a large amount of
students in short time. In this method teacher gives an oral
presentation while students listen and take notes. Formal
16
types of media and very little, if any, student pasticipation is
encouraged. Informal lectures are not so teacher-oriented, and
include the use of other media, illustration, demostration,
and pupil participation.
In a lecture, three fundamental section are necessary.
First an introduction catch the attention of student. Second,
the body should be well organized and developed. And third,
a summary should tie all the main points together. After the
lecture, the instructor evaluate it as to students‟ reactions, the
subject matter, method of presentation, and wheter or not it
accomplished what it is suppossed to do. (Sharon and
Weldon,1977:3)
b. Directed discussion
It includes listening, questioning, sharing and
commenting, then evaluating the topic between teacher and
the students. This method needs a preparation before
starting the discussion. At the first time teacher can give a
question, then the students ask to improve the topics by
themselves.
The teacher summarize the discussion and have
follow up activities planned. Student may able to suggest
17
participating in the discussion. (Sharon and
Weldon,1977:6)
c. Demontration
It is showing procedures to explain and inform the
students about the topics. In this method, teacher tries to
shows how to do something, but it involves more than just
showing the skills or procedures. Teacher can use the aids
and medium to complete the shows. Actually teacher uses
this method mainly during the intruduction and
developmental stage in every unit. (Sharon and
Weldon,1977:9)
d. Recitation
In some teaching process, recitation occurs when
students orally recite some material; then, they memorize
by answering the questions asked by teacher. This is kown
as the assign study recite procedure. Its main purpose is to
assesss orally the amount of progress made by student, if
this method is over used it will be inflexible. Then the
student will feel bored with the teaching process.(Sharon
and Weldon,1977:13)
e. Drill and practice
Drill is repeated operation or exercises intended to
18
given a drill, then students practice to answer some
question to know the development of the study. This
method is used best to teach a skill in
memorization.(Sharon and Weldon,1977:28-28)
f. Homework
This is the most use by teacher in teching learning
process. It is just any work or task related to classroom
activity that is perfomed outside the school. And it should
be done at home. Actually its main porposes are to provide
students an opportunity to practice and expand upon what is
done in class.( Sharon and Weldon,1977:37-38)
g. Debate
Debate in when two or more, usually four students,
argue for or againts a particular proposal, topic, or course of
action. The main purpose is to present and discuss opposing
points o view about particular topic.(Sharon and
Weldon,1977:53)
h. Brainstorming
Brainstorming is a group of from fivr to twelve
students involved in spontaneous discussion for the purpose
of solving a problem. New thought or ideas are spur of the
moment and are not to be judged as god or bad at this point.
19
other pupils, so many suggestion are made rapidly. Its main
purpose is to generate quick ideas and suggestions for
solving aproblem.(Sharon and Weldon,1977:55)
i. Illustration method
Generally , teaching-learning process in indonesia is
lack of facilities.There is no available teaching aids in
school,especially in junior high school. In fact, there many
ways and approaches from which teacher can choose to
reach an educational objective. By employing a variety of
methods, students and teachers are more interested and
motivated for teaching and learning.
Illustration method can be used as one of methods to
attract students‟ attention. Illustration involves the use of
graph , maps, figure, and pictures for the purpose of
explaining and making thing more clear. (Sharon K.Z and
Weldon F.Z ,1977:11).
The use of illustration methods , teacher show a
picture, model or figure for students to see. Illustration can
be used to help teacher to explain clearly. Illustration
method serve as virtual image and can be used in all
classroom. They also help student see practical applications
20 C. Media
1. Definition of Media
Association for Education and Communication Technology
(AECT) defines all forms of media that is used for the information
distribution process. Media is something that is delivering
message,and can stimulate thoughts, feelings ang willingness audience
(students) so as to encourage the learning process in itself. Creative
use media use will allow the students to learn better and can improve
the performance of them in accordance with the objectives to be
achieved(Asnawir and Usman,2002:11)
Media is media means many different things to different
people. The most immediate connotation of the term “media” at least
must be related to language teaching. All aids, mechanical and
non-mechanical, glossy and non-glossy, commercially available and
teacher-made, should be part of our definition of language teaching
media (Brinton,2001:460)
Teachers use media when teaching second or foreign language
are self-evident to experienced classroom teachers. In short, media
help teachers to motivate students by bringing a slice of real life into
the classroom and by presenting language in its more complete
communicative context. The following statements summarize the
21
a. Given the role media play in the world outside the classroom,
students expect to find media inside the classroom as well.
