THE USE OF PICTURE MEDIA
TO IMPROVE STUDENTS’
ABILITY IN WRITING DESCRIPTIVE TEXT FOR THE TENTH
GRADE STUDENTS OF SMK PERINTIS 29 UNGARAN IN THE
ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By:
MONICA LOLITA MEITY
NIM. 11313028
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
MOTTO
“When action is equivalent to success”
ِناَبِّذَكُت اَمُكِّبَر ِء َلَآ ِّيَأِبَف
“So which of the favors of your Lord would you deny?”
(Ar-Rahman 55:13)
اًرْسُي ِرْسُعْلا َعَم َّنِإ
“Indeed, with hardship (will be) ease”DEDICATION
This graduating paper is dedicated to:
1. My lord, Allah SWT and Prophet Muhammad SAW Thank to Allah for gives me guidance and strength in my life, especially to finish this graduating paper.
2. My beloved parents who always prays guide and motivate me.You are the best parents, your smiles and your spirit give me power to always stand up and fighting to reach success.
ACKNOWLEDGEMENTS
Bismillahirrohmanirrohim,
In the name of Allah, the most gracious and merciful, the king of universe and space. Thank you to Allah because the researcher can complete this graduating paper as one of requirement to finish the study in English Department of States for Institute Islamic Studies Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:
1. Dr. Rahmat Haryadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M. Pd, as a Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph. D. as the Head of English Language Teaching Department of State Institute for Islamic Studies (IAIN) Salatiga.
4. Mashlihatul Umami, M. A. as counselor who has bring up, espoused, and given the researcher advices, suggestion and recommendations for this graduating paper from beginning until the end. Thank you for patience and care.
5. All the lecturers in the English Language Teaching Department who have given much knowledge, the researcher deeply thank you all.
ABSTRACT
Meity, Monica Lolita. 2017. The Use of Picture Media to Improve Students’ Ability in Writing Descriptive Text for the Tenth Grade Students of SMK Perintis 29 Ungaran in the Academic Year of 2017/2018. A Graduating Paper, Teacher Training and Education Faculty, English Education Department, State Institute for Islamic Studies (IAIN) Salatiga.
Counselor: Maslihatul Umami, M.A
Key Words: Picture, Writing, Descriptive Text, Classroom Action Research
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR‟S NOTE ... iii
CERTIFICATION PAGE ... iv
MOTTO... v
DEDICATION ... vi
ACKNOWLEDMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF FIGURES... xiii
LIST OF THE TABLES ... xiv
CHAPTER I: INTRODUCTION A.Background of the Study ... 1
B.Problem of the Research ... 6
C.Objective of the Research ... 6
D.Significances of the Research ... 6
E.Limitation of the Research ... 7
F. Definition of Key Terms ... 8
CHAPTER II: LITERATURE REVIEW
A.Previous Research ... 12
B.Theoretical Framework ... 15
1. Writing ... 15
a. Definition of Writing ... 15
b. Process of Writing ... 16
c. Purposes of Writing ... 19
2. Descriptive Text ... 21
a. Definition of Descriptive Text ... 21
b. Purposes of Descriptive Text ... 22
c. Kinds of Descriptive Text ... 24
d. The Structure and Example of Descriptive Text ... 27
3. Picture ... 29
a. Definition of Picture ... 29
b. Function of Picture... 31
C.Rubric of Writing Assessment ... 32
CHAPTER III: RESEARCH METHODOLOGY A. Types of Research Method... 35
1. The Procedure of Classroom Action Research ... 36
2. The Advantages of Classroom Action Research ... 36
D. Research Schedule ... 39
E. Technique of Collecting Data ... 40
F. Technique Data Annalysis ... 42
CHAPTER IV: RESEARCH IMPLEMENTATION AND DISCUSSION A. The Use of Picture Media to Improve Students‟ Ability in Writing Descriptive Text ... 46
B. The Implementation of Students‟ Ability in Writing Descriptive Text Using Picture Media ... 59
C. Analysis and Discussion ... 77
CHAPTER V: CLOSURE A. Conclusions ... 80
B. Suggestions ... 81
1. For the Teacher ... 81
2. For theStudents ... 81
3. For the Other Researcher ... 82 BIBLIOGRAPHY
LIST OF FIGURES
LIST OF TABLES
Table 2.1 Purposes of Descriptive Text ... 23
Table 2.2 Generic Structure of Descriptive Text ... 27
Table 3.1 Research Schedule ... 39
Table 4.1 Student‟s Observation Sheet Cycle 1 ... 52
Table 4.2 Students Observation Sheet Cycle 2 ... 58
Table 4.3The students‟ Score ofthe Pre-test inCycle 1 ... 60
Table 4.4Calculation of Passing Grade of the Pre-test in Cycle 1 ... 62
Table 4.5 The Students‟ Score of the Post-test in Cycle 1 ... 62
Table 4.6 Calculation of Passing Grade of the Post-Test in Cycle 1 ... 64
Table 4.7 Differences of Pre-test and Post-test in Cycle 1 ... 65
Table 4.8The Students‟ Score of the Pre-test in Cycle 2 ... 69
Table 4.9Calculation of Passing Grade of the Pre-test in Cycle 2 ... 70
Table 4.10 The Students‟ Score of the Post-test in Cycle 2 ... 71
Table 4.11 Calculation of Passing Grade of the Post-test in Cycle 2 ... 73
Table 4.12 Differences of Pre-test and Post-test in Cycle 2 ... 73
CHAPTER I
INTRODUCTION
A. Background of the Research
Writing is one way of people to communicate with other people in order to expressing their thinking and feeling. Writing is unnatural act like speaking. Writing needs more effort than speaking does. Writing needs hard effort to manage the ideas and arrange the words. As Raymond (1980, p.3) in Zahara (2014, p.1) states that writing is an unnatural act form of speech. Writing does not come naturally; each generation has to teach it to the next. Moreover, writing must be learned first before mastering it. Raymond also states that writing is the best way of remembering and thinking as well.
