(1)USING JUXTAPOSING PICTURES IN IMPROVING WRITING SKILL AT THE SECOND GRADE SOCIAL PROGRAM STUDENTS OF SMA WAHYU MAKASSAR (A Classroom Action Research

USING JUXTAPOSING PICTURES IN IMPROVING WRITING SKILL AT THE SECOND GRADE SOCIAL PROGRAM STUDENTS OF SMA WAHYU MAKASSAR (A Classroom Action Research ). A THESIS. Submitted to the Faculty of Teacher Training and Education MakassarMuhammadiyah University in Partial Fulfillment of theRequirement for the Degree of Sarjana Pendidikan in English department. BY: SYAHRIL 10535 4184 09. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2014.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221. APPROVAL SHEET. Title. : Using Juxtaposing Pictures in Improving Writing Skill at the Second Grade Social Program Students of SMA WAHYU Makassar. (A Classroom Action Research). Name. : SYAHRIL. Reg. Number. : 10535 4184 09. Program. : ENGLISH DEPARTMENT / STRATA 1 (S1). After being checked and observed this thesis had filled qualification to be examined. Makassar,. Februari 2014. Supervisors Consultant I. Consultant II. Dr. Fahmi Room, M. Hum.. Amiruddin, S. Pd., M. Pd.. Dean of FKIP. Head of English. Unismuh Makassar. Education Department. Dr. A. Sukri Syamsuri, M.Hum. Erwin Akib, S.Pd, M.Pd. NBM : 858 625. NBM : 860 934.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221. CONSELLING SHEET Name Reg Number Title. Consultant I Day / Date. : SYAHRIL : 10535 4184 09 : Using Juxtaposing Pictures in Improving Writing Skill at the Second Grade Social Program Students of SMA WAHYU Makassar. (A Classroom Action Research) : Dr. Fahmi Room, M. Hum. Chapter. Note. Makassar,. Sign. February 2014. Approved by: Head of English Education Department. Erwin Akib, S.Pd, M.Pd NBM: 860 934.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221. CONSELLING SHEET Name Reg Number Title. Consultant II Day / Date. : SYAHRIL : 10535 4184 09 : Using Juxtaposing Pictures in Improving Writing Skill at the Second Grade Social Program Students of SMA WAHYU Makassar. (A Classroom Action Research) : Amiruddin, S. Pd.,M. Pd. Chapter. Note. Makassar,. Sign. February 2014. Approved by: Head of English Education Department. Erwin Akib, S.Pd, M.Pd NBM: 860 934.



ABSTRACT. SYAHRIL, 2014. USING JUXTAPOSING PICTURES IN IMPROVING WRITING SKILL (A Classroom Aaction Research at the Second Grade Social Program Students of SMA WAHYU Makassar). English Education Department, the Faculty of Teacher Training and Education, Makassar Muhammadiyah University. Supervised by Fahmi Room, and Amiruddin. The objective of this research was intended to know the improvement of the students’ writing skill of content and organization in writing skill by using Juxtaposing Pictures at The Second Grade Social Program Students of SMA WAHYU Makassar. The type of this research was a Classroom Action Research that consisted of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done at the second grade social program students of SMA WAHYU Makassar. As subject in this research was class XI.IPS in 2013/2014 academic year with consisted of 18 students. The instruments of this research were writing test and observation. The findings of the research were students’ improvement in writing skill of content was 64.84 in cycle 1 and then it become 74.78 in cycle 2. The students’ writing skill of organization was 65.18 in cycle 1 and it became 74.02 in cycle 2. The students’ participation in learning writing skill by using Juxtaposing Pictures in the first meeting of cycle I was 59 then it became 87 in fourth meeting of cycle II. Based on the findings, was concluded that the students’ writing skill at the second grade social program students of SMA WAHYU Makassar had a low level before the test in the first cycle and in high level after doing the test in the second cycle, that’s mean Juxtaposing Pictures effectively, so it was able to improve the students’ writing skill in teaching the English writing skill..

ACKNOWLEDGEMENT. In the name of Allah, Most Gracious, Most Merciful Alhamdullilah Robbil ‘Alamin, the writer is grateful for all the bounties that Allah SWT has showered on one which enabled him to complete this thesis. Shalawat and salam are addressed to the final chosen religious messenger, the Prophet Muhammad SAW who has changed the human life. The writer realizes that many hands had given their helps and useful suggestion for the completion of this thesis. Without the assistance of these people, this thesis would never have existed. Therefore, the writer would like to express his appreciation and sincere thanks to all of them particularly: 1. Dr. Irwan Akib , M. Pd, the Rector of the Muhammadiyah University of Makassar 2. Dr. A. Syukri Syamsuri, M. Hum, the dean of teacher training and education faculty. 3. Erwin Akib, S.Pd, M.Pd, the head of English Education Department of FKIP UNISMUH Makassar. 4. His high appreciation and great thankful are due to consultant Dr. Fahmi Room, M. Hum as the first consultant and Amiruddin S. Pd. M. Hum as the second consultant who have given their valuable time and guidance to finish this thesis.. v.

5. His heartful thank to all lectures of the FKIP UNISMUH especially to the lectures of English Department and all staff of Muhammadiyah University of Makassar for their guidance during the years of the writer’s study. 6. The writer’s deep appreciation for the headmaster and English teacher of SMA WAHYU Makassar and all the students of SMA WAHYU Makassar especially for the second grade social program class in academic year 2013/2014 who have spared their time and activities for being subject of this research. 7. Special thanks to the examiners who have taken an important role in finishing his study. 8. The writer would like to express his deepest and affectionate thank to his beloved parents, H.David (his father) and Hj. Salmawati (his mother), his beloved brothers Ruslan and Irwan Hamka and his sister Fina Fatwa sari for their prayers, unfailing love, sacrifice and continual understanding. 9. Thanks to all of his friends in I class of EDSA 09, especially for his beloved friends Suardi, Abdul Dhohir and Syamzani who always help and support the writer in every condition. Eventually, for all everybody that could not be mentioned one by one, may Allah almighty bless us now and forever. Makassar, Februari 2014. The Writer. vi.

