CHAPTER II REVIEW OF THE RELATED LITERATURE
B. Concept of Writing
4. Language feature of narrative text
According to Mislaini in Hartina (2013:40) there are three language feature of narrative text:
a. Using processes verbs b. Using temporal conjunction c. Using simple past tense
d. Usually begins with the adverb of time (Adverbs of Time) Such as: long time ago, once, one, once upon a time.
D. Concept of Teaching Media 1. Teaching Media
Media is every tool to convey information or messages from one place to another place. In teaching learning process also use media to make the process run effective and interesting. This part describes definition of teaching media, function of teaching media, and kinds of teaching media.
Generally, teaching media mean all tools which may be used by teacher to deliver teaching material to students in teaching learning process to reach certain learning goals.There are some experts that stated about teaching media. According to Bakri (2011:3) media is plural form of medium, which derives from latin word medius that has meaning “middle”. In language, medium means “between or interval”. The meaning of media aimed at something that delivers information (massage) between message sender and receiver.
2. The Function of Teaching Media
According to Sudjana (2001:64) the function of teaching media in teaching and learning process as follows:
a) The using of media in teaching learning process is not addition function, but has own function as an aid to express effective teaching learning situation.
b) The using of teaching media is integral part of all learning situation. It means that teaching media is one of element that should be developed by teacher.
c) The using of teaching media is more important to accelerate teaching and learning process and help student in comprehend material from teacher.
3. Kinds of Teaching Media
According to Mahajan (2012:6-7), media are classified into seven categories such as:
a) Graphic Media b) Display Media
c) Three Dimensional Media d) Projected Media
e) Audio Media f) Video Media g) Visual Media
E. Concept of Picture Series 1. Defenition of Picture Series
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 sentence 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. According to Metiawati in Nurkamri (2014)
“Pictureseries is a number of related composite linked to the form of series or sequence of events”. According to Alex in Muna (2016) “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 inspiration to express something”. Picture series contains the series of pictures forming a story. Kreidler in Nurkamri (2014) states, “A series of pictures can be used as cues for the retelling of a story.” Picture series guided them to write and compose each pharagraph.
Wright (1988) states that pictures are very important in helping students to retell expreriences or understand something since they can represent place, object, people, etc. Harmer (2004:33) adds that pictures are often used to present situations to help students work with grammar and vocabulary. It is enjoyable for the students because it encourages activity in guessing the messages from the picture based on their imagination. Students can understand the content of the whole series of pictures because the pictures are
related. Pictures series are arranged as media to help students express their ideas and feelings fluently. Picture series can be used in various teaching learning activities especially teaching writing in narrative text. By using picture series, students are able to develop their ideas so that it eases students to build concept of the story will be written by them.
2. The Advantage of Picture Series
According to Latuheru in Nurkamri (2014), pictures have several function in the teaching and learning process. First, picture can translate abstract ideas into more realistic forms. Second, pictures are easily obtained, for example from schoolbooks, newspapers and magazines. Third, pictures are usable in different kinds of academic levels. Fourth, picture can save the teacher’s time and energy. In addition, Raimes in Nurkamri (2014), pictures in sequence provide for a variety of guided and free writing exercises. A picture sequence, such as a comic strip, provides the subject matter for writing narrative and for speculating about the story beyond the pictures in the strip.
By using picture series, the attention of students to be focused on the picture. So picture series creates their inspiration. Picture series can be used in every material and whatever the emphasis of the syllabus that teacher is following.
3. Step of Picture Series
Metiawati in Nurkamri (2014) state that there are several steps when the student’s begin to write narrativ text:
a) Showing picture series to students and asking students to observe then identify.
b) Asking the students to give their own ideas about the pictures.
c) Asking the students to write pharagraph narrative based on the series of pictures in a group work.
d) Checking the suitability of students essay with pictures series concept.
F. Conceptual Framework
The theoretical framework underlying, the research was given in the following chart.
INPUT PROCESS OUTPUT
Teaching Writing Narrative
Text
Teaching and Learning Process Using
Series of Picture
The improvement
of the students writing ability Chart 2.1 Conceptual Framework
The three variables, input, process, and output were briefly clarified follows:
1) Input : it refers to the teaching of writing narrative text.
2) Process : it refers to the technique used in writing narrative text namely series of picture.
3) Output : the output wasthe student’s ability in writing narrative text including content and language use.
G. Hyphothesis
According to Basri in Nurkamri (2014: 26) a hypothesis deals with a statement that should be examined whether it is accepted or rejected. Based on the theoretical point of view, the hyphothesis of this research can be formulated as follows:
1. The alternative hypothesis (H1)
Using series of picture can improve the student’s ability in writing narrative text at The first Grade Students of SMA Negeri 1 Gowa.
2. The null hypothesis (H0)
Using series of picture cannot improve the student’sability in writing narrative text at The first Grade Students of SMA Negeri 1 Gowa
CHAPTER III RESEARCH METHOD
A. Research Design
This research employed the pre-experimental design with one group pre-test and post-test. This design involved one group as pre test (O1) exposed to treatment (X), and post-test (O2)
Pre-Experimental Design Figure 3.1 Research Design
01 X 02
Information:
O1 = Pre-test X = Treatment O2 = Post-test
(Gay in Hasmi, 2013:16) 1. Pre-test
Before doing the treatment, the students were given a pre-test. The students can ask to write down narrative text. This test was applied to know their prior knowledge.