Language formed by sound of speech to indentify or mention something. According to Eva M. Hernandes (2011, p.5) “Language is the
primary communication system for the human. It is used to deliver thought by speech. It is a special system however that functions independently of speech, thought, and communication.”
The key to write a lot is a read a lot. Reading and writing is the important pair that cannot be separated. In Islam reading and writing also considered as the important skill. Our beloved prophet Muhammad PBUH and last messenger got the revelations that reflect an instruction to read (Iqro‟)
and write („Allama bi Al Qolam).
Q.S Al-„Alaq (1-5):
قلخ يذّلا كّبر مسابأرقا
قلع نم ناسنلاا قلخ
كّبرو أرقا
مركلأا
ملقلاب مّلع يذّلا
ملعي ملام ناسنلاا مّلع
1. Read! In the Name of your Lord, Who has created (all that exists). 2. Has created man from a clot (a piece of thick coagulated blood). 3. Read! And your Lord is the Most Generous.
4. Who has taught (the writing) by the pen [the first person to write was Prophet Idrees (Enoch)],
Allah SWT also stated in the Surah Al-Qolam:
( َنوُرُطْسَي اَمَو ِمَلَقْلاَو ن
١
)
Nun, by the pen and by (record) which men write.
In the several schools face-to-face teaching by using textbooks which are written in English to support the teaching and learning process is more widely used than online school. It became more effective, because in the face-to-face teaching not only transfer the knowledge but also interaction between teacher and students, students and students that gives the emotional closeness. From the emotional closeness of both make the positive atmosphere that the student can get the materials easily. But, sometimes some students have difficulty in remembering learning outcomes. Most of all of students take the notes to keep the important things that maybe useful for the future like final exam. So that‟s why writing is important in teaching and learning process.
As Jack C. Richard and Willy A. Renandya said (2002, p. 303):
Writing is the most difficult skill for second language learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text.
paragraphs, and a piece good composition. It match with the result of the pre-survey which interviewed the teacher to found the problem that happen in class. Most of the students got difficulty in organizing the ideas and lack of vocabulary in writing.
One of current School-Based Curriculum, the descriptive text must be taught at Senior High School. Descriptive text is one of the functional texts which is difficult enough to be learnt by the students. According to Wardiman (2008, p.122) descriptive text is a text that describes the features of someone, something, or a certain place. Descriptive text consists of introduction and description. Introduction is the part of paragraph that introduces the character, and description is the part of paragraph that describes the character. The students can use the simple present and adjective clause in writing descriptive texts. But, in writing descriptive text, some students made mistakes like in the organization of their ideas or maybe the combining between the imagination in text and the thing (that would be describes). Descriptive writing is a text type which describes about person, place, or thing as if the reader can see, feel, hear, or touch it. As Langan (2008, p. 20) states that a descriptive is a verbal picture of a person, place, or thing.
benefits such as giving true, concrete, and realistic concept. Moreover, picture can attract students‟ attention so they can make the students more imaginative
and creative in writing class. Picture can make the subjects there are dealing with clearer, and illustrate the general idea and form of an object or action which describe an event in particular.
Considering the problems discussed above, writing has an important role to help the students or learners to found ideas and keep materials remembering. Such the research from Sofiana Zahara and Tri Yogi Budi Wardani indicated that using picture in learning process especially in English lesson is more effective and they told it is an excellent. Using pictures to improve writing descriptive text ability is the interesting alternative technique that will help the learners to organize the idea that would be written. The research aimed to investigate the implementation of picture to improve the students‟ ability in writing descriptive text. It is formulated in a research
B. Problem of the Research
This research is aimed to answer these following questions:
1. Can the use of picture media improve students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018?
2. How far is the improvement of the students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018?
C. Objectives of the Research
Based on the statement of problems above, the objectives of this research are as follows:
1. To find out whether the use of picture media can improve students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018.
2. To identify how far the improvement of the students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018.
D. Significances of the Research
1. Theoretically
This research is expected to give explanation about the use of picture media to improve the students‟ ability in writing descriptive text. It
supported from the previous research about using picture media to improve students writing ability and the result was very significant.
2. Practically
The researcher hopes that this research to be useful for students, English teacher, and institution:
a. For Students
This research by using picture as a media can help students in writing ability to express and manage their ideas of something.
b. For English Teacher
This research can help teacher to find the best way or technique to teaching English especially students‟ ability in writing.
c. For the Institution
The result of this research can contribute the institution to fulfill the demanded of English curriculum.
E. Limitation of the Research
F. Definition of the Key Terms
To diminish the misunderstanding about the title of this research, the researcher explains the key terms used in this research. They are as follows:
1. Picture
As the writer discussed above that writing is the difficult to be mastered by students. To help them in case, researcher using picture to facilitate the students who was difficulties in writing. According to Arthur M. Glenberg and William E. Langston (1992, p.129), pictures help people to comprehend and remember the text. When the texts were presented alone or with pictures the order in which the steps were describe in text, subject automatically represent the text.
Marriane Celce and Sharon Hills (1998, p.73) said that pictures are kind of visual instructions materials that might be used more effectively to develop and produce positive attitude toward English and reinforce language skill. Picture also can be used in various types to enhance learning and practice.
2. Improve
According to Oxford Learner‟s Pocket Improve is become or
3. Writing
As Jack C. Richard and Willy A. Renandya (2002, p. 303) said that writing is the most difficult skill for second language learners come to mastered. The difficulty things are not only in generating and organizing ideas, but also in translating these ideas into readable text for the reader.
Writing is the one of many ways to communicate with others for expressing their thinking and feeling. Writing is unnatural act like speaking. It does not come naturally, so writing cannot acquired be easily. It needs hard effort to master it.
Writing has many aimed like to inform, to amuse, to satirize, and to persuade.
4. Descriptive text
According to Mark Anderson and Kathy Anderson (1998, p.26) that descriptive or description is a particular person, place, or thing. Its purpose is to tell about the subject by describing its feature without including personal opinions.
