CHAPTER IV FINDINGS AND DISCUSSION
A. Finding
The findings will present the result of pre-test and post-test, the comparison between the significant value of t-test and t-table, and percentage the progress of student’s achievement by using series of picture. The data will be shown in the table and diagram or graphic.
1. The improvement of the students’ content in writing narrative text by using picture series
To answer the research question in the previous chapter, the researcher administered tests, which are given twice to the students. Firstly, pre-test is given before the treatment. Secondly, post-test is given after treatment, the result of the students in content area of writing paragraph whose indicator unity, and completeness on pre-test and post-test were presented in the table below:
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Table 1: the improvement of unity and completeness of content in the student’s narrative text
No Indicators of content Mean score Improvement (%)
X1 X2
1 Unity 64.08 86.00 32.71
2 Completeness 65.51 81.34 24.16
X 66.42 83.43 25.60
The table 1 shows about the mean score of the indicator in each variable of the students’ ability in writing narrativetext. Based on the table, it indicator that the use of series of picture as the instructional media in teaching and learning in writing is successful. The result of the mean score in pre-test and post-test above, where the students mean score of unity and completeness in pre-test are 64.08 and 65.51 categorized as poor and the students’ means score of unity and completeness in post-test are 86.00 and 81.34 categorized as very good. Besides, from the data above, it can be seen that the improvement of the students’ writing ability in term unity and completeness after being taught by using series of picture as the instructional media are 32.71 % and 24.16%. The mean score of its development is 25.60%.
Table 2: the frequency and percentage of the Students’ writing ability in terms of content.
No Classification Range Pre-test Post-test
Freq % Freq %
1 Excellent 96–100 - - - -
2 Very good 86–95 - - 8 23,00
3 Good 76–85 3 9,00 26 74,28
4 Fairly good 66–75 16 46,00 1 2,85
5 Fair 56–65 10 28,57 - -
6 Poor 36–55 6 17,14 - -
7 Very poor 00–35 - - - -
Total 35 100 35 100
The table above shows the frequency and percentage of the students’content in Pre-Test in which 3 students (9.00%) got good, 16 students (46.00%) got fairly good, 10 students (28,57.00%) got fair, 6 students (17,14%) got poor and none of students got excellent, very good, and very poor classification.
At the Post-Test, the frequency and percentage of the students’ content in Post-test are 8 students (23.00%) got very good, 26 students (74.28%) got good, 1 student (2.85%) fairly good and none of students got excellent, fair, poor and very poor classification.
The line chart below shows of the students’ improvement in writing narrative text including unity and completeness.
Chart 4.1: the improvement of the students’ in unity and completeness
The chart 1: shows the students’ improvement in indicator of variable. From the graphic above, it indicates the improvement of unity is 32.71% and the improvement of completeness is 24.16%. the mean score of its development is 25.60%.
2. The improvement of the students’ language use (tenses) in writing narrative text picture series
The use of picture series is effective to improve the students’ ability in writing narrative text in term of language use (tenses). It can be seen from the table below in which it describes the students’ score of language use indicators including tenses.
0 10 20 30 40 50 60 70 80 90
unity completeness mean score
pre-test post-test development
Table 3: the improvement of tenses in the students’ ability narrative text No Indicator of language Mean score Improvement (%)
X1 X2
1 tenses 64.62 81.71 26.44
X 64.62 81.71 26.44
The table above shows about the mean score of the indicator of each variable in the students’ ability in writing narrative text. Based on the table, it indicator that the use of picture series as the instructional media in teaching and learning in writing is successful. The result of the mean score in pre-test and post-test above, where the students mean score of tenses in pre-test is 64.62 categorized as poor and the students’ means score tenses in post-test is 81.71 categorized as good. Besides, from the data above, it can be seen that the improvement of the students’ writing ability in term tenses after being taught by using picture series is 26.44%.
Table 4: the frequency and percentage of the students’ writing ability in terms of language use
No Classification Range Pre-test Post-test
Freq % Freq %
1 Excellent 96–100 - - - -
2 Very good 86–95 - - 8 23,00
3 Good 76–85 3 9,00 26 74,28
4 Fairly good 66–75 16 46,00 1 2,85
5 Fair 56–65 10 28,57 - -
6 Poor 36–55 6 17,14 - -
7 Very poor 00–35 - - - -
Total 35 100 35 100
The table above shows the frequency and percentage of the students’
language use in Pre-Test in which 3 students (9.00%) got good, 16 students (46.00%) got fairly good, 10 students (28.57%) got fair, 6 students (17,14%) got poor and none of students got excellent, very good, and very poor classification.