LIST OF APPENDIX APPENDIX A. Lesson Plan……………………………………………………..37 APPENDIX B. Teaching Material……………………………………………....70 APPENDIX C. Attendant List…………………………………………………..82 APPENDIX D. Writing Test……………………………………………..….83 APPENDIX E. The classification of students’ pretest and posttest in accuracy and fluency……………………………………………………..….95 APPENDIX F. Critical value of T-table………………………………………..96 APPENDIX G. The students’ pretest and posttest result in accuracy and fluency………………………………………………………....97. viii.

CHAPTER I INTRODUCTION. A. Background Writing is an English skill defined as how to express ideas on a paper to form words, words to sentences’, sentences to paragraph. The ideas of writing may be from the writer’s feeling, opinion, or may come from prior knowledge such as: result of reading book, discussion or hear and watching TV. According to Wright (1989), we predict, deduce, and infer, not only from what we hear and read but from what we see around us and from what we remembering. Things that we see can affect our thinking and view especially in writing because everything what we want to write depends on our thought. So, before we write, we need to determine what we write and also the writer should have something meaningful to convey. Mostly people have difficulties when they want to write something, may be lack of ideas, feeling bad, or may lack of vocabulary. Sometimes they lose of opinion and they only can write a little. It seems that ideas as important part in construct writing. Beside it, in speaking they can use many ways of communicate such as facial expression or body language but differently in writing we just use words to convey information. Oshima (1999) explain that keep in your mind about choice of words, grammatical structure, length of sentences, and organizing way so that the reader will receive the messages you intend to convey. We have to arrange the words based on topic clearly in order to make its meaning readable, understandable in order the readers can get the meaning easily. In this case, the researcher will try to use pictures as a medium in learning because it has enormous potential as learning tools..

2. Ryan (1993) stated that pictures can not only illustrate a topic but also can provide the experiences base children require. Wright (1989) stated that pictures contribute to the context in which the language is being used and motivate students. Pictures represents something in provide information that can help students continue general idea and describe it easily. It can enhance and developed their self-esteem in teaching and learning activities of the written language. It makes the lesson much more dynamic as imagination are aroused and as a source of discovery. This is especially useful with those students who find it difficult to use their imagination. The picture provides a support and ideas which the students can then on more easily than inventing their own story all together. The Old saying that picture is a worth of thousands of words, means that it can raise the production of words and a multitude of creative and analytical thoughts. Like Barnette (2006) said that visual representation invite multiple perspective, encourage exploration and engagement and increasing students investment. It cannot be denied that writing is the most difficult skill of four language skills, such as researcher’s observation in the second grade social program students of SMA WAHYU Makassar, the students writing skill is still poor. It caused by many factors such as the students do not know how to start in writing because they do not have enough ideas to write, lack of vocabulary, loose of opinion and only can write a little. Referring to the statements above, the researcher will try to study about the improving of writing skill by using pictures specifically Juxtaposing Pictures. Juxtaposing represent our tendencies in perceiving something which compares a numbers of pictures that placed side by side..

3. B. Problem Statements Based on the background above, the researcher formulates the problem statement as follows: 1. How does the Juxtaposing Pictures improve the students’ writing skill of content at the second grade social program students of SMA WAHYU Makassar? 2. How does the Juxtaposing Pictures improve the students’ writing skill of organization at the second grade social program students of SMA WAHYU Makassar? C. Objective of the Research To know the improvement of the students in writing skill by using Juxtaposing Pictures. D. Significance of the Research The result of this research is expected to be useful and helpful information for the teacher in general in order to improve the quality of the English teaching. Also help the students to improve their writing skill through Juxtaposing Pictures. E. The Scope of the Research The scope of the study was limited on the improvement of teaching writing skill especially in writing descriptive paragraph through Juxtaposing Pictures. It will focus on content which consist of unity and completeness; and organization which consists of coherence and spatial order..

CHAPTER II REVIEW OF RELATED LITERATURE. A. Previous Related Findings Some researchers have done studies on writing technique and its contribution on English teaching. Their findings were as the following: Abdul Rajab (2009) conducted research under title “Increasing the Students’ Writing Ability Through Free Topic of the Third Year Students of SMA 1 Baebunta”. The result of calculation of students’ score from the post test indicated that there was a significant difference improvement of writing ability between the students who were though by free topic writing and those who were not. It is said that the alternative hypothesis (HA) is accepted which the t-test value was greater than t-table value. In the post test, the t-test value is 3,393 while t-table value is 2,000 for the level of significance 0.05 degree of freedom. Aini, (2006). Thesis. Using Picture Media to Improve the Students’ Writing Ability, explained that the data is analyzed using the five components of writing, namely; content, organization, vocabulary, language use, and mechanics, furthermore those are calculated using independent t-test. The result of calculation of students’ score from the posttest indicates that there is a significant difference improvement of writing ability between the students’ who are thought by free topic writing and those are not. It is said that the alternative hypothesis (Ha) is accepted, which t-test value is 2.000 for the level of significance 0.05, degree of freedom 60. Based on the writing of data.