G. Organization of Graduating Paper
To make easier for the readers to understand the content of this proposal, it is necessary to divide this research into many chapters. The writer divide this thesis into five chapter.
Chapter I starts with introduction, which consist of background of the research, problems of research, objective of the research, significance of the research, limitation of the research, definition of the key terms, and organization of graduating paper.
Chapter II is about literature review. It contains previous researches, theoretical framework which contains writing, descriptive text and picture, and rubric of writing assessment.
Chapter III is research methodology. It contains types of research method, place of the research, population and sample, research schedule, techniques of collecting data, and technique data analysis.
Chapter IV is research implementation and data analysis. It contains implementation of the using picture to improve students‟ ability in writing
CHAPTER II
LITERATURE REVIEW
A. Previous Researches
In order to more comprehend about this research, the researcher presents five relevant studies. The first research has been done by Zahara (2014). The population of this research in tenth grade which consist of seven classes all together, namely class X.1 up to X.7. The writer took 2 classes from the population which consists of 80 students that divided into 2 classes, namely X.1 and X.3. For X.1 researcher gave experiment and the other one X.3 gave controlled class. She used two instruments which are used to gather the data that she needs, there are: pre-test and post-test. The test is used in order to know differences achievements of experiment and controlled class. The result shows that the score of experiment class is higher than the control class. The writer interprets that using picture media is more effective in improving students‟ ability in writing descriptive text.
The second research has been done by Sarif (2010). He used sketch to find out the effectiveness in learning aid to improve students‟ writing skill in
the objective of the study, the researcher conducted an action research as the methodology of this research. This study was conducted of the VIII B grade students of SMP H. Isriati in the academic year of 2010/2011 because their achievement in their writing is still low than other classes. The number of the students was 39 students. There were three meetings during the research. They arepreliminary research, cycle test I and cycle test II and those are given after the treatment. This research uses data observationtoward teaching descriptive text using sketch, this data was analyzed through some cycles inaction. And he found that sketch is alternative way to teach them English writing, especially in descriptive text. It is an excellent learning aid in which to simulate the student to find more vocabulary items and arrange it in the simple paragraph of descriptive text.
Next, the fourth research has been done by Wahyuningsih (2011). This study consists of 2 cycles and carried out in nine sessions. The subjects of this research were 36 students of Grade X Office Administration 2 of SMK Negeri 1 Tempel. The data of this study were qualitative and quantitative. The qualitative data were obtained by observing the teaching and learning process during theimplementation of the actions and interviewing the students and the collaborator. The qualitative data were in the forms of field notes and interview transcripts. Meanwhile, the quantitative data were obtained by conducting a survey and assessingthe students‟ writing skill through a pretest and two posttests. Therefore, the quantitative data were students‟ responses to the questionnaire and students‟ writing scores. In cycle 1 Arum success to made the students familiar with English words and in cycle 2 she successful to improving the students writing skill.
And the last one research has been done by Ariningsih (2010). In this research, she carried out in March 2009 to August 2009. The subjects of this research are the students of Seventh Grade 1 and Seventh Grade 2. Each of them consists of 36 students. There are 18 girls and 18 boys in seventh one and 18 girls and 18 boys in seventh two. The seventh one class is as an experimental and seventh two as a control class. And the result is picture can improve students writing skill.
why a researcher using picture as a media to improve the students writing descriptive text.
B. Theoretical Framework
In this chapter, the writerwas gained about the theories that support the understanding of the problem formulated in introduction phase.
1. Writing
a. Definition of Writing
Writing is one of many communication people with others for expressing their feeling and thinking. Writing is unnatural act like reading. For writing something many people needs to more efforts than speaking does. Writing needs hard effort to manage how they feels and think which furthermore their must been arranged word by word come a sentence and how to transfer the information or what will them uncover.
Writing is one of the four language skills: reading, writing, listening, and speaking. Reading and writing are productive skill. The capability of writing can‟t divide from the capability of reading,
because both are the important thing of literature.
between reading and writing comprehend proved that reading have big contribution in developing of writing, and on the contrary.
”In my experience, young learners like to know that writing is
done in steps which are as important as the steps necessary to cook something such as chicken or eggs.”(Kathryn Z. Weed, 2006, p. 98). Then, Philips (2008, p. 57) said:
Writing is much more than the simple mechanics of getting the words down; it also involved being creative, spelling, grammar, punctuation, choice of appropriate words, sentences linking, and text construction; and for older children, having ideas about content, and the ability to be self-critical and to edit their own work.
Potential of writing is the known and appreciate as a certain socials process that active in our living (Davison and Moss, 2000, p.27-28).
b. Process of Writing
There are six main stages in writing process; prepare to write, planning and organizing, drafting and revising, proofreading and editing, writing the final draft, and following up and evaluating progress (Dadi, 2015, p.47).
1) Prepare to write
2) Planning and Organizing (Prewriting)
This stage, writer must know what they will be write. Become a writer should be thought what will present to reader and taking note the materials that would be investigate. There are three basic issues in planning. First is purpose of writing. It is important because the aim can determine the genre of text, vocabulary usage, and information would present. Second is audience. We should make certain about whom reader (audience) like teacher, friends, families, class, age group, school, community, or peers. They indicate our composition or layout, paragraph, and formal informal languages used. And the last one is content structure.
3) Drafting and revising
4) Proofreading and editing
This stage did by self or someone else who sharp of other fault. Proofreading and editing in connection with idea or concepts, organization of essay, vocabulary, spelling, and structure. The editor had been handing over comments or suggestions about the essay.
5) Writing the final draft
Final draft got from many more of betterment by drafting. After drafting we made final draft and the essays were finish.
6) Following up and evaluating progress
After presented to audience or reader, some while must be fixed again according to the needs also named review books.
Three essential aspects in English writing were revealed by Strauch, (1999) in Dadi (2015, 128):
1) Clear and convincing
a) The composition meets the requirements of the assignment.
b) The composition contains one clear main idea.