At the Post-Test, the frequency and percentage of the students’ language use in Post-test are 8 students (23,00%) got very good, 26 students (74.28%) got good, 1 student (2.85%) fairly good and none of students got excellent, fair, poor and very poor classification.
The line chart below shows of the students’ ability in writing narrative text including unity and completeness covering tenses
chart 4.2: the improvement of the students’ in tenses
The figure 2: shows the students’ improvement in indicator of variable. From the graphic above, it indicates the improvement of tenses from pre-test is 64.62% to post-test 81.71%. The improvement is 26.44%.
3. The improvement of the students’ mean score of writing variables
The use of picture of series as the instructional media is effective to improve the students’ ability in writing narrative text in terms of content and language use. It can be seen from the table below in which it describes the students’
score of writing’s variables including content and language use.
Table 5: the improvement of content and language use in the students’
narrative text
No Variables Mean score Improvement
X1 X2 (%)
1 content 66.42 83.43 25.60
2 Language use 64.62 81.71 26.44
X 65.68 82.77 26.02
The table 3 shows about the mean score of each variable of the students’
ability in writing narrative text. Based on the table, it indicate that the use of series of picture as the instructional media in teaching and learning writing is successful. The result of the mean score in pre-test and post-test above, where
0 20 40 60 80 100
tenses
pre-test post-test development
the students mean score of content and language in pre-test are 66.42 and 64.62 categorized as fair. The students’ means score of content and language use in post-test are 83.43 and 81.71 categorized as good. Besides, from the data above, it can be seen that the improvement of the students’ writing ability in term content and language use after being taught by using series of picture as the instructional media are 25.60% and 26.44%. based on the chart above, we can see that the mean score of its improvement is 26.02%.
The line chart below shows of the students’ improvement in writing narrative text including content and language use.
Chart 4.3: the improvement of the students in content and language use
The chart 4.3: shows the students’ improvement in indicator of variable.
From the graphic above, it indicates the improvement of content is 25.60% and the improvement of language use is 26.44%. The mean score of its development is 26.02%.
0 10 20 30 40 50 60 70 80 90
content language use mean score
pre-test post-test development
4. The improvement of the students’ mean score of writing in pre-test and post-test
It has been explained in the previous chapter that the test is administered twice where the pre-test is administered before giving treatment and the pos- test is administered after giving treatment. The Development of the students mean score from the pre-test to post-test can be seen in the following table.
Table 6: the improvement of the writing in narrative text
Mean score Pre-test Post-test Improvement (%)
X 65.68 82.77 26.02
The result of the mean score in pre-test and post-test above, where the students mean score in pre-test is 65.68 and categorized as poor and the students’ mean score in post-test is 82.77 and categorized as good. It can be seen that the improvement of the students’ writing ability in term of content and language use after being taught by using series of picture is 26.02%
The chart 4.4: shows the students’ improvement of the students’ ability in writing narrative text in terms of content and language use after being taught by using picture series as instructional media is 26.02%.
0 20 40 60 80
score
development post-test pre-test
After calculating t-test value (25.53), then it is compared with the t- table value. For the level of significance (p)=0.05 with the degree of freedom (df) = N-1, where N= Number of subject(35 students) then the value of t-table was 2,03 t-test statistical, analysis for independent sample is applied. It can be seen in the following table below
Table 7. the value of t-test
t-test value t-table value Comparison
25.53 2.03 25.53>2.03
These findings are used to determine whether or not the hypothesis stated in this research is statically proved. As being stated in previous that t- table value and the alternative hypothesis (H1) is accepted. Therefore, based on the result above where the t-test value is greater that t-table value (25.53>2.03).
it means that the hypothesis “there was significant difference of the students’
ability in writing narrative text before and after using picture series” is accepted. So, it is concluded that using picture series in learning can make students more active, enjoy and motivate in teaching learning process. It means that using picture series as media can be used as one of the alternative to teach narrative text.
B. Discussion
This research concerned to the use picture series as media in increasing students’ writing skill in term of content and language use of first grade students of SMA Negeri 1 Gowa.
Picture series is one of the media that is support the process of brainstorming during the process of writing as visual aids that stimulate to provide inspirations to express something. Picture series contains the series of picture forming a story (Metiawati, 2014).
Teaching writing through the use of picture series is effective to be applied in writing skill (Nina Puspitaloka, 2016; Ismawati, 2014; Pratiwi, 2016; Apsari, 2017; Dwi Ariningsih, 2010. The result of the study from Nurkamri (2014) that Picture Series can be used as cues for the retelling a story and picture series guided them to write and compose each pharagraph.
