Hal ini menunjukkan bahwa terdapat pengaruh positif dan signifikan penggunaan media foto terhadap penulisan teks deskriptif siswa kelas VIII MTs Ma'arif 11 Seputih Banyak Lampung Tengah. Kesimpulan dari penelitian ini adalah media figuratif sebagai salah satu media alternatif yang dapat membantu siswa; untuk meningkatkan kemampuan menulis deskriptif di kelas VIII MTs Ma'arif 11 Sepuit, Banyak, Lampung Tengah. Hal ini menunjukkan bahwa penggunaan media gambar berpengaruh positif dan signifikan terhadap keterampilan menulis deskriptif siswa kelas VIII MTs Ma'arif 11 Seputih Banyak Lampung Tengah.
The undergraduate thesis is presented as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.) in the study program of English education entitled: "The effect of the use of visual media on the writing of descriptive text of the eighth grade students of MTs Ma 'arif 11 Seputih Banyak Central Lampung".
Background of the Research
In the learning process of teaching, students often have difficulties in getting their ideas and imagination to write a descriptive text. Pictures are a visual medium that can motivate students and make students feel interesting in the writing process. Below is the student information about MTs Ma’arif 11 Seputih Banyak Grade Eight English Test Result with Minimum Mastery Criteria (MMC) for English 70.
The Student English Test of the Eighth Grade of MTs Ma'arif 11 Seputih Banyak.
Problem Identification
Problem Limitation
Problem Formulation
Objective and Benefit of the Research 1. Objective of the Research
- Benefit of the Research a. For the students
- Types of Writing Text
- The Process of Writing
- Types of Descriptive Text
- The Generic Structure of Descriptive Text
- The Characteritics of Descriptive Text
On the other hand, Javed said that writing is one of the basic skills of the English language. Identification (Introduction) is a general opening statement in the first paragraph or sentence that introduces the subject of the description to the audience. The topic sentence previews the details that will be included in the rest of the paragraph.
In addition, it reminds the reader of the important point or in other words it is to emphasize the reader to introduce the topic.
The Concept of Picture as Media
- Definition of Picture
- Types of Picture
- The Advantages of Using Picture
- The Use of Picture on Teaching and Learning Activities
- Paradigm
According to Marianne and Sharon, pictures are a kind of visual learning material that could be used more effectively to develop and maintain motivation in creating a positive attitude towards English and to teach or strengthen language skills.17 Picture can be used in different configurations to improve learning and practice. . Meanwhile, Raimes states that the image can be used as a reference for students to discuss a cultural phenomenon and their own experience related to it.20. Teachers have always used pictures or graphics - drawn, taken from books, newspapers and magazines, or photographed - to facilitate learning.21 The picture can be in the form of cards (small cards that can be held up for our students to see), large wall pictures ( large enough for everyone to see details), cue cards (small cards that students use when working in pairs or groups), photos or illustrations (usually in a textbook).
From the explanation above, it can be concluded that pictures are a visual medium that can provide motivation to students and more effectively make students feel interesting in the learning process.
Hypotesis Formulation
From the above figure, it can be assumed that the picture is good, the students writing descriptive text is also good. So there is no positive and significant influence of using picture towards students who write descriptive text. There is no positive and significant influence of using picture towards students writing descriptive text of eighth grade of MTs Ma'arif 11 Seputih Banyak.
Research Desaign
Sample
Sampling Technique
Operational Definitions of Variables
Independent Variable
The independent variable is the element that the writer believed could be related to or affect the dependent variable in some way.32 We can conclude that the independent variable is the primary variable, chosen, manipulated and measured by the writer. The researcher tested the students by giving them some questions about the use of photographic media in the teaching and learning process, and then the scholar can give points from their enthusiasm and answer about the question.
Dependent Variable
Some knowledge of the topic, adequate scope, limited development of a thesis that is mostly related to the topic but lacks detail. Does not demonstrate subject knowledge, is not substantive, is not appropriate, or is not sufficient for assessment. Basically translation, little knowledge of English vocabulary, idioms, word form or not enough to grade.
Effective complex constructions, few agreement errors, tense, number, word order/function, articles, pronouns, preposition. Effective but simple constructions, minor problems in complex constructions, more agreement errors, tense, number, word order/function, article, pronoun,. Major problems in simple/complex constructions, frequent negation errors, agreement, tense, number, run-on, deletions, meaning confused or obscured.
Virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or insufficient to evaluate. No mastery of conventions, dominated by errors in spelling, punctuation, capitalization, paragraphs, hard writing illegible or not enough to evaluate.34. According to Anderson with Arsenault, “The instrument contains tests and questionnaires, observation schedules and all other tools used to collect data.”35 It means that testing is one of several techniques for collecting data.
The pre-test is held during the first meeting before treatment is done to know the ability of the students before the action research is done. The post-test is held in the last meeting after treatments have been done to find out if the treatment makes any contribution to the students.
Documentation
Research Instrument
Instrument Blueprint
Instrument Calibration
Data Analysis Technique
Description of Data 1. Research Setting
- Vission
- Mission
- Conditions of Teachers and Official Employers in MTs Ma’arif 11 Seputih Banyak Central Lampung
- Quantity of students in MTs Ma’arif 11 Seputih Banyak
- Organization Structure of MTs Ma’arif 11 Seputih Banyak Central Lampung
- Research Data a. Pre-Test Result
- Putting the data into the formula Chi-Square (χ 2 )
- Putting the data into formula t-test
The conditions of MTs Ma'arif 11 Seputih Banyak 1) The infrastructure of MTs Ma'arif 11 Seputih Banyak. The list of teachers and official employees of MTs Ma'arif 11 Seputih Banyak Central Lampung. The pre-test score of descriptive text writing by eighth grade students of MTs Ma'arif 11 Seputih Banyak Central Lampung.