b. Audiovisual materials provide students with content,
meaning, and guidance.
c. Media materials can lend authenticity to the classroom
situation, reinforcing for students the direct relation between
the language classroom and the outside world.
d. Since the learning styles of students differ, media provide us
with a way of addressing the needs of both visual and auditory
learners.
e. The role that input plays in language learning is virtually
uncontested. By bringing media into the classroom, teachers
can expose their students to multiple input sources.
f. Media can help students call up existing schemata and
therefore maximize their use of prior background knowledge
in the language learning process.
g. Media provide teachers with a means of presenting material in
a time-efficient and compact manner and of stimulating
students‟ senses.(Brinton,2001: 461)
2. Kinds of educational media
According to Omar Hamalik as quoted by Asnawir and Usman
22
“pattern (pola)” to classifiyed the educational media. Omar Hamalik
states that eduactional media are classfied
a. Supplementary material that includes books, comics, news paper,
magazines, bulletins, folders, pamphlets, and etc. The media
usually contain reading materials and also with the use of word
symbols and visualization.
b. Audio- visual aids. The aids are
1) Non projection media, like blackboard, bulletin board,
panel board, draft, graph, cartoon, comic, picture.
2) Three dimension media. The aids are model, the real thing
example, realia, diorama, doll, mask, ritratoon, rotatoon
charts, globe, television, amd school museum.
3) Educational media which use some technique or
mechanization. This part includes slide and film, strip
film, recorder, radio, television, electronic, laboratory,
oto-instruction tools, automotive classroom, inter
communication on computer system.
4) Material collections. There are thing which are brought
from society and are studied in schools like a piece of
23
5) Behavior example from teacher. It includes behavior from
teacher as hands, foot, physical movements, facial
expressions, and others.
3. Function of media
Teacher can get benefit from educational media. Because
the educational media have great function to support teaching
learning process. Basyirudin Usman propose the functions of media.
The functions of them are :
a. Help to make easy the learning of students and easy
teaching for teacher
b. Give the more real experience.
c. Get student attention ( the learning process is not bored).
d. All of the sense of the student can be actived. The weakness
of one sense can be balanced by the power of the other
sense.
e. It more attract student attention in learning
f. Can combine the theory and the reality or practice.(Asnawir
and Usman,2002:24-25)
4. Media of illustration
Illustration involves the use of graph , maps, figure, and
pictures for the purpose of explaining and making thing more clear.
24
method, teacher show picture,model or figure for student to see. It
can be used to help teacher to explain clearly. It also help students
see practical application of interest.
a. Picture
1) Defenition of picture
Picture is one of resoures medium that can help
teacher to succed in teaching learning activities.a picture is
a flat visual representation of an object, person or view and
its main purpose is to draw attention to or emphasize a
certain thing. (Sharon K.Z and Weldon F.Z,1977:78)
2) The characteristics of picture media
Wright (1989:2-3) consider that there are five
criteria for selecting picture, they are easy to prepare, easy
to organize, interesting, meaningful and authentic,
sufficient and amount of language.
3) Sources of picture
According to Andrew Wright, ( 1989: 182-187)
there are many sources of picture media.
a) Magazine
b) Calendars
c) Advertisement and publicity
d) Newspaper
25
f) Holiday brochures
g) Greeting cards
h) Postcards
i) Poster
j) Comics and cartoon strips
k) Wallcharts
l) Stamps
m) Playing cards
b. Maps
A maps is a visual graphic representation of all portion of
the carths boundaries. It is usually on a flat surface and is drawn
to a scale. Its main purpose is to assist the quick identification and
locationof countries, boundaries,products and climates. (Sharon
K.Z and Weldon F.Z,1977:88-89).
c. Graphs
A graph is a visual pictorial which shows numerical or
quantitative relationship and condenses them. Its main purpose is
to show in plain term the meaning of the large amounts of
complicated information.the most common forms of graph are the
circle, bar , line and pictorial which is a combination of picture
symbols usually used with the bar graph. (Sharon K.Z and
26 D. Report
1. The Defenition Of Report Text
According to Gerot and Wignell as quoted by Pestaria
(2014:29) define that Report is a text which can be written out with
a descriptive technique. It describes an object to the readers. The
length of the text depends on the specific details of the object being
described. A report may be defined to describe the way things are,
with reference to a range of natural, man-made and social
phenomena in our environment.