5. analysis, the writer then concludes that using picture media increase the the writing ability of the students. Nuraida (2003) conducted a research under title “The Writing Skill of the Sixth Semester Students of English Department of Tarbiyah Faculty of IAIN Alauddin Makassar in Free Composition”. She found that Free Composition could improve the writing skill by writing freely until new ideas come. Rahmat (2003) conducted a simple research under title “Improving the English Writing Ability of the Third Year Students of MAN Kajuara Bone Through Diary Writing “.He came with a conclusion that the use of Diary Writing could improve the students’ ability to understand and to develop their writing activity and develop their interest because all of the students gave a positive attitude toward it. Scott and Treberg (1990) applied Brainstorming Technique in writing at the seven year old beginners in New York. The result of that research was where the students produced a lot of vocabulary but they were failed in mechanics of writing. Patimah (2009) conducted research under the title “the students’ ability to use photograph as a device of writing descriptive English”. The result of this research showed that the mean score of the students’ writing is 56,97. Moreover, it indicated that the descriptive writing written by the students with photograph fall into the same classification. Referring to the previous findings above indicates that there are many ways to improve students’ writing such as using Free Composition Method,.

6. Diary Writing, and Brainstorming Technique, or Learning Error Method. Each method has special characteristic different with others but generally the aim is to improve students’ writing skill. The researcher decided to take picture as tool to improve students’ writing in this research. B. Concept of Writing 1. Definition of Writing There are many definitions of writing. Some of them are defines writing as: a. Gery (1985:69) stated that there are three issues in the history will be highlighted in the considerations preparation in teaching writing skill. b. Revel (1979:38) argued that writing is a king of activity where the writer express all the ideas in his mind in the paper from words to sentences, sentences to paragraph and from paragraph to essay. c. Byrne (1989:96) argued that writing is clearly much more that there production of sounds. The symbol should be arranged according to certain convention, to form words have to be arranged to form sentences. Writing involves the encoding of massage of some kinds that is to translate thought into language. As one of the language skills in English writing is used to express ideas. In writing, writer will be involved in the process of building the large units of ideas from the larger ones. They will be linked to from sentences. The sentences will be linked to from a paragraph, which will be also linked together to from a larger unit of writing that is piece. Oxford dictionary highlights writing as the activity or occupation of writing e.g. books, stories, or articles. (Oxford: 1383:352)..

7. From description above, it is concluded that writing is a kind of expressing the mind from the writer to the reader. 2. Types of Writing According to Wishon and Barks (1980:11) classified types of Writing into four forms. They are: a. Narration The form of writing used to relate the story of acts or event. It focuses on occurrences in times and tells what happened according to natural time sequences. Types of narration include short stories, novels, and new stories, as well as large part of our everyday social interchange in the form of letters and conversation. b. Description Type of writing which reproduces the way think look, smell, taste, feel, or sound: it may also evoke moods, such as happiness, loneliness, or fear. It is used to create a visual image of people, places, even of units of times-day, time of day, or reason. It may tell about their traits of character or personality. c. Exposition Exposition is used to give information, make explanation, and meanings. It includes editorials, essays and informative instructional. When this type combines with narrative, it stands as an essay. Used alone or with a narrative, exposition may be developed in a number of ways. d. Argumentation Argumentation is used in persuading and convincing. It is closely.

8. related to exposition and is often found combined with it. Argumentation is used to make a case or to prove or disprove a statement. 3. The Component of Writing Awaluddin (2010:20) defined that there are five components of writing. They are: a. Content The content tends to relevance, clarity, originality, logic, etc. the content itself must be clear for the reader so they can get the information from it. To have a good content in a piece of writing, they should be unity and complete. Unity in writing means that each sentence must relate each other and support the main idea while completeness means that the main idea has been explained and develop fully by using particular information. b. Organization Organization concerned with the way of how the writer arranges and organizes their idea and their message in writing form which consist of some partial order. In writing, the writer form which consist of some partial order. In writing, the writer should know about what kinds of paragraph that they want to write and topic that they want to tell to the readers. It must be supported cohesion. In addition, Byrne, (1988:53) states that the writer should be take care of the organization in their writing because it will help them communicate successfully with the readers. c. Grammar.

9. It deals with the rules of verbs, agreement, article, etc. to have a good grammar in writing, the writer should pay attention to the use of grammatical rules concerning tenses, preposition, conjunction, clause, etc. the lack of grammar will create the miss understanding between the writer and the reader. d. Vocabulary A good writer should master sufficient vocabulary and idioms as the language aspects dealing with the process of writing. The writer has to consider about how to put the words into sentences and then putting sentences into paragraph until they can build a piece of writing. Most of the students are lack of vocabulary, therefore they are failing to compose a good of writing because they find difficult to choose words. e. Mechanics It deals with capitalization, punctuation, spelling, etc. it is very important part in writing because it will lead the reader to recognize immediately what the writer means. The use of favorable mechanic in writing will make the reader easy to group the conveying ideas and message towards the written text. 4. The Composition of Writing Nowadays, the teaching of writing has moved away from a concentration on a written product to an emphasis on the process of writing. According to Gebhard in Yakup (2006:18) stated that there are some steps which can be applied in the class namely:.

10. a. Pre-writing (generating ideas) it aims to help the students to find the topics, focusing planning content, and organization. The technique can be applied in brainstorming or clustering. b. Drafts, it aims to guide the students about what they have to write down in their paper after generating their ideas through planning, organizing the points, and sequence the give information. c. Revising, it is the difficult thing in this step. After writing their ideas in draft form, the students have to consider their revision of the content and the organization of their ideas. In revising, the students will do some activities, such as: deleting, adding, recognizing, and modifying their ideas. d. Editing, it focuses on the problem of grammatical error, mechanism namely spelling and punctuation error. In addition, Nunan (1991:22) writer that it is important for the students in producing a writing text such as: discussion (it can be done in class, small group, and in pairs) brainstorming, selecting ideas, establishing the viewpoint, rough drafting, preliminary self-evaluation, arranging information, structuring the text, finish draft, and the final responding to draft. Raimess (1983:3) stated that writing helps the students in learning process. Bolton Lindblon in Herlina (2002:7) defined writing as way of learning to focus our mind on important matters and learning about them. 5. The Characteristics of Good Paragraph Awaluddin, (2010:15) points out that there are four characteristics of a good paragraph, namely: unity, completeness, order, and coherence..