From the above data, it can be seen that the highest score was 85 and the lowest score was 34. Post-test score of students writing descriptive text in eighth grade of MTs Ma'arif 11 Seputih Banyak Central Lampung. From the data above, it can be seen that the highest score was 85 and the lowest score was 55.
The contingency table of the expected frequency in the result of writing descriptive text by students in pre-test and post-test. The researcher used the t-test formula to find out whether there is a positive and significant influence of the use of visual media on the writing of descriptive texts by students of the eighth grade MTs Ma'arif 11 Seputih Banyak central lampung. First, the researcher prepared the table and put the data into the t-test formula as below to get "t-observation".
Prepare the table to prove whether there is an influence of the use of visual media on the writing of descriptive texts by students of the eighth grade MTs Ma'arif 11 Seputih Banyak central lampung. From the above value it can be deduced that there is a positive and significant influence of the use of visual media on the writing of descriptive texts by students of the eighth grade MTs Ma'arif 11 Seputih Banyak central lampung.
Interpretation
The critical value of "X2observed" was 6.21, in conclusion, picture media can influence students to write descriptive text of eighth grade MT M'arif 11 Seputih Banyak Central Lampung. Therefore, it can be concluded that "there is a positive and significant impact of the use of photographic media on students".
Limitation
Based on analysis IV. chapters could be summarized that there was a positive and significant influence before and after the use of visual media in teaching descriptive text writing. The use of pictorial media had a significant impact on the descriptive text writing of eighth grade students of MTs Ma’arif 11 Seputih Banyak Central Lampung. Based on the data of the above analysis, the researcher concluded that "there was a positive and significant influence of the use of visual media on the descriptive text writing of eighth grade students of MTs Ma'arif 11 Seputih Banyak Central Lampung.".
Suggestion
The teacher should choose an excellent media in teaching English, especially in the intelligence class, so that the student can participate more fully in the class and understand the material that the teacher gives, because from an excellent media in teaching and learning, he can automatically. improved students' motivation in the learning process and makes maximum efforts to accept the material given by the teacher. Students should be more active in learning English, if they don't understand the lesson their teacher taught, they should ask the teacher. The researcher hopes that this study can contribute to the school, as a good inspiration for further studies in the teaching of writing.
Gayle Feng Checkett and Lawrence Checkett, The Write Start Sentences to Paragraphs with Professional and Student Readings, United States of America, 2010. Graeme Keith Porte, Appraising Research in Second Language Learning (An Oractic Approach to Critical Analysis of Quantitative Research), Amsterdam: John Benjamin Publishing Company, 2002. Douglas Brown, Teaching by Principles: An Interactive to Language Pedagogy 2nd Edition, New York: Addison Weasley Longman, 2001.
Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research 4th Edition, United States of America: Pearson, 2012. Marianne Celce and Sharon Hills, Technique and Recourse in Teaching Grammar, New York: Oxford University Press, 1998. Marry and Minnochi, The Foreign Language Learner: A Guide to Teaching, New York: Regents Publishing Company, 1973.
Muhammad Javed, Wu Xiao Juan and Salma Nazli, A Study of Students' Assessment of English Language Writing Skills. Susan Anker, Real Writing with Readings Paragraphs and Essays for College, Work, and Everyday Life, New York: Boston, 2010.
APPENDICES
KOMPETENSI INTI (KI)
KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
Mengolah, menalar, dan menyaji dalam bidang konkret dan ranah abstrak terkait dengan mengembangkan apa yang dipelajari di sekolah secara mandiri, serta mampu menerapkan metode sesuai kaidah keilmuan.
MATERI PEMBELAJARAN
- GENERIC STRUCTURE
- LANGUAGE FEATURES
MEDIA, ALAT dan SUMBER PEMBELAJARAN 1. Picture
KEGIATAN PEMBELAJARAN
Dengan bimbingan dan arahan guru, siswa bertanya tentang perbedaan berbagai teks deskriptif pendek dan sederhana tentang orang, benda, dan binatang dalam konteks yang berbeda. Guru memberikan kesempatan kepada siswa untuk bertanya tentang kata-kata sulit dalam materi. Siswa membaca contoh teks deskriptif pendek dan sederhana tentang orang, benda, dan binatang dari berbagai sumber lain.
Siswa mendeskripsikan secara singkat dan sederhana tentang orang, benda, dan hewan, menggunakan bahasa Inggris dalam konteks simulasi, permainan peran, dan kegiatan terstruktur lainnya. Dalam kerja kelompok terbimbing, siswa menganalisis fungsi sosial, struktur teks dan unsur kebahasaan, serta format tulisan yang digunakan untuk mendeskripsikan orang, benda atau binatang. Guru memberikan kesempatan kepada siswa untuk membaca secara individu hasil membuat teks deskriptif dalam bahasa Inggris yang berkaitan dengan kehidupan sosial.
Siswa dan guru menyimpulkan hasil belajar terkait dengan apa yang dipelajari pada pertemuan ini. Siswa ditugaskan untuk membuat sebuah paragraf pada teks deskriptif sesuai dengan topik masing-masing.
