In this study, the researcher used the image to increase the students' skill in writing descriptive text. The subject of the research was the eighth graders of the Junior High School Karya Bakti Sukadana. Can the use of an image enhance the students' ability to write descriptive texts in the eighth grade of Junior High School Karya Bakti Sukadana?”.
The purpose of this research is to show that the use of picture can increase students' ability to write descriptive text in the eighth grade of Karya Bakti Sukadana High School.
INTRODUCTION
- Background of Problem
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefits of The Research
- Objectives of The Research
- Benefits of The Research
Based on the student's pre-test result, only 9 (30%) students passed the Minimum Mastery Criteria (MMC) of 70. Based on the student's pre-test result, only 9 (30%) were % of students passed the Minimum Mastery Criteria (MMC) which was 70.
THEORETICAL REVIEW
Theoretical Review
- The Concept of Writing Ability
- Definition of Descriptive Text
- Generic Structure and The Language Features
- Example of Descriptive Text
- The Concept of Picture
The first is the purpose of the writing, it includes the type of text the writer wants to produce, the language the writer uses and the information the author chooses. It must begin with the global revision - a complete re-creation of the writing world. Based on the above explanations, in this research the writer focuses her research on writing planning which identifies several topics and encourages the collection of information about the topic from many perspectives in the writing activity using the technique in descriptive writing.
Generic structure for descriptive identification is the topic that the writer wants to describe and the description is the detail. information on the subject; it can be characteristics, colors, shape, etc. Claimed by Brown, there are six general categories that should be the basis of the writing indicators as follows:23. According to Wright, images are not just an aspect of the method, but through their representation of places, objects and people they are an essential part of the overall experiences that the teacher must help the students cope with.24 image is part of the media. in the teaching and learning process.
According to Sulaiman, image is a visual aid that can be used by the teacher. From the above explanation, the writer can conclude that by understanding the function of the images, it means that the image plays an important role in teaching the learning process. 28 Asghar Heidari and Seyed Mehdi Araghi, A Comparative Study of the Effects of Songs and Pictures on Iranian EFL Learners' L2 Vocabulary Acquisition, Iran (Journal of Applied Linguistics and Language Research, 2015), p. 25.
33Asghar Heidari and Seyed Mehdi Araghi, A Comparative Study of the Effects of Songs and Pictures on Iranian EFL Learners' L2 Vocabulary Acquisition, p. In "Opportunities" students are encouraged to express feelings and ideas and share experiences, with little or no emphasis on whether these are right or wrong.
Action Hypothesis
The aim of this research is to increase the descriptive paragraph of the students at The Eighth Graders of The Junior High School Karya Bakti Sukadana. The researcher did a pre-test for the students to see to what extent the students were able to write before the treatment. During the pre-test, the researcher discovered the problem of the students, such as that they still did not know how to create a descriptive text.
Examining the pre-test and post-test results showed that the students' score increased from the average pre-test which was previously 60.73, and the average post-test score in cycle 1 was 65.87. Here, the researcher was a teacher, and the English teacher was a collaborator who observes the students' activities during the teaching of the learning process. According to the results of the first meeting, it can be seen that most of the students had problems with descriptive writing.
To see the descriptive writing ability of the students before implementing the treatment, the researcher conducted the pretest. In pre-test, the researcher found the students' problem that they still confused how to make a descriptive text. By seeing the result of pre-test and post-test, it showed that the students'.
It therefore means that the ability of the students to write descriptive text increases after the treatment with the help of pictures. Based on the data, the researcher concluded that the use of images may increase students' ability to write descriptive texts in the eighth grade of The State Junior High School Karya Bakti.
RESEARCH METHOD
Setting, Subject and Object of Research
Action Plan
According to Jean McNiff, action research is a methodology that is developed from practice, a process of trying to understand how values can be lived out in practice.45 Moreover, Yogesh Kumar Singh said that action research is a method of doing the work improve and modify. system of a classroom in the school.46 This means that action research was a way to investigate teaching and learning process in the class. According to Kemmis and Taggart as cited by Anne Burns (1999), action research is dynamic and complementary process consisting of four essential steps such as planning, action, observation and reflection in spiral system.47. 45 Jean McNiff and Jack Whitehead, Action Research: Principles and Practice (2nd), (London and New York: Routledge Falmer, 2002), p.