11. a. Unity Unity means that all the sentences in the paragraph focus on the topic. A paragraph has a unity if every sentence develops one central idea. A paragraph does not have any unity if it does not develop or support the main idea of a paragraph. In other words, unity means that all sentences on the paragraph directly support the topic sentence. b. Completeness A good paragraph is adequately developed. Thus, the writer must tell about the main idea to make it clear to the reader. A complete paragraph provides information well enough and it develops the truth for the reader. c. Order Order in paragraph can be achieved by presenting the information of paragraph in a desirable sequence. The order of a paragraph depends on the subject matter, the purpose of writing, the writing, the writer’s preference and so on. d. Coherence Coherence means sticking together. Coherence in a paragraph can be achieved by connecting one sentence to other. Each sentence should be closely related to the text, so that ideas stick one together. Coherence also means that all the information of the paragraph is wellorganized, logically ordered and easy to follow. C. Concept of Juxtaposing Pictures 1. Definition of Juxtaposing Pictures.

12. Sometimes students need a opportunity to investigate a subject, or an opportunity to express their feeling about a subject rather than a challenge. For this reason, Juxtaposing Pictures as one of the visual learning materials that very suitable to use in language teaching because students are encouraged to express feelings and ideas and to exchange experiences while little or no emphasis is placed on whether it was right or wrong. The researcher decided to use this kind of picture and it was introduced by Wright (1989). The free dictionary (2000) stated that Juxtaposing is place side by side often for comparison or contrast. Whether Wright (2005) described that it’s displaying number of pictures which have different aspect of topic. By Juxtaposing their different qualities of pictures are highlighted. Students are motivated to express their ideas based on picture then they will stimulate to compare some of advantages of the picture that they choose. In this way, the other pictures can give ideas and rethink again what we will write. The kind of paragraph which developed is description. Even though it was not real description but the students should give their reasons and explanation clearly.. The English dictionary (1819) stated that the Juxtaposition of two contrasting objects, images, or ideas is the fact that they are placed together or described together, so that the differences between them are emphasized. An example of Juxtapose is when you put a very short book next to a very long book.. Helen south (2010) stated that Juxtaposition means placing things.

13. side-by-side. In art this usually is done with the intention of bringing out a specific quality or creating an effect, particularly when two contrasting or opposing elements are used. The viewer's attention is drawn to the similarities or differences between the elements.. 2. Pictures a. Definition of picture According to Longman (2004) pictures defined as a description that gives you an idea of what something is like. Whether Mc lead (1983:856) defined picture in some ways below: 1. As visual representation or something such as a person or scene, produced on a surface as in a photograph, painting, etc. 2. A verbal description esp. one that is vivid. 3. A situation considered as an observable scene. 4. A person or thing resembling another. In short, picture is an observable, painting or drawing, visual represent of a person, scene, place, animal, things, and situation which can be seen clearly on frame or sheet of paper and as resemble a works of pictorial art that can give you ideas. Pictures give an opportunity to review words or sentences that we have learned from textbook. It seems that picture can help to enhance idea, explore knowledge to describe something, which is people, place, things, etc. b. Kinds of picture Picture can be found every where and taken from many sources such as in magazines, newspaper, books, brochures, text book, albums,.

14. outdoor and so on. Pictures can be rendered manually such as by drawing, painting, carving and rendered automatically by printing or computer graphic technology or developed by combination of methods. Wright (1989) proposed types of pictures in eight ways, they are:. a. Pictures of single object. b. Pictures of person (people) c. Pictures of place d. Pictures of fantasies e. Pictures of maps and symbols f. Carton pictures g.. Ambiguous pictures. h. Explanatory pictures Many kinds of pictures was presented above that can be developed to be a learning media to help the foreign language students and also language teacher. But in this research, pictures are combined in one sheet of paper or display in different topics such as topic about job and places to go. The purpose of using picture is to help students with their language learning by activating their prior knowledge. Pictures are just a learning aid and used to attract learners’ attention. The two main points are picture can increase comprehension and stimulate or expand students’ imagination.

15. with various interpretations. 3. The Importance Picture in Teaching Writing Picture can be used in teaching and it is very useful for the learners. They can provide some information of them. Students are helped to express their ideas by looking pictures. They just pick out the information in the picture and tell what is picture about. Moreover, picture is better to convey the meaning than the word, because of the human brain is the image processor naturally, not the word processor. According to Deporter, Reardon, and Nourie (2000), Neurologists said that 90% input sense for the brain from visual material and brain will perceive quickly and gives reaction naturally to symbol, icon, and for simple and strong picture. Therefore, we can say that our brain receive information better with visual presentation such as picture or image than non-visual or verbal language. The function of visual learning base on Sonneman (1997) symbol represents ideas, reminding about speaker comment and helping to remind again some presentation before. Feldman (2005) added that visualization is memory technique by which images are formed to help recall material. it have several purposes such as make abstract ideas concrete, engages multiple sense, permit us to link different bits of information together and provides us with context for storing information. Based on the explanations above the researcher concludes that picture as visual learning can help students to remind information and link material in our brain. It as visual aids can be helpful to the teacher of foreign language lesson. It can be brighten up the class and bring more.

16. variety into language lesson. It can also arise the student attention to catch the meaning of the sentences. The researcher hoped it would make easier in learning English specially writing as an activity, which need explore ideas. Wright (2005:17) added differently that pictures contribute to interest and motivation, a sense of the context of the language and a specific reference point or stimulus. He explained that pictures have some roles in writing such as below: a. It can motivate the student and make him or her want to pay attention and want to take part. b. Pictures contribute to the context in which the language is being used. They bring the world into the classroom. c. The pictures can be described in an objective way (“This is train”) or interpreted (‘It’s probably a local train”) or responded to subjectively (I like travelling by train). d. Pictures can cue responses to questions or cue substitutions through controlled practice. e. Pictures can stimulate and provide information to be referred to in conversation, discussion and storytelling. Beside it, Vernon (1980:277) explained some advantages of pictures as follows: a. Picture are inexpensive and widely available b. They provide common experience for an entire group.