Picture series can be used in various teaching learning activities especially teaching writing in narrative text. By using picture series, students are able to develops their ideas so that it cases students to built concept of the story will be written by them.
The research finding that the students’ writing skill by using Picture Series as Media showed the improvement of the students’ writing skill in the term of content and language use. From the improvement showed the process in pre-test and post-test. The result of the students writing in pre-test was low, especially in finding the content and language use. It showed that the students
could not express their ideas and their understandable. It was before using Picture Series as Media in writing activity.
Based on the problem above, the writer gave the treatment by using Picture Series as Media, so that the students could show the improvement in post-test. In pre-test, writer only gave the essay text to know their prior knowledge before using Picture Series as Media.
At the beginning, their writing skill was very bad. Almost of them were confused and spent much time to write. They are difficulty in writing well and they have difficulty in expressing their idea to complete their writing’s content.
After students were given a pre-test, the writer gave the treatment by using Picture Series as Media. As the result, students become active and enjoy in writing activity. They would be easy to do writing activity. Most of their utterance were correct and no need to write for a long time.
The result of students’ mean score after presenting in teaching writing skill by using Picture Series as Media is better than before the treatment is given to the students. Before giving the treatment, the students’ writing skill in content and language use are fair. After giving the treatment, their writing skill is significantly improve and categorized as good.
Based on this computation, it explains that the students of SMA Negeri 1 Gowa have a better improvement in writing both for content in terms of unity and completeness and language use in terms of tenses by using Picture Series.
This finding is also supported by the score analysis which showed by the students' mean score in pretest and posttest which improved The findings
indicate that the use of Series of Picture at the first Grade Students of SMA Negeri 1 Gowa is effective in teaching and learning to improve the students' ability in writing narrative text especially in content and language use of writing It was supported by some opinion of some rescarcher before. Brown (1983) state that pictures may improve the students' visual literacy. For example, pictures may help them to comprehend various abstractions. There are some valuable uses for pictures such as stimulating students' interest and helping readers to understand and remember the content of accompanying verbal materials. So, Picture series is one of the instructional media to overcome the writing problems especially in writing narrative text. Picture series is a creative idea to develop concepts of the story written by the students.
Previously, they are difficult to integrate sentences in making a composition because they are lack of ideas. By using picture series students can build concepts and raise the ideas of the story they write
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents conclusions and suggestions based on the findings and discussion of data analysis
A. Conclusions
After conducting the research by applying Picture Series in improving students' ability in writing narrative text at the first Grade Students of SMA Negeri 1 Gowa and based on the research findings in the previous chapter, the researcher puts two conclusions as follows:
1. Picture Series is effective to improved the students’ writing ability in terms of content, it was improved by the mean score of content before and after giving the treatment is 66,42 becomes 83,43 improve 25,60% with t- test value content is greater than t-table (33,48>2,03).
2. Picture Series is effective to improve the students’ writing ability in terms of language use, it was improved by the mean score of language use before after giving the treatment is 64,62 becomes 81,71 improve 26,44% with the t-test value language use is greater than t-table (30,26>2,03). The result of calculating t-test of the indicators in the students t-test writing ability (content and language use) is greater than t-table 25,53>2,03. It means that there is significance difference between before and after giving the treatment.
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B. Suggestions
As the result of conducting Series of Picture, the researc her would like to give fours suggestions for the next research as follows:
1. It is suggested to the English teachers to use Series of Picture as one of effective media in the teaching and learning process especially in teaching writing ability
2. It is suggested to the next researchers that they can used Series of Picture to improve the students writing ability about the other component or variable of writing, because the researcher only observes a small part of the component of writing including content and language use.
3. The result of this research can also be used as an additional reference or further research with different discussion for the next researcher
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Mata Pelajaran : Bahasa Inggris
Kelas : XI
Skill : Menulis
Alokasi Waktu : 2x45 menit ( 1 x pertemuan )
Standar Kompetensi : Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari - hari.
Kompetensi Dasar : Mengungkapkan makna dalam teks fungsional pendek ( misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari–hari.
A. Indikator
Mampu mengenal dan memahami bentuk paragraf naratif.
Mampu menulis paragraf berbentuk dengan baik dan benar.
B. Tujuan Pembelajaran Pada akhir pembelajaran:
Siswa mampu memahami dan menghafal bagian – bagian paragraph naratif ( generic structure).
Siswa mampu mengenal dan menulis paragraph naratif dengan benar
Siswa terlibat aktif dalam pembelajaran.
Siswa dapat bekerjasama dengan teman – teman kelompok saat mengerjakan tugas kelompok.