The researcher would use observation sheet to write down the important things as long as the learning process took place. From the observation sheet, the researcher should know the result of the student's learning activities. In this step, the researcher would analyze how the effect of the acting is, which thing that needed to be repaired and which thing that became attention at the next acting.
The result of the reflection will then be used as a guide to make a new plan in the next cycle. In the second step, it is seen with the same step in the previous cycle in which the researcher and the collaborator apply the revised plan as the lesson plan, the selected material and the evaluation instrument that will be applied in the teaching and learning process in the classroom. The researcher would reflect all the actions performed and identify the result of the observation in the learning process and compare the pre-test and post-test scores.
Data Collection Technique
According to Douglas Brown, a test is a technique for measuring someone's competence or knowledge in a certain domain.50 The researcher will administer two tests. The goal is to know how far the students can go before receiving treatment. In this case, the students are given an essay test to create a descriptive paragraph in their own words.
This test is to know if the treatment has made any contribution to the students in writing the descriptive paragraph. While conducting the observation, the research would make the observation sheet which contained the list of students' activities. In this research, the researcher takes the data from the school documentation such as the school profile, the total number of students, teachers and the condition of the school.
Data Analysis Technique
Indicator of The Success
It can be concluded that the learning process went well and the students were active in the class as cycle I. The students at VIII class of The Junior High School Karya Bakti in learning descriptive text using picture is better than before.
RESULT OF THE RESEARCH AND
Result of The Research
- Brief History of The Junior High School
- Vision and Mission of The Junior High School
- List of Teachers and Staff in The Junior High School
- Building Condition of The Junior High School
- Total of The Students at The Junior High School
Karya Bakti Junior High School is located in Rantau Jaya Udik II, Sukadana, East Lampung. The Junior High School Karya Bakti has many buildings such as classrooms, library, canteen and many others.
Description of Result Finding
Description of The Research
- Cycle I
- Cycle II
The researcher gave some pictures on a whiteboard and the students had to describe what it is. Occasionally, the students encounter difficulties in completing the assignment and feel bored after class. Although there was an increase in the result of the first and second meeting, the research must be continued to the next cycle because the average of the students has not yet reached the minimum mastery criteria.
In addition, the researcher made an observation sheet that consists of a list of students' names and a list of student activities that will be observed during the learning process. The students seemed very enthusiastic to learn using pictures and some of them very serious. It means that the time was up and the researcher ended the lesson and reminded the students to study again for the descriptive text.
Then the researcher gave post-test cycle 2 with the similar task on post-test cycle 1 before. From the result of the first meeting, it can be seen that most of the students have no difficulty in expressing their idea in words, and how to construct sentences becomes a good pregraph. In the second cycle, the students were also more active in doing the assignment and test than before.
Discussion
- The Result of Pre Test
- The Result of Post Test Cycle I
The result of posttest cycle II, it showed that the result of posttest cycle II meets The Minimum Mastery Criteria (MMC) in which 25 students scored ≥ 70 and only 6 students still achieved success. The mean score of posttest cycle II was 73.96, meaning they were successful. Based on the observation and reflection in this cycle, the researcher and collaborator surely accepted that the use of picture in the teaching of descriptive text is very useful for the students to increase their ability.
It is supported by the result of students' score on pre-test, post-test 1 and post-test 2. After the researcher analyzed the result of post-test cycle 1 and post-test cycle 2, there was a comparison between both. In addition, referring to the data of student activities in Cycle 1 and Cycle 2, there was improvement in student activity during the learning process of teaching.
Therefore, the image can be applied in the classroom to make the students more attractive in the learning process. The increase in student learning outcome was evidenced by the average score of student learning outcome on cycle I was 65.87% and improved on cycle II 73.96%. The students need to be more active in the learning process to understand the material and improve their results, especially in writing performance.
The English teacher can use the picture as an effective technique to stimulate and motivate the students in learning to write, especially when writing descriptive text.