17. c. The visual details makes it possible to study subject which would otherwise be impossible d. Pictures can help to prevent and correct misconceptions e. They help to attention and to develop critical judgment f. They are easy manipulated From explanation above the researcher concluded that picture has many advantages as teaching tools to make the learning process more active and communicative. It is easy to prepare, easy to organize, interesting, meaningful and authentic and sufficient amount of language. But any activity done in the classroom must be efficient in achieving its purpose. D. Conceptual Framework. Writing Skill. Classroom Action Research. Juxtaposing Pictures.

18. Improving Writing Skill of The Students In Descriptive Paragraph. Contents: 1. Unity 2. Completeness. Organization: 1. Coherence 2. Spatial order.



18. CHAPTER III METHOD OF THE RESEARCH. A. Research Design This research used Classroom Action Research (CAR). It aims to improve the writing skill of the students through Juxtaposing Pictures. In CAR consist of some steps: Plan, Action, Observation, And Reflection. The cycle of Classroom Action Research Plan Action Observation Reflection. (Hopkins, 1993: 52) Cycle I This research was carried out in two weeks in four times meeting and has stages as follow: 1. The plan a. The teacher identified problem and choosing alternative solutions to solve problem b. The teacher understood curriculum of the school that used for the school in 2013/2014 academic year. c. The teacher made lesson planning based on the syllabus, and design material of lesson planning and it out to base on the teaching writing..

19. d. The teacher provided some books source, materials, and assist tools that will be used in learning process e. The teacher made material pre test f.. The teacher arranged post test to know the improving the results of study after they studied through Juxtaposing method.. 2. Action This activity has scenario learning process it should base on the intrapersonal intelligence strategy in learning English especially in writing as follows: a. In the first meeting the teacher gave explanation to the students about Juxtaposing pictures and material. b. The teacher divided the students on to heterogen group distribute the pictures to the students that will be thought. c. The teacher gave the simple question about the pictures to stimulate the students in their writing. d. The teacher asked the students to do the task by choose one picture and write down their idea about the picture that they choose and the teacher guide the students to write more about their selves 3.. Observation.

20. a. The teacher made a note all the activity of the students in every meeting in order the researcher can measure the improvement of the students’ skill. b. The teacher identified and making note all the problem that we need when teaching and learning process base on observation paper that has arrange. b. The teacher did the evaluation which use the result of the study to know how far their improvement. c. The teacher gave the students’ chance for giving suggestion in action research. 4.. Reflection The result of the data was continued to analyzed after action research. The reflection discussed as well as a guidance from lecturer while teacher made research planning for the next cycle. The research plan was the plan for the next cycle which repaired from I. cycle. Cycle II In this section did the next action based the value of cycle I reflection,. In cycle II conducted in four times meeting and one time for test. The main activities are: 1.. The plan a. Continuing the activities that have been done in the first cycle. b. Repairing the weakness in the first cycle..

21. c. Making planning again in the scenario learning process from the result of cycle I reflection. d. Action research repaired. 2.. Action In this stage, action was improved the result based on the cycle I, the stages were the same with the previous cycle where the researcher improved the applied of teaching method. In the learning writing process the researcher also gave some interesting topics where the students had to choose one of them in order they are easy to improve their ideas on their writing.. 3.. Observation In the case the observation did at the cycle II was almost same with the observation at cycle I.. 4.. Reflection Based on the achieved result of the observation collected and analyzed. From the result of the research, the researcher can draw conclusion that Juxtaposing Pictures can improve the students’ descriptive paragraph.. B. The variables and indicators The in this research used two variables, they were: 1. Independent variable.

22. The independent variable in this research was using Juxtaposing Pictures in learning writing. It was as media aid used by the teacher when teaching the material in the class. 2. Dependent variable The dependent variable was the students’ writing skill in descriptive text with the indicators were as follows: a. Indicators of content were unity and completeness. b. Indicators of organization were coherence and spatial order. C. Research Subject The subject of this research was the second grade of social program students in 2013/2014 academic year. There was one class that conducted by the researcher. D. Research Instrument The instrument used is as follows: 1. Observation sheet Observation sheet aims to find out the students’ data about their presence and activeness in teaching learning process. 2. Evaluation Test Evaluation test aims to get information about students’ improvement after teaching learning process end. Students were given the topic of the picture where they would write into the paragraph. E. The procedure of collecting data.

23. The teacher gave diagnostic test to the students’ firstly. Colecting the data through the result of the test and observation of each cycle. It was done after teaching the writing material by Using Juxtaposing Pictures or in the observation of classroom action research which was done in every cycle. There were two components that was concerned of the researcher in this research to measure the students’ skill to write paragraph . The score of each component s determined by using the following rating scale: a. Content Scoring and classifying the students’ skill into the following criteria:. 1. Unity Classification. Score. Excellent. 90 – 100. Criteria The ideas were topic about selected, the ideas were clearly stated. Very good. 80 – 89. The ideas were quite comprehensible; the ideas were adequate relevant.. Good. 70 – 79. The ideas rather clearly stated, the ideas got enough supports.. Fairly good. 60 – 69. The ideas were not clearly stated, the ideas were get limit to support.. Fairly. 50 – 59. The ideas were not enough to evaluate. No.