2) Clear organization
a) The first sentence states main idea.
b) The middle sentences, called the body, develop and support the main idea with organized points and details. c) The last sentence, called conclusion, ties the entire
composition together and provides closure. 3) Used default language
a) A final draft that uses standard grammar and is relatively free from any errors is an excellent goal for writers.
b) Not all grammar points are equally important. c. Purposes of Writing
According to Penny Ur (1996, p.163), “The purpose of writing, in principle, is the expression of ideas, the conveying of messages to the reader. So the ideas themselves should arguably be seen as the more important aspect in the writing.”
1) Writing to inform
In much of writing that writers do, they will intend simply to inform readers about the subject and usually writers talk or informed about fact or something happened.
Although informative writing is the simplest type of writing, it is also one of most important, because information lays a foundation for other purpose of writing. As the writers write to inform, they will want to keep two large concerns in mind; selecting the right information and arranging it effectively.
2) Writing to explain
Writing to explain means writing to present what the unclear and make it clear. In explanatory writing, the writer must take sure that the readers can clear or comprehend the subject discussion.
All of us used explanation to clear something in daily conversation to another person and this same technique also involve in writing concept.
3) Writing to persuade
probably persuasion. Your task in persuasion is to convince the readers about the main idea.
4) Writing to amuse
If you find pleasure in writing to amuse, it will come from knowing that you succeed in bringing pleasure to others. When write to amuse, your primary object is to make readers enjoy themselves. You can be funny, but you should also be good humored. This means having sympathy for human frailty rather than a contempt for anyone or anything that seems different from what you are accustomed to. (Miller, 2006, p. 569)
2. Descriptive Text
a. Definition of descriptive text
people, feeling, sound, place, process, quality, and procedure in details. (Dadi, 2015, p.171)
According to the school based curriculum, there a five text types (genre). Harmer (2007, p.17) said that genre is a type of text that written; general world knowledge is our knowledge about anything that related what we written. And one of all is descriptive text.
Mark Anderson and Kathy Anderson (1998, p.26) that descriptive or description describes a particular thing, person, or thing. Its purpose is to tell about the subject by describing its features without including personal opinions.
According to Alawi (2011, p.20):
Traditionally, descriptions are divided into two categories: objectives
and subjective. In objective description you record details without making any personal evaluation or reaction. In subjective description, you are free to interpret the details for your reader; your reaction and description can be emotional and value-loaded.
b. Purpose of descriptive text
examples of the following chart show, describe enables us to persuade, express feeling, relate experience, inform, and entertain.
Table 2.1 Purpose of Descriptive Text by Fine C. Barbara (2004, p. 143)
Purpose Description
To entertain An amusing description of a teenager‟s
bedroom
To express feelings A description of your favorite outdoor retreat
so your reader understand why you enjoy it so
much
To relate experience A description of your child hood home to
convey a sense of the poverty you grew up in
To inform (for a reader un
familiar with the subject)
A description of a newborn calf for a reader
who has never seen one
To inform (to create a fresh
appreciation for the familiar)
To inform (to create a fresh appreciation for the
familiar)
To persuade (to convince the
reader that some music
videos degrade woman)
A description of a degrading music video
c. Kinds of descriptive text 1) Description of a person
Each person is different and each other have the characteristic-self. If you describe someone you must gather informative details about person like what theirs wearing, the face, color of hair, skin, body shape, and etc. However, you are not obliging to give every single detail about the person who described. You are probably already aware of some of the complications and you might resort to identification, an impression, or a character sketch, depending on the situation.
a) Identification
Although you might provide to identification, you might be probably want to go further than that. Used mainly in official records and documents, identification consists only of certain statistical information (height, weight, age), visible characteristics (color of hair, skin, and eyes), and recognizable marks (scars, birthmark).
b) Impression
less complete and informative than identification, it may be more effective in capturing an individual‟s striking or
distinctive traits. c) Picture
More complete description of person is on picture and they may also be referred to as profiles, literary portraits, and biographical picture who indicates in delineates character of person, or at least her or his main personality traits. It may include identification and impression, but it will do more tell about what readers look or seem and it will describe who they are.
2) Description of a place
When we start to write anything in a description, it must be clear. The best way to describe place is to show someone the actual place or maybe to take a picture of it or just give the characteristics of the place. In describing a place, we should be taken consideration of the location of the object must be clear and the details of object arranged in logically and systematically.
is no set pattern to arranging some sentences. It is not necessary to describe one place and another place followed.
Our description text must be organized in order to the reader can imagine the scene being describe. To make our description more interest, you can add the controlled idea or attitude or impression of the place, but remember that arranged the sentences of descriptions depend on what you subject and your purpose. 3) Description of thing
To describe a thing, the writer must have good imagination to express what the subject. To make our target subject to be more as vivid and interest, we preferable using proper nouns and using effective verbs.
a) Using proper nouns
In addition to make our text concrete in details and the reader easily to imagine, we should be using a number of proper nouns as we know are the name of particular person, place, or thing.
For example, we can replace my teacher as Mr. Ron,
b) Using effective verbs
Writer used verbs to make the sentences more accurate, specific and interesting. For instance, “the wind had chiseled deep grooves into the sides of the cliffs” is more
specific than “the wind had made deep grooves.” The verb
chiseled also gives the reader a more accurate picture of the wind‟s action than made does.
d. The Structure and Example of Descriptive Text
Table 2.2 The Generic Structures by Lilies Setiasih Dadi (2015, p.171)
Text Elements Content
Identification An introduction to the objects/things described which includes who or what, when, where.
Description A description of an object. For example, the color, the size, the smell, the taste, what make it special, etc.
For person: what they look like, what they do, how they act, what they like or dislike, what makes them special.