Thus, the actual descriptive text of the report and have a
fairly clear difference. In essence the report usually contains the
text that the facts canbe proved scientifically.
2. Generic Structure of Report text
A report text has some elements, they are: Generic
Structure and Significant lexicon grammatical feature.Generic
Structure of Report Text is as follow:
a. General Classification : tells what the phenomenon under
discussion is
b. Description : tells what the phenomenon under discussion is
like in terms of : Part (and their functions) ,Qualities ,Habits or
behaviours, if living: uses, if non-natural (Pestaria,dkk, IOSR
Journal, vol19,Februari 2014:29).
27
a. Focus on generic participants
b. Use of relational process to state what is and that which it
is. These relational processes have largely been written
about abstractly and even metaphorically, however, rather
than in terms of specific exchanges at the local level of the
interaction, such as: be, feel, become, remain, turn into,
grow into, seem, appear, look, measure, function as, mean,
make, include, form, express, consider, have/has, need,
consists of (Halliday & Matthiessen as quoted by Pestaria
,2014:30)
c. Use of simple present tense
d. No temporal sequence (pestaria,dkk, IOSR Journal, vol19,
Februari 2014:30).
4. Example of Report Text
Whales
Whales are sea living mammals. They therefore breathe air
but cannot survive on land. Some species are very large indeed and
the blue whale, which can exceeds 30 m in length, is the largest
animal to have lived on earth. Superficially, the whale looks rather
like a fish, but there are important differences in its external
structure;Itstail consists of a pair of broad, flat, horizontal paddles
(the tail of a fish is vertical) and it has a single nostril on top of its
28
The skin is smooth and shiny and beneath, it lays a layer of
flat (blubber). This is up to 30 cm in thickness and serves to
conserve het and body fluids.(Gerot and Wignell, as quoted by
Pestaria 2014:30)
Table 2.1 Generic Structure Analysis
Generic Structure analysis:
General Classification : Whales are sea living mammals.
Behavior : They therefore breathe air but cannot survive on land.
Quality : Some species are very large indeed and the blue whale, which can exceeds 30 m in length, is the largest animal to have lived on earth. Superficially, the whale looks rather like a fish, but there are important differences in its external structure.
Parts : Its tail consists of a pair of broad, flat, horizontal paddles (the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shiny and beneath, it lies a layer of flat (blubber). This is up to 30 cm in thickness and serves to conserve het and body fluids.
(Pestaria,etc, IOSR Journal, vol19, Februari 2014:30).
Table 2.2. Lexicogrammatical features analysis Lexicogrammatical features analysis:
Focus on generic participants : Whales, sea living mammals, they, some species, the blue whale, the whale, its, tail, the tails of a fish, it, the skin, a layer of fat, this, heat and body fluids.
Use of relational process
to state what is and that which it is :
Exceed, looks, consists of, has, is.
Use of simple present tense : Breathe, survive, exceeds, looks, consists of, has, lies, serves, to conserve.
29 CHAPTER III
RESEARCH METHODOLOGY
In this graduation paper, the researcher has to collect data from the objects
of research that called informants. This research is conducted at SMP N
1Wonosegoro, Boyolali.
A. Research Setting
1. The General Description of SMP N 1 Wonosegoro
SMP N 1Wonosegoro is one of junior high school in
Wonosegoro village and around there.The school is located at Jl.
Raya Wonosegoro, sub district Wonosegoro with Mr. Drs.Sumarno
as the principal. This school is standing start in 1964 with the name
SMP Persiapan wonosegoro , in 1981 turned into SMP Negeri
1Wonosegoro This school land area is 9.295 m2 and building area
is 4.691 m2. Total area classrooms are 22, library and computer
laboratory.
2. The Setting of Time
The research is carry out at SMPN 1 Wonosegoro in
academic year 2015/2016. This research begin from August 2015
to September 2015 exactly in the end of August is observation in
SMPN 1 Wonosegoro and 5th until 12th September the research is
begun in IX C. The researcher act as the teacher and the learning
process is observed by partner of the reseacher.The writer arrange
30
and reflection. The classroom action research is applied in IX C of
SMPN 1 Wonosegoro.