24. communication of ideas, the idea were irrelevant. Poor. 0 – 49. Low participation ( Harmer, Jeremy , in Rahmat Suardi 2007:73 ). 2. Completeness Classification. Score. Excellent. 90 – 100. Criteria The ideas were comprehensible, and the ideas were well development.. Very good. 80 – 89. The ideas were generally well development.. Good. 70 – 79. The idea sufficiently expressed.. Fairly good. 60 – 69. The ideas were not quite relevant, the ideas were lack of developing.. Fairly. 50 – 59. It has very poor of development of ideas.. Poor. 0 – 49. Low participation. (Harmer Jeremy, in Rahmat Suardi 2007:38) b. Organization Scoring and classifying the students’ skill into the following criteria: 1. Coherence Score Excellent. 90 – 100. Criteria The ideas were well organized, the ideas were coherence, the ideas were relevant to.

25. outline. Very good. 80 – 89. The ideas were adequate organized, the ideas were adequate cohesion.. Good. 70 – 79. The ideas were generally organized, few idea were a break out cohesion, the ideas were generally cohesion.. Fairly good. 60 – 69. The ideas were almost loosely organized, the ideas were confuse and disconnected.. Fairly. 50 – 59. The organization were not concise, the ideas were not enough to evaluate.. Poor. 0 – 49. No organization. (Harmer Jeremy, in Rahmat Suardi 2007:38) 2. Spatial Order. Classification. Score. Excellent. 90 – 100. Criteria The ideas were presented in logical sequencing. Very good. 80 – 89. The ideas were adequate coherence, the ideas were sufficient.. Good. 70 – 79. The ideas were in some logical sequencing.. Fairly good. 60 – 69. The ideas were lack logical..

26. Fairly. 50 – 59. The ideas were almost were not relevant outline.. Poor. 0 – 49. No organization. F. Data analysis The data analysis in the classroom action research from the test was analyzed with: 1. To know the students’ participant in teaching learning process using Juxtaposing Pictures, researcher used percentage formula as follows: P = FQ × 100 4xN Where: P. = Percentage. FQ. = Sum of all the student’s score. N. = Total students. (Sudjana, 1990:36).. 2. To find out the mean score of the students’ writing test using Juxtaposing Pictures, researcher used the following formula:. X. X N. Where: X. = Mean Score = The sum of all score.

27. N. = the total number of sample ( Gay. 1981:298). 2. To calculate percentage students’ achievement in content and organization, researcher used this formula: P= Where: P. = Rate percentage. F. = Number of correct. N. = Number of sample (Sudjana, 1990:83). 3. To know the percentage of the students’ improvement by applying the following formula. ( D- Test (CI. C I) P = C II) P =. ( D-Test. x100. x100. C II) P =. x100. Where: P: Percentage X1: 1st Cycle X2: 2nd Cycle D- Test : Diagnostic Test Sudjana in Hasmida (2000: 25).

28. 4. From the basic standard above the researcher used the standard score for the total value of the students’ writing by calculating the standard score given, as follows: a. Scores 90-100 is classified as excellent. b. Scores 80-89 is classified as very good. c. Scores 70- 79 is classified as good. d. Scores 60-69 is classified as fair. e. Scores 0-59 is classified as poor. (Dekdikbud in Saleha, 2008: 22). CHAPTER IV FINDINGS AND DISCUSSION.

29. This chapter particularly present the findings of the research cover with the description of the students’ improvement in content and organization. In the discussion part, the writer described the findings detail. A. Findings 1. The improvement of the students’ writing descriptive text based on the content aspect The improvement of the students’ Writing skill based on the content aspect by using Juxtaposing Pictures in diagnostic test, cycle I and cycle II is described in the following table . Table 1 : The improvement of the students’ writing descriptive text based content aspect D-Test No.. Indicators. Mean score. Cycle I. Mean score. Cycle II. Improvement (%). Mean. DT-. CI-. DT-. score. CI. CII. CII. 1. Unity. 45.27. 64.77. 73.83. 43.07. 20.01. 63.08. 2. Completeness. 46.11. 64.72. 74.61. 40.36. 15.28. 61.80. 91.38. 129.49. 148. 83.43. 35.29. 124.88. 45.69. 64.74. 74. 41.71. 17.64. 64.44. The table above explains that the mean score of the students’ writing skill in content namely: in Diagnostic test (D-test), the mean score is 45.69, in cycle I, the means score is 64.74, and in cycle II, the means score is 74. The.

30. improvement of the students mean score from diagnostic test to cycle I is 41.71 while the mean score from diagnostic test to cycle II is 64.44. To see clearly the improvement of the students’ writing descriptive text based on content aspect is presented in the following chart.. Figure 1. The improvement of the students’ writing descriptive text based on the content aspect Figure I. The mean score in D-Test , cycle I, and cycle 2. The graphic above indicated thats the mean score of diagnostic test is 45.69, it improved to be 64.74 in cycle I, and then, in cycle 2 the mean score is 74. It indicated there was significant improvement of Content from diagnostic test to the cycle I, and from cycle I to cycle II by using Juxtaposing Pictures. 2. The improvement of the students’ writing descriptive text based on the Organization aspect. In the application of Juxtaposing Pictures in writing descriptive text, the writer had found that the mean score of organization is dealing with coherence.

31. and spatial order. The improvement of the students’ writing organization dealing with coherence and spatial order at the second grade social program students of SMA WAHYU Makassar can be seen clearly in the following table :. Table 2: The improvement of the students’ writing descriptive text based on the organization aspect. No.. Indicators. D-Test. Cycle I. Cycle II. Mean. Mean. Mean. DT-. CI-. DT-. score. score. score. CI. CII. CII. Improvement (%). 1. Coherence. 45.44. 65.38. 73.55. 43.88. 12.49. 61.86. 2. Spatial Order. 44.11. 65.11. 74.22. 47.60. 13.99. 68.26. 89.55. 130.49. 147.77. 91.48. 26.48. 130.12. 44.77. 65.24. 73.88. 45.74. 13.24. 65.06. The table above explained that the mean score of the students’ writing skill in organization namely: in Diagnostic test (D-test), the means score is 44.77, in cycle I, the means score is 65.24, and in cycle II, the mean score is 73.88 . The improvement of the students’ mean score from diagnostic test to cycle I is 45.74 while the mean score from diagnostic test to cycle II is 65.06 The improvement of the students’ writing organization aspect is presented in the following chart :.