1) Language features of descriptive text (DPN, 2004, p.52) as follows:
a) Certain nouns, for example: teacher, my cat, motorcycle. b) Simple present tense.
c) Detailed noun phrase to give information about subject, for example: It was a large open rowboat, a sweet young lady etc. d) Some adjectives (describing, numbering, classifying), for
example: big brown eyes, sharp white fang etc.
e) Relating verb to give information about subject, for example: My daddy is really cool, it has very thick fur etc.
f) Thinking verb and feeling verb to express the writer‟s perception about the subject, for example: Police believed the suspect armed, I think it is a clever animal etc.
g) Action verb, for example: Our new puppy bites our shoes. h) Adverbial to give additional information about subject, for
example: fast, at the tree house etc.
i) Figurative language style, for example; simile, metaphor (John is white as a chalk) (DPN, 2004, p.52)
2) Example of descriptive text
My Pet
Description Brownie is a Chinese breed. It is small, fluffy and cute. It has got thick brown fur. When I cuddle it, the fur feels soft. Brownie does not like bones. Every day it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school, brownie plays with my cat. They get along well, and never fight maybe because brownie does not bark a lot. It treats the other animals in our house gently, and it never eats shoes. Brownie is really a sweet and friendly animal. (DPN, 2004, p.12)
3. Picture
a. Definition of picture
From the case above that writing is the difficult skill for student, we try to give media especially by using picture to make it easier and enjoy in the way of writing activity.
results are consistent with a version of the mental models of what the text is about.
Marriane Celce and Sharon Hills (1998, p.73) said that pictures are kind of visuals‟ instruction materials that more effective to develop
and sustain the English teaching and learning. Pictures can also be used in various configurations to increase learning and practice. Beside of picture can make writing activity easier, it also rises and up our mood to learn because we fell enjoy and more imaginative in our lesson. Pictures give many advantages for writing activity:
a) To motivate students,
b) To create a content, the subject of writings‟ meaning. c) Change the classroom became effective and interest.
Picture can be used to give English students‟ opportunity to
practice the real context of topic discussing.
Callahan, et al. (1992, p.479) suggest to the teachers to used picture media effectively, because media are very useful apply in teaching and learning process. Many interpretations made by a picture. It can be an excellent tool and illustrate what teachers will teach. Besides, picture make lesson more interest and enjoyable.
painted or drawn which is needed to make a shape and line that can represent the object.
b. Function of Using Picture
As we talk before that picture give effectively in teaching and learning especially in English lesson. When we have good attitude in learning process, students should have been got more in knowledge and in materials was delivered by teacher. It also indicated they can success in exam influenced by process in learning.
Using picture in learning and teaching process seems significant for learners, because picture increase student motivation. It also made students easily in accept and apply the materials. For example, they got difficulty in writing to organize what will have written, but when they offered with picture, so they feel able to make sentences in organize which is it make them more confident and improve their writing skill. Some students need picture to interpret what‟s command when teachers ask them to finish off the workbook.
1) Pictures are very useful for new grammatical and vocabulary items. They provide meaning or utterances clearly.
2) Picture can be used in basis of written work, for instance, question writing.
3) Picture increase students‟ motivation and provide useful practice material as well as test material.
C. Rubric of Writing Assessment
Table 2.3 Rubric Writing Assessment paragraph, topic is stated, leads to could be more fully developed; some III. Grammar Native-like fluency
grammar; correct apparent and have a negative effect on
what the writer was trying to say;
CHAPTER III
RESEARCH METHODOLOGY
A. Types of Research Method
The type of the research used in this proposal is CAR (Classroom Action Research) is come from the term “Action Research”. Generally, action
research is used to find the problem solving that face someone in their duties such as in office, hospital, class, etc. Action research does not assume that this research will find the new theory that can be used generally. The result of the action research is limited to the teachers to make their duty better.
By the adding “Classroom” in “Action Research” make this research
specific in learning problem through application in the class although the term of class is not only in the classroom but also in the place which the teacher can do the teaching and learning process.
Based on definition above, Classroom Action Research is aimed to improve and increase the learning quality and to help the teacher to solve the learning problem in the school (Muslich, 2009, p.7-8).
improve aspects of their teaching, or because they wish to evaluate the success and or appropriacy of certain activities and procedures.
1. The Procedure of Classroom Action Research
Classroom Action Research using cycles and it is implemented to increase the students‟ spirit to solve their problems. The four
components consist of planning, acting, observing, and reflecting that would be done in repeating cycle.
2. The Advantages of Classroom Action Research
The aims of classroom action research are to know more about the student in the way they find motivating and challenging. And we as a teacher of English might want to learn more about ourselves and how effective of certain activity types we have given.
a. Harmer (2001, p.135) states that there are many possible reasons for conducting the action research. We may want to know how the motivating of students, might to learn about ourselves as teachers-how effective we are, how we look to our students, how we would look to ourselves if we were observing our own teaching.
b. Action research is useful in research, because:
2) It promotes shared understanding and approaches actions are developed within and so are more likely to succeed member who themselves develop.
There are several experts stated that the model of classroom action research with different model but the mainly there are four steps that have to take. They are planning, acting, observing, and reflecting. (Arikunto, 2008, p.16)
Figure 3.1 Model of Classroom Action Research
Based on the explanation above, it can be concluded that Classroom Action Research is very useful in teaching and learning process. It can solve the problems that happen in the class and it effective to improve the teaching and learning process. Before applying the Classroom Action Research, teacher or researcher have to observing and identifying the problems that happens. In
ACTING
CYCLE 1
PLANNING OBSERVING
collaboratively, reflectively, systematically, and rationally to improve education. And it means that the teacher needs the other participants to do it.
The writer used classroom action research to analyze the teaching writing descriptive text by using picture and the implication toward the students‟ writing comprehend in descriptive text more often.
B. Place of the Research
The research of this study was held at the tenth grade students of Senior High School SMK Perintis 29 Ungaran in the academic year of 2017/2018. This school located in Jl. Wijayakusuma, Langensari, East Ungaran, Babadan, Langensari, Semarang, Javanese.
C. Population
D. Research Schedule
Research schedule is very important before conducting the systematic research. In this research, the researcher presented the research schedule as follows:
Table 3.1 Research Schedule
No Date Activity Facilitator
1 November 28th, 2017
Giving the letter Headmaster of SMK perintis 29 Ungaran
2 November 28th, 2017
Interviewing the teacher to find out the problems that happen.