3. The Condition of Teacher and Staff
Educational is combination efforts of several forces to
achieve commons goals. One of them is teacher with formal
qualification and staff/officer who always help the teacher to create
teaching and learning process. Both teacher and staff will make
teaching and learning process better.Teacher is someone who
transfers knowledge for the students. They transfer some materials
and skills during teaching and learning process. They facilitate the
students to get their talent therefore the teacher is important in
teaching-learning process. The situation of teacher and staff
in SMPN 1 Wonosegoro, as follow: Table 3.1.The List Of
Teachers And Staff (enclosing document)
4. The Facilities of SMPN 1 Wonosegoro
Facilities are media which can support the
students‟achievement in the school. There are some facilities which
needed by teachers and students to support teaching learning
process. Table 3.2 The Facilities of SMPN 1 Wonosegoro
31 5. The Organization Structure
Graphic 3.1 The Organization Structure
THE STRUCTURE OF SCHOOLS’ ORGANIZATION
OF SMPN 1 WONOSEGORO
Head master
Agus Niam Al Hamin,
S.E Typing adm
Umi Nurul
Hidayati, S.Kom
School keeper
Suhadi and Wiyanto Muncul Sugiyanto
Cleaning keeper
32 6. The Distribution of groups
The distribution of the groups in SMPN 1 Wonosegoro as follow:
Table 3.3 the total of students
Students
Male Female Total
301 399 700
Table 3.4 The Distribution of group students
No Group
Sex
Total Male Female
IX A 12 18 30
IX B 14 16 30
IX C 14 16 30
IX D 14 16 30
IX E 14 16 30
IX F 12 17 29
IX G 13 16 29
IX H 12 16 28
IX I 23 11 34
7. The List of Students in Writing Class by Using Illustration Method
The researcher conducted this action research in SMPN 1
Wonosegoro and especially concern in the third grade.This class consists
of (14 )students, they are(16 )males and (30 )females. The data can be
33
Table 3.5 the list of students in writing class by using illustration method
NO Name Gender
1 Ahmad Dani Refangga Male
2 Ahmad Riyadi Male
3 Amin Riskianto Male
4 Arifah Female
5 Bibit Wisnu Saputra Male
6 Dahlia Female
7 Devi Oktavia Female
8 Duwi Siti Qoriah Female
9 Erina Esti Yulianti Female
10 Firda Larasatia Female
11 Galih Setiyawan Male
12 Intan Fazliana Female
13 Laila Safitri Female
14 Lestari Ningsih Female
15 Lia Nur Safitri Female
16 Meylita Agustin Atalia
A'ida Female
17 Muhamad Ilamansyah Male
18 Muhamad Raka Yanuar Male
19 Muhammad Sarifudin Male
20 Nopa Rudi Mardiyanto Male
21 Nor Ulum Male
22 Priyamitra Female
23 Puput Andrea
Ayuningsih Female
24 Rina Adistia Female
25 Rizal Fatikah Umar Male
26 Siti Jamilatun Female
27 Siwi Utami Female
28 Wahyu Joko Lelono Male
29 Wahyu Satria Male
34 B. The Research Method
1. The setting of the research
This research was carried out at SMPN 1 Wonosegoro.
That was located at Jl. Raya Wonosegoro, sub district Wonosegoro.
The object of this research was the 30 students of third grade in
academic year 2015/2016. Most of the students faced the difficulties
in writing skill and they are under average ability.
2. Method of the Research
The type of the research used in this graduating paper is
classroom action research (CAR). According to Stephen Kemmis as
quoted by Hopkins (1993:44), action research is a form of
self-reflective enquiry undertaken by participants in social (including
educational) situation in order to improve the rationality and justice
of their own social or educational practices, their understanding of
these practices, and the situations in which the practices are carried
out.Sarwiji Suwandi also said that the aim of the classroom action
research in educational field is to improve or increase the quality of
learning practice in the class.
The teacher always improves learning practice in the
classroom based on the real experiences directly and it guides with
science and mastery the learning practice theory (Suwandi, 2009:15).
In this CAR, the teacher teach report text by using illustration
35
motivation. Beside, illustration method make the student active
during the teching learning process, especially in report mastery.
3. The procedure of research
In this clasroom action research, the writer will use three
cycles consist of one meetings for each cycle. The procedure of each
cycle were :
a. Planning
The activities were:
1) Preparing materials, making lesson plan, and
designing the steps in doing the action.
2) Preparing list of students‟ name scoring.
3) Preparing teaching aids.