32. Figure 2: The scores classification of the students’ writing descriptive text based on organization aspect. Figure 2. The mean score in D-Test , cycle I, and cycle 2. The graphic above indicated thats the mean score of diagnostic test is 44.77, it improved to be 65.24 in cycle I, and then, in cycle 2 the means score is 73.88. It indicated there was significant improvement of organization from diagnostic test to the cycle I, and from cycle I to cycle II by using Juxtaposing Pictures.. 3. The improvement of the students’ writing skill The application of Juxtaposing Pictures in improving the students’ writing descriptive text based on the dealing. with content and Organization.. The. improvement of the students’ writing skill that dealing with content and organization can be seen clearly in the following table :.

33. Table 3. The improvement of the students’ writing skill. No.. Variables. D-Test. Cycle I. Cycle II. Mean. Mean. Mean. DT-. CI-. DT-. score. score. score. CI. CII. CII. Improvement (%). 1. Content. 45.69. 64.74. 74.22. 41.69. 14.64. 62.44. 2. Organization. 44.77. 65.24. 73.88. 45.72. 13.24. 65.02. 90.46. 129.98. 148.1. 87.41. 27.88. 127.46. 45.23. 64.99. 74.05. 43.70. 13.94. 63.73. The table above indicated that there was improvement of the students’ writing skills from D-Test to cycle I and cycle II, which in D-Test the students’ mean score (45.23) and categorized as poor. After evaluation in cycle I the students’ writing skill became (64.99) and categorized as fair and cycle II (74.05) which categorized as good. The improvement of students’ writing skill achievement from D-Test to cycle I (43.70). There was also significant improvement of the students’ writing skills from cycle I to cycle II (13.94) and in D-test to cycle II (63.73). To see clearly the improvement of the students’ writing skill is presented in the following chart :.

34. Figure 3: The improvement of the students’ writing skill The chart above showed that the improvement of the students’ writing skill in cycle II higher (74.05) than cycle I (64.99) and D-Test (45.23). The result of Diagnostic-Test is the lowest achievement. The students’ achievement in diagnostic-test is categorized as poor. After evaluation in cycle I and cycle II, there was significant improvement of the students’ writing skills where the result of cycle I is categorized as fair and in cycle II categorized as good (poor- fairgood). 4. Implementation of Juxtaposing Pictures The teacher conducted planning before the action, where the teacher prepared the lesson plan through implementing Juxtaposing Pictures, teaching material, and evaluation for students. The activity in action stage for cycle I was the implementation of the lesson plan. It meant that the implementation of every steps of the learning process using Juxtaposing Pictures which have been arranged in the planning stage. Firstly, the teacher explained to the students about the aim of Juxtaposing.

35. Pictures and material. Secondly, the teacher provided one example for the students to see as an example of Juxtaposing Pictures. Thirdly, the teacher asked all students to determine the generic structure and language features from the text. Fourthly, the teacher distributed the pictures to the students that would be thought. Fifthly, the teacher gave the simple question about the pictures to stimulate the students in their writing. Sixthly, the teacher asked the students to do the task by choose one picture and write down their idea about the picture. The activity in the second cycle is almost same with the first cycle. Where, before taking action, the teacher previously made planning and implies it in the action stage. The difficulty that the researcher found in the cycle I is the students still difficult to get idea and organize their writing to be a good paragraph. In cycle II, it is about description text of more interesting pictures. The students describe about the pictures then they will stimulate to compare some of advantages of the picture that they choose. Automatically this material engages them to write the picture that had been chosen. Finally, in this stage can make the students get the target (7.00) The description of the process in cycle I and cycle II above showed that before implementing Juxtaposing Pictures the students. response, motivation,. attitude, and strong are still lack. But, after implementing the Juxtaposing Pictures, the students response, motivation, attitude, and activeness is really improved. Finally, by using Juxtaposing Pictures is effective for the students, the result of research related with Jeremy Harmer, he states that : “more than anything else, children are curious, and this is itself is motivating at the same time their spent of attention and concentration is less than that of an adult….children.

36. need frequent changes of activity : they need activities which are exciting and stimulate their curiosity : they need to be involved in something active (they would usually not sit and listen) and they need to be appreciated by the teacher, an important figure for them. Finally, the implementation of the Juxtaposing Pictures in cycle II is really significant, we can see from the action that the students interested to make a descriptive text. B. Discussion The research findings indicated that the students skill in writing text improved by using Juxtaposing Pictures, the description result of writing test showed that the students skill in writing text using Juxtaposing Pictures was presented below : The improvement of the students writing skill in writing content and organization by using Juxtaposing Pictures had effect that effectively to improve the students’ writing skill. Where the researcher found that before giving the treatment the students’ means score test was 45.23 and it showed that the score is poor classification. The means’ score of the students in cycle II was 74.05 it is improved and showed that the score in good classification. The researcher had analyzed that the students writing skill in writing descriptive text by using Juxtaposing Pictures is improved where the students mean score in cycle I and cycle II higher than the students’ mean score in diagnostic test. This part is divided in two elements of writing as follows : 1. Content.