The teacher
3 January, 2018 Conducting the cycle 1 The teacher 4 February, 2018 Conducting the cycle 2 The teacher
Its steps in this kind of research are using cycles and it is implemented to increase the students‟ spirit to solve their problems. The four components
Figure 3.2 Cycle of Classroom Action Research
E. Technique of Collecting Data
The CAR needs data to support investigation. There is questionnaire, field notes, interview, test, documentation, etc. In this research, the researcher gathered data to support this research. The researcher was chosen some of techniques which are appropriate to her school environment, and can be done there. Techniques of collecting data that choose by researcher are documentation, observation, and test.
Research instrument is a device used by researcher while collecting data to make her work becomes easier and to get better result, complete, and
Planning I
Reflecting I Observing I Acting I
Continuing with the next cycle
Reflecting II Observing II Acting II Planning II
Problem
New problem
from reflecting
systematic in order to make the data easy to be processed. (Arikunto, 2003, p.136)
1. Documentation
This method is used to know geographical location, profile, documentation of teaching and learning process in English subject, the list of students‟ name and other document of SMK Perintis 29 Ungaran.
2. Observation
Observation is needed to see and to know about the condition of the teacher, students and condition of learning process. Process of learning descriptive text by using picture is to know students‟ obstacle during the learning and teaching activity, the problem, and the students‟ comprehend
of material that can see by the attitude, responds, and behavior. 3. Test
The test used to measure the students‟ competence and imagine the
object. The data will collect by giving writing test. The pre-test and post-test were given to Fashion class to collecting data needed.
a. Pre-test
write down the description of them, but without picture (treatment).
b. Post-test
Post-test did after students carried out the pre-test without treatment. The purpose of the post-test was to know the improvements writing descriptive text skill after they were given treatment. In this test, the researcher also give three themes were different with pre-test, but in this activity the instruments were given picture (treatment).
F. Technique Data Analysis
To analize the data, researcher gain data from documentation, observation, and test. Those data are described as detail as researcher gets. In this research, the researcher analyzed the data by using qualitative and quantitative method in a research. When the teacher did the action, researcher observed and analyzed by using qualitative method and when the scoring of test, researcher using quantitative method to analyzed.
1. Qualitative Method
2. Quantitative Method
The quantitative methods used in analyzed the score of students who did over the research by doing the instrument were given. The researcher uses mean formula to know the students‟ improvement in teaching and learning process. The formula as follow (Sugiyono, 2007, p.49):
a. To find out the mean score of the pre-test and post-test, the researcher using this formula:
M =∑
Explanation:
M = The average of students‟ score.
∑ = Total score.
N = The total number of the students.
b. To calculate the mean of difference, the reseacher used this fourmula:
MD = ∑
Explanation:
MD = Mean of difference.
∑D = The total difference between the pre-test and
the post-test.
c. To calculate the standard deviation, the researcher used this formula:
=√∑ (∑ )
Explanation :
SDD = Standard Deviation.
D = Thedifference between the pre-test and the post-test.
N = Thetotal number of the students.
d. To calculate the standard error for the mean difference, the researcher used this formula :
=√
Explanation:
= The standard error for the mean difference.
= Standard Deviation.
= The total number of the students.
e. To calculate the t-test, the researcher used this formula :
=
Explanation: = T-test.
= Mean of difference.
CHAPTER IV
RESEARCH IMPLEMENTATION AND DISCUSSION
This chapter focuses on analysis the data collection. The researcher collected the data from the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018. The researcher gives the details of the finding. It can be seen from the finding of the collecting data since in the beginning until the end of the research. The finding consists of the result the cycle 1 and cycle II. In this research, the researcher conducted in two cycles. The researcher used picture as a media to improve the students‟ ability in writing descriptive text.
A. The Use of Picture Media to Improve the Students’ Ability in Writing Descriptive Text at Tenth Grade of SMK Perintis 29 Ungaran.
1. Cycle 1 a. Planning
and learning process, prepared camera to documentation, and prepared the students attendance list.
Pictures used in cycle 1 are Taylor Swift for description of Caucasian people, blue car for description thing, and Ka‟baa for description of place. The instrument of pre-test, post-test and rubric of writing assessment was integrated in lesson plan.
b. Acting
The research activity was done on 28th November 2017 until 8th February 2018 in SMK Perintis 29 Ungaran. The teacher is Mrs. Nontin, M.Pd and the researcher as an observer. In cycle 1, the researcher had two times meeting in the class. First meeting we did the pre-test and second meeting teacher gave treatment and did the post-test.
1) Pre-test
The first day, the researcher and the teacher make sure the pre-test to measure the students‟ writing ability on January, 29th 2018. There are 25 students in Fashion class who all of them are girl. After greeting the class, leader was lead to pray all together, and then, the teacher checking the students‟ attendance list. The teacher introduced the
questions about the identity of the researcher. The researcher answered those questions. Then, the teacher asked the researcher to sit down as an observer for the teaching and learning process and asked the students to prepare and open the English book “Practice Your English
Competence” on page 26. After the students open the book, the teacher explained about descriptive text, the examples, generic structure, and language features of the descriptive text, whereas the students could focus their attention to the material and more interested in teaching and learning process. Second, the teacher reminded the students to always pay attention to the material by asking them to answer the question that related with descriptive text. To improve the students understanding about the material, the teacher had the students to ask question about the materials, but nobody asked question.
down the important information in paragraph one about identity, like who they are, where they lived, how old they are and paragraph two specific details, like what color of their cloth. Third, the teacher asked the students analyzed the structure of the text and language features. Fourth, the teacher also explained to the students about purpose of descriptive text.