4) Preparing sheets for classroom obseravation.
5) Preparing a test.
b. Action
The activities were:
1) Giving pretest
2) Teaching writing using illustration method.
3) Giving occasions to the students to ask their
36
4) Ask the students about some conclusions of their
writing activities.
5) Giving post-test.
c. Observation
Anne Burns (2010:8) states that in this phase involves
you in observing systematically the effects of the action
and documenting the context, actions and opinions of
those involved. It is a data collection phase where you use
„open-eyed‟ and „open-minded‟ tools to col- lect
information about what is happening.
d. Reflection
At this point, the writer reflects on, evaluates and
describes the effects of the action in order to make sense
of what has happened and to understand the issue that
have explored more clearly. The writer may decide to do
further cycles to improve the situation even more, or to
share the „story‟ of the research with others as part of
your ongoing professional development.(Burn
37
The Procedures are described in this scheme:
4. Method of analysis
In analyzing the data, the researcher used these following
steps, they were:
a. Technique of Collecting Data
In this research, the writer will use qualitative and
quantitative technique. The writer use them to analyze the data
and to describe the students improvement in writing report
abilty through illustration method .
1) Questionnaires
Questionnaires is a number of written used of the sense of
personal reports or other matters known to the
38
2) Observation
The collaborator observe the teaching-learning
process and the students‟ activities. Observation has an
important role not only for classroom research but also more
generally for supporting the professional growth of teachers
and in the process of school development.The writer choose
collaborative action research, which the role of teacher is
carrying out of action plan in classroom, the writer as teacher
and partner of the writer as observer notes all of the
processes in learning activities.
3) Test
Test is series of questions or exercise, other tools used
to measure the skill,knowledge, intelegence, ability, or talent
possessed by individuals or group (Arikunto, 2010:193). The
kinds of the test were pre-test and post-test. In the cycle II
the pre-test and post-test of students was asked to produce
a report text using theme “Animals”. Different theme was
used in the cycle III, the researcher choosed “Fruits” as
theme.The writer used scoring guidelines to grade the
39 Table 3.6 Scoring Guidelines
Component Score Indicator
Content
90 Accordance with the topic and easy to understand
Grammar 90 Slight errors in grammar
80 Some errors in grammar
70 Frequent errors in grammar
40
4) Documentation
Hopkins (1993:140) stated that document surrounding
curriculum or other educational concern can illumine
rationale and purpose in interesting ways. The use of such
material can provide background information and
understanding what issue that would not otherwise be
available. The documentary data are book, transcript,
rapport, official organizational paper, material etc. This
method used to know the conditional of students and teacher,
struc ture of organization, profile and location of school.
b. Technique of Data Analysis
The writer use a statistical technique to find the
mean score of the students. The steps were as follow:
1) Mean
The writer use a formula proposed by Anas
Sudijono (2010: 81) by comparing the mean score, the
writer calculate the students‟ score by using the following
41
2) Standard Deviation
The writer would calculate Standard Deviation with
formula by Anas Sudijono (2010: 306) as follows :
Where,
SD = Standard Deviation for one sample t-test
D = Difference between pre-test and post-test
N = Number of observation
3) T-test
After calculating the SD, the writer will calculate
T-test to know is there any significant differences between
pre-test and post-test with the formula proposed by Anas
Sudijono (2010: 305-306) as follows:
Where,
t = T-test for differences of pre-test and post-test
SD = Standard Deviation for one sample t-tes
D = Difference between pre-test and post-test
42
4) Descriptive technique
Descriptive technique is used to know students‟
participation and their activities in classroom. In this case,
the writer would use field notes which record all of
activities in classroom.
C. Role of Reseacher
In teaching report text, the reseacher uses illustration method. The
reasecher has roles in the class especially in learning process. These are as
follow:
1. Teacher
The researcher as teacher in teaching learning process, She teaches
the student with illustration method and ask the students to work the
test
2. Facilitator
The researcher as facilitator in the classroom. She provide some
picture to the students
3. Participant
The researcher as participant in the classroom. She participate as
equal in the activity. She can give information about the material and
43 CHAPTER IV
THE IMPLEMENTATION OF THE STUDY
In this research ,the researcher as a teacher and her observer was
Mulya Candrasari, the collaborator was Endang Siti Redatini, S.Pd. She was
an English teacher in IX C class. The reseacher arranged three cycle, each
cycle consist of planning, action, observation and reflection. The whole steps
of the research was explained in the explanation below :
A. First Cycle 1. Planning
In this step, the researcher prepared some preparations
before she entered the class. She brought the material, lesson plan,
and designed steps activities. She also brought the students‟ name
based on the attended list and sheet for classroom observation.