2. Treatment
After the pre-test was given, the students were treated by using picture series as media. It look 4 meetings and each meeting the students
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were given writing materials. For detail information, the researcher explained the treatment in the form of teaching steps as follows :
a. Pre-writing Activity
1) The teacher explained what narrative text and also explained parts or generic structures that the students must write in a paragraph.
2) The teacher would choose or the students choose by themselves the topic to write about.
3) The teacher would give the students some questions which related to the topic.
b. Writing Activity
1) The teacher would ask the students to write their own narrative text based on the topic.
2) The students begun to write a narrative text by answering the questions given.
3) While the students were writing, the teacher moved among them, giving assistance and guidance as required.
c. Re-writing Activity
1) Collecting the students work, monitoring and mark their work one by one right away, writing his comment and suggestion underninth.
2) The teacher asked the students to do their final revision and collect their work.
3. Post-test (O2)
After applied a treatment, the last steps in the writer gave post-test to the students which supplied the same test with other topic in writing test.
B. Population and sample 1. Population
The population of the research was the first grade students of SMA Negeri 1 Sungguminasa Kab. Gowa in the academic year 2018/2019 consist of six classes and the number of students was 210.
2. Sample
The researcher took one class that was class X.F as a sample, it consisted of 35 students. The researcher used purposive sampling technique because based on the observation, the researcher found one of the six classes that the students learnt about narrative text. In this case, the researcher wanted to know the effect of picture series as media in writing narrative text at students of grade X.F SMA Negeri 1 Sungguminasa Kab. Gowa.
C. Variables and indicators research 1. Research variables
a. The independent variable
The independent variable was the use of picture series as media in writing narrative text.
b. The dependent variable
Dependent variable was the students’ improvement in writing skill toward narrative text.
2. Indicators
The indicator this research was the students improve in writing a text after learning process using picture series as media that focus on making narrative text.
D. Instrument of the research
The researcher used essay test for pre-test and post-test to assess students writing skill. The pre-test was given before the treatment to know the students prior knowledge in wiriting skill. The post-test was conducted after the use picture series as media.
E. Procedures of Data collection
The procedure of collecting data involves the following steps:
1. Giving Pre-test
Before doing the treatment, the students were given a pre-test to assess writing skill. The form test was an essay test. The result of pretest was compared with the result of post-test after doing the treatment.
2. Giving Post-test
After the treatment, all students were given a post-test to assess their writing skill. The test form was an essay test. The results obtained would be
compared with the pre-test results to find out how the effect of picture series as media on writing narrative teks.
F. Technique data analysis
1. Scoring the students correct answer of pre-test and post-test by using this formula:
Students’correct Answer
Score = X 100%
Total Number of Item
2. Calculation the average score of a student's writing test by using the following formula.
∑ x X =
N
Notation:
X = average score Σ = total default score
N = number of students, (Gay in Hasmi, 2013: 20)
3. In giving score of the students’ writing narrative teks are as follow:
a. Measured thestudents’ score for Content scoring
Table 3.1 Criteria score of content
No Classification Score Criteria
1 Excellent 90-100
If the centeral purpose, the unity, and the completeness of the composition are all correct.
2 Very good 80-89
If the composition contains few errors of central purpose, unity, and completeness .
3 Good 70-79
If the composition contains some errors of the central purpose, unity, and completeness.
4 Fair 60-69
If the composition is dominated by errors of the central purpose, unity, and completeness.
5 Poor 0-59
If the central purpose, unity, and completeness are all incorrect.
(Gay in Nurkamri,2014:33) b. Measured the students’ score for organization
Table 3.2 Criteria score of Language Use
No Classification Sc Score Criteria
1 Excellent 90-100 Mastery of grammar taught on course only 1-2 minor mistakes.
2 Very good 80-89 A few minor mistakes only (preposition, articles, etc.)
3 Good 70-79 Only 1 or 2 major mistakes but a
few minor ones.
4 Fairly good 60-69 Major mistakes lead to difficulty in understanding lack of mastery of sentences construction..
5 Poor 0-59 Numerous serious mistakes.
(Harmer in Nurkamri 2014:33)
c. Classifying the score of the students into the following measurement scale
Table 3.3 Classifying the score of the students
96-100 : excellent
86-95 : very good
76-85 : good
66-75 : fairly good
56-65 : fair
36-55 : poor
00-35 : very poor
(Depdikbud, 1985:6) 4. Finding out the significant difference between the pre-test and post-test by
the calculating the value of the t-test. The following formula was employed:
2
2 ( )
( 1 )
t D
D D
N N N
Notation : t = Test of Significant difference
D = The Mean of the difference Score
∑D = The Sum of all score
n = Total number of sample
∑D² = The square of sum for different
(Gay in Hasmi, 2013:22)
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the findings of the research and its discussion. The finding of the research covered with result of the data collected through the test.
In discussion part, the researcher described the interpretation of the findings.
A. Findings
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