Then, the teacher gave away students worksheet as a pre-test. In the worksheet contains three themes which is the students have to choose one of all. The themes are about the favorite singer, the most favorite birthday present, and the favorite historic place. Students asked to make a descriptive text in 2 paragraph each paragraph of at least 5 sentences from those themes. Because of writing is the most difficult skill than the three others, the students looked difficult to do this pre-test.
2) Post-test
The second day on Wednesday, January 31, 2018, the teacher entered class at 12.45 and open the English lesson by said Bassmallah. After the teacher check the students‟
attendance list, she motivated students to active in teaching and learning process. The teacher overviewed the material in the previous meeting. Several students keep in their mind, but many of them forgot and just listened their friends.
After the opening section, the teacher remembered the material again. The teacher asked about the organization, structure, language features and the purpose of descriptive text. She asked the students to discuss about descriptive text in their book by group. Then, the teacher reflected about the pre-test. She asked what the difficulties of the test. Students said that had difficulty in vocabulary. Beside, students have difficulty in organized the specific detail of the object of description.
treatment, she gave students worksheet. In the paper also have three themes like pre-test, but in here there is a picture to showed specific detail of the object. There are Caucasian people, car, and Ka‟baa. Students still difficulty in
vocabulary, so the teacher was guiding the students to open their dictionary.
c. Observing
Table 4.1 Students’ Observational Sheet
No The Students‟ Activity Yes No Description 1 The students answer the greeting
from the teacher.
√ All of the
students answer the greeting. 2 The students pray all together. √ One of students‟
leading the pray. 3 The students responding when the
teacher check the students‟
attendance list.
√ Good
4. The students prepare English book well.
√ Good
5 The students pay attention when teacher delivered the material about descriptive text.
descriptive text in group.
√ Make the class become noisy. 9 The students answer question from
the teacher.
√ Good
10 The students evaluate their learning and listened feedbacks from the teacher.
From the table above, the researchers concluded that the students enjoyed in the class. The student gave good responses, but some students very ashamed when the teacher asked them to explain the descriptive text. Most of them did not answer what the teacher asked question because they lack of vocabulary.
d. Reflecting
After analyzing the data by observing and evaluating the result of students writing product showed that 72% of the students who got the score above the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). In the pre-test just 8% of students who got score higher than KKM. It means that although there is an improvement by using media in teaching and learning descriptive text process but, the teacher and the researcher have to conduct the next cycle because there must be at least 75% of the students who get score above the KKM.
2. Cycle 2 a. Planning
In implementing cycle 2, the researcher prepared the other pictures and lesson plan by adding additional activities according to reflecting, prepared the pre-test and the post-test cycle 2 based on the indicators of the lesson plan, determined the rubric, revised the observation sheet, prepared the camera for documentation, and prepared the students attendance list.
The researcher changed the pictures. The pictures of post-test in cycle 2 are Asian people, cat, and Borobudur temple. The instrument of pre-test, post-test and rubric of writing assessment was integrated in lesson plan.
b. Acting
The cycle 2 was done on 5th February 2018 until 8th February 2018. The teacher already conducted the pre-test on cycle 2 to measure students‟ ability in writing descriptive text. The problem that happened
in cycle 2 was same with cycle 1, which the students difficulty to found out the specific details and lack on vocabulary.
1) Pre-test
open the English book “Practice Your English
Competence”, the teacher overview the materials about
descriptive text. The teacher reminded the students to always pay attention to the material by asking them to answer the question that related with descriptive text. To improve the students understanding about the material, the teacher had the students to ask question about the materials, but nobody asked question. She repeated few about language features, structure, organization, and the purpose.
The teacher gave the pre-test and the instruction how the students did the assessment. On the paper available three themes such as the favorite teacher, ancient animals, the favorite museum place. The students must be chose one of the themes and make paragraph. A theme in two paragraph descriptive text each paragraph at least 5 sentences. The teacher gave 30 minutes to write down. 2) Post-test
material in the previous meeting. Several students keep in their mind, but many of them forgot and just listened their friends.
discussion. The teacher gave feedback to the students and the last section is communication which is students asked to present in front of class and the student got the feedbacks from the teacher.
c. Observing
Table 4.2 Students’ Observational Sheet
No The Students‟ Activity Yes No Description 1 The students answer the greeting
from the teacher.
√ All of the
students answer the greeting. 2 The students pray all together. √ One of students‟
leading the pray. 3 The students responding when the
teacher check the students‟
attendance list.
√ Good
4. The students prepare English book well.
√ Good
5 The students pay attention when teacher delivered the material about descriptive text. descriptive text in group.
√ Good
9 The students answer question from the teacher.
√ Good
10 The students evaluate their learning and listened feedbacks from the teacher.
d. Reflecting
After analyzing the data by observing and evaluating the result of students writing product showed that 88% of the students who got the score above the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM). In the pre-test just 16% of students who got score higher than KKM. It means that although there is an improvement by using media in teaching and learning descriptive text process. The students assessed the test of cycle 2 are better. The students had good understanding about the topic.
In the post-test of the cycle 2, there are 88% of the students who get score above KKM. It means that, after reflection from the cycle 1 was applied in the acting of the cycle 2, the students who pass the passing grade scores improved as many as 72% in the post test of the cycle 2. The teacher stopped the cycle because almost all of the students have already passed the passing grade.
B. The Improvement of Students’ Ability in Writing Descriptive Text Using Picture Media at Tenth Grade of SMK Perintis 29 Ungaran.