2. Implementation of the Action
On Saturday, 5th September 2015 the teacher (the writer)
her observer (Mulya Candrasari) entered the English class and.
The students sat on their chair. The situation was noisy; some of
students still spoke with their friends. After all of the students
ready the teacher lead to pray and then the students sing “Indonesia
Raya” song. The teacher opened by introducing herself and her
observer. Then she greeted and asked about their condition
Teacher asked the students about the material they had
44
and some students still remembered. Teacher said that students
must remember what they have studied. Before explaining the
material, the teacher made a game vocabulary with releted the
example of the text.This game was to make easier in
understanding the text.
Teacher explained the material before, bacause this was
first time the student learned about report text. She began the
lesson and gave the material used paper sheets about repot text. The
teacher asked the students to read the material for about three
minutes. The teacher explained about report text and asked some
question about the material to know students‟ knowledge .The
teacher gave an example of report paragraph
Generic structure of the report text
A kangaroo is an animal found only in Australia, although it has a smaller relative, called a wallaby, which lives on the Australian island of Tasmania and also in New Guinea.
Kangaroos eat grass and plants. They have short front legs, but very long, and very strong back legs and a tail. These are used for sitting up and for jumping. Kangaroos have been known to make forward jumps of over eight meters, and leap across fences more than three meters high. They can also run at speeds of over 45 kilometers per hour.
General Classification
Description
The teacher asked the student to identify the the structure of
report text from the example. The student answered together the
45
students to arrange the jumbled sentences for about 25
minutes.This test was to help the student in understanding the
report text, because in the syllabus, the writing test was given in
second meeting. Then the teacher asked to the class to prepare and
led the prayer to go home.
3. Observing
During the observation, the teacher asked her collaborator to
help the teacher in analyzed students‟ and teacher‟s activities in
teaching learning process by fill up on the following table:
a. Students‟ observation sheet
STUDENTS’ OBSERVATION SHEET
School/Class :SMPN 1 Wonosegoro/IX C Date : September 5 st 2015 Teacher :Ulfah Rahmawati Observer :Mulya Candrasari
Instruction :Give check mark (√) in score coloum that has available.
Table 4.1. students‟ observation sheet
No Object of observation Score
Students 1 2 3 4
1 Activeness of Students:
a. Students are active in making
note about the material
46
idea
2 Attention of Students: a. Quiet
a. Do all Assignment
b. Gather the assignment on time
47
TEACHERS’ OBSERVATION SHEET
School/Class :SMPN 1 Wonosegoro/IX C Date : September 5 st 2015
Teacher :Ulfah Rahmawati
Observer :Mulya Candrasari
Instruction : Give check mark (√) in score coloum that has available.
Table.4.2 teachers‟ observation sheet
No The object of observation Score
Teachers 1 2 3 4
1 Materials :
a. explain the material fluently b. answering question skill
c. giving the variety of example
√ √ √
2 Presentation systematics:
a. Completeness in giving the materi b. The material focus on the purpose c. The steps of material suitable with standard competence and basic competence.
√ √ √
3 Application of Method:
a. Choose the method with suitable the material
b. Mastering the method
c.Students can understand easily
√
c. Media explain the material clearly
√ √ √
5 Performance:
a. The clarity of pronounciation
b. communicativeness between
48
6 Motivation:
a. enthusiasm of teacher in teaching
b. the attention of teacher to the
students
c. give motivation to the students
√
In the first cycle, the teacher and her collaborator observed
the teaching learning process. By monitoring the students‟ activity
in this action, the teacher saw the students were very ashamed and
doubt when they learnt english. Most of the students were silent
when the teacher asked them to explain about report paragraph.
Most of them were afraid or ashamed to write a paragraph in
English, they were afraid to make mistakes because they had low
mastery in grammar and vocabulary. In fact, most of them didn‟t
know to write a paragraph in English.
They made some mistakes in write a paragraph. When the
teacher gave a question they were just silent. The class was very
noisy, because it‟s the first time for them in English lesson that was
monitored by a collaborator.
4. Reflection
After doing first cycle, the teacher concluded that was very