The researcher summed those points and calculated it to produce final score. After collecting the students‟ score in each cycle, the researcher
processed those scores mathematically and statistically to ensure whether the used of picture as a media. Those scores are presented are as follows:
1. Cycle 1 a. Pre-test
Table 4.3 Students’ Score in the Pre-test of the cycle 1
No Name Sex Score
1 A Female 67
2 AA Female 65
3 AM Female 61
4 AB Female 68
5 KS Female 67
6 NNA Female 67
7 NC Female 43
8 NDL Female 68
9 RP Female 53
10 RA Female 77
11 RY Female 54
12 STM Female 60
14 AS Female 64
15 DA Female 61
16 DKP Female 57
17 ERA Female 67
18 ENA Female 49
19 LA Female 55
20 MTP Female 64
21 MS Female 72
22 PNS Female 64
23 PS Female 74
24 SA Female 77
25 SDS Female 57
From the students‟ score in the pre-test of the cycle 1
Table 4.4 Calculation of Passing Grade of the Pre-test in Cycle 1
Criteria Grade Presentation
≥ 75 2 8%
≤ 74 23 92%
Total 25 100%
From the data above, the researcher knew that there are only 8% of the students who get score higher than the passing grade. The passing grade of English lesson in SMK Perintis 29 Ungaran is 75. The researcher expected that there are at least 75% of the students who pass the passing grade. Therefore, the presentation of the passing grade in the pre-test of the cycle 1 is not achieved.
b. Post-test
Table 4.5 Students’ Score in the Post-test of Cycle 1
No Name Sex Score
1 A Female 82
2 AA Female 69
4 AB Female 80
5 KS Female 81
6 NNA Female 69
7 NC Female 66
8 NDL Female 80
9 RP Female 86
10 RA Female 88
11 RY Female 64
12 STM Female 88
13 SLH Female 89
14 AS Female 89
15 DA Female 85
16 DKP Female 65
17 ERA Female 93
18 ENA Female 85
19 LA Female 63
20 MTP Female 92
21 MS Female 77
22 PNS Female 83
23 PS Female 82
25 SDS Female 81
From the students‟ score in the post-test of the cycle 1
above, the researcher can calculated the number of students who passes the passing grade.
Table 4.6 Calculation of Passing Grade of the Post-test in Cycle 1
Criteria Grade Presentation
≥ 75 18 72%
≤ 74 7 28%
Total 25 100%
c. Calculation of Mean
Table 4.7 Differences of Pre-test and Post-test Score in Cycle 1
No Name
Pre-test (
Post-test
D
1 A 67 82 15 225
2 AA 65 69 4 16
3 AM 61 63 2 4
4 AB 68 80 12 144
5 KS 67 81 14 196
6 NNA 67 69 2 4
7 NC 43 66 23 529
8 NDL 68 80 12 144
9 RP 53 86 33 1089
10 RA 77 88 11 121
11 RY 54 64 10 100
12 STM 60 88 28 784
13 SLH 65 89 24 576
14 AS 64 89 25 625
15 DA 61 85 24 576
17 ERA 67 93 26 676
18 ENA 49 85 36 1296
19 LA 55 63 8 64
20 MTP 64 92 28 784
21 MS 72 77 5 25
22 PNS 64 83 19 361
23 PS 74 82 8 64
24 SA 77 88 11 121
25 SDS 57 81 24 576
Total ∑ ∑ ∑ D ∑
N=25 1576 1988 412 9164
d. Mean of the Pre-test
e. Mean of the Post-test
In the cycle 1, the mean of the pre-test is 63.04 and the mean of the post test is 79.52. It means that the mean of the post test is bigger than the mean of the pre-test. It can be concluded that there is significant improvement of the students‟ ability in writing descriptive text after being taught
by using picture as a media.
f. Calculation of the Mean of Difference
∑
g. Calculation of the Standard Deviation
√∑ (∑ )
√ ( )
√
√
√
h. Standard Error for the Mean Difference
√ √ √
i. Calculation of T-test
2. Cycle 2 a. Pre-test
Table 4.8 Students’ Score in the Pre-test of the Cycle 2
No Name Sex Score
1 A Female 67
2 AA Female 70
3 AM Female 48
4 AB Female 69
5 KS Female 62
6 NNA Female 71
7 NC Female 77
8 NDL Female 68
9 RP Female 61
10 RA Female 75
11 RY Female 62
12 STM Female 63
13 SLH Female 52
14 AS Female 80
15 DA Female 57
16 DKP Female 72
18 ENA Female 74
19 LA Female 75
20 MTP Female 63
21 MS Female 71
22 PNS Female 65
23 PS Female 69
24 SA Female 68
25 SDS Female 53
From the students‟ score in the pre-test of the cycle 2 above, the researcher can calculated the number of students who passes the passing grade
Table 4.9 Calculation of the Passing Grade of the Pre-test in Cycle 2
Criteria Grade Presentation
≥ 75 4 16%
≤ 74 21 84%
From the data above, the researcher knew that there are only 16% of the students who get score higher than the passing grade. The passing grade of English lesson in SMK Perintis 29 Ungaran is 75. The researcher expected that there are at least 75% of the students who pass the passing grade. Therefore, the presentation of the passing grade in the pre-test of the cycle 2 is not achieved.
b. Post-test
Table 4.10 Students’ Score in the Post-test of the Cycle 2
No Name Sex Score
1 A Female 87
2 AA Female 92
3 AM Female 84
4 AB Female 85
5 KS Female 89
6 NNA Female 82
7 NC Female 96
8 NDL Female 93
9 RP Female 70
10 RA Female 83
12 STM Female 69
13 SLH Female 85
14 AS Female 89
15 DA Female 89
16 DKP Female 78
17 ERA Female 86
18 ENA Female 81
19 LA Female 84
20 MTP Female 88
21 MS Female 88
22 PNS Female 84
23 PS Female 82
24 SA Female 91
25 SDS Female 90
From the students‟ score in the post-test of the cycle 2
Table 4.11 Calculation of the Passing Grade of the Pre-test in Cycle 2
Criteria Grade Presentation
≥ 75 22 88%
≤ 74 3 12%
Total 25 100%
Before conducting the action for the cycle 2, the researcher expected that 75% of the students could pass the passing grade. From the data above, the presentation for the pre-test of the cycle 2 is 16% and the presentation for the post-test of the cycle 2 is 88%. It means that the expectation is successfully achieved. Therefore, this research does not need to conduct the next cycle.
c. Calculation of the Mean
Table 4.12 Differences of Pre-test and Post-test Score in Cycle 2
No Name
Pre-test ( )
Post-test ( )
D
1 A 67 87 20 400