37. The score improvement of the students ‘skill to write good descriptive paragraph by using Juxtaposing Pictures that was effective. Where the researcher found in the diagnostic test of content that the students was 45.69 it meant that it was far from the target, but after implementing in cycle 1 the students got the indicator score that was 64.74. The researcher taught about the text in the cycle I. by using. Juxtaposing Pictures in the class. The researcher found that the students had difficulties in writing text, especially in grammar and expressing or develop their idea into written form. Finally, the content that they write in their writing was not clear. The difficulty of the students in writing had been analyzed , so the researcher had to think the solution of the problem. So, the researcher decided to do the cycle 2 by doing the revision in the lesson plan which prepared in revision planning of cycle 2. 2. Organization By using Juxtaposing Pictures in the class, the researcher found that the mean score in D-test the students just got 44.77 and in cycle I was 65.24 meanwhile the target score is 70 it means that the target score could be achieved in the cycle II. The researcher taught the text in the cycle 1 by using Juxtaposing Pictures. The researcher found that the students’ had difficulty to organize well their idea in form of text, they still have luck skill in organization elements of writing. When they wrote text the first sentence and the next sentence was not connected..

38. The text consist of identification, description paragraph and concluding paragraph but the students’ cannot makes all the supporting sentences and connect their text so their text still make confused the reader. Based on the unsuccessful teaching in the cycle I, the researcher decided to do cycle 2 . In the cycle 2, the researcher revised the lesson plan where the researcher planned about the steps of a good text the researcher should explain more clearly, if needed gave the students’ occasion to ask about the material. Besides that, the researcher had to give better guidance for the students in organizing their idea. 3. The students’ mean score In the other hand, the researcher concluded that the students’ writing mean score based on the elements of organization and content was the cycle 1 is 64.99 and in the cycle II is 74.05 it meant that the mean score got improvement as 13.94 . it meant that the target that had been said in the chapter I could be achieved. The research may say that teaching writing descriptive text by using Juxtaposing Pictures is a good way to improving the students’ writing skill. 4. Observation result Based on the observation result of students’ participation in cycle I to the cycle II got increased too. The first meeting of cycle I just got 42.00 but in the end of cycle II students’ participation became 65.00. It also meant that there was score improvement of the students’ activeness in learning writing descriptive text by using Juxtaposing Pictures. The result of the data analysis through the writing test showed that the.

39. students’ writing skill in term of content and organization improved significantly. It is indicated by the mean score result of the students’ D – test is 45.23. it is classified as poor achievement .It also lower the mean score of the students’ writing test in cycle I that is 64.99 that is classified as fair and cycle II is 74.05. It is classified as good . Those score are got from the result test of the students’ writing based on the content and organization. The indicator of content of the students’ writing unity in the first cycle has improved from diagnostic – test. The improvement can be seen after testing and observing to the students, where the improvement of the students’ content mean score is 45.69 and the students’ content mean score in cycle 1 is 64.74, it is classified as fair . In cycle II , the students’ content also improved from cycle I to cycle II where the improvement is 17.64. In the first cycle, the students’ writing descriptive text based on the content aspect is not bad than the other indicator, like completeness. The result of the students ‘content in completeness can be seen after testing and observing ( writing test of first cycle ) and the mean score achievement is 64.72. It is also indicated that there is an improvement from diagnostic - test to cycle I about 40.36 because the students’ mean score in diagnostic - test is only 46.11 after testing and as a good improvement where the observing in the second cycle, content really has a good improvement is about 15.28 .because of the target score has been achievement, the research is not continued to the third cycle. The indicators of organization aspect from coherence form of the students’ writing in t he first cycle has improved from diagnostic test. The.

40. improvement can be seen after testing and observing the students’ where the improvement of the students’ organization aspect is 43.88 and the students’ organization mean score is 65.38. It is classified as fair. In cycle II, the students’ organization aspect also improved from cycle I to cycle II where the improvement is 12.49 and the students’ mean score is 73.55 that is classified as good classification. The improvement is lower than the improvement from diagnostic - test to cycle I . Although the improvement from cycle I to cycle II is lower than the improvement from diagnostic – test to cycle I , the research was not continued to third cycle because the target score has been achievement in cycle II. The first cycle, the students’ spatial order in writing is not bad. The result of the students’ improvement of spatial order can be seen after testing and observing ( writing test of first cycle ), where the mean score achievement is 65.11. it is indicated that there was improvement from diagnostic - test to cycle I about 26.48 because the students’ mean score in diagnostic- test is only 44.11. Because of the target was not achieved in the first cycle, researcher worked hard in the second cycle to reach the target and to try evaluate the weakness in the first cycle. After testing and observing in second cycle, the students’. spatial order. really has a good improvement where the. improvement is about 13.99. because of the target score has been achieved, the research is not continued to the third cycle..

41. CHAPTER V CONCLUSION AND SUGGESTION. This chapter contains conclusion and suggestion based on the research findings in previous chapter, the writer puts forward the following conclusion and suggestion.. A. Conclusion Based on the research findings and discussions in the previous chapter, the following conclusions are presented; 1. The use of Juxtaposing Pictures in teaching writing skill at the second grade social program students of SMA WAHYU Makassar can significantly improve the students’ writing skill. 2. The students’ writing contents in terms of unity and completeness in the cycle II is greater than the mean score of test in cycle I is 64.74 and the cycle II is 74.22. So that, the improvement of students’ writing contents from diagnostic test to cycle I is 41.69 and the cycle I to cycle II is 14.64. 3. The students’ writing organization in terms of coherence and spatial order in the cycle II is greater than the mean score of test in cycle I is 65.24 and the cycle II is 73.88. So that, the improvement of students’ writing organization from diagnostic test to cycle I is 45.72 and the cycle I to cycle II is 13.24. B. Suggestion In relation to the writing skill in terms of content and organization in this.

42. thesis, but writer would like to give some suggestion to the students and the english teachers and they next researcher as follows : 1. For students The students are expected to improve their intensity in learning writing by using Juxtaposing Pictures. 2. For the English teachers a. It is suggested to the English teacher to apply this strategy as one of alternative teaching in the teaching and learning process. b. Teacher should invite and raise the students’ learning motivation by manipulating various techniques in presenting productive skill, include writing skill. c. The teacher should create fun atmosphere in order that the students enjoy learning writing activity. d. The result of this research can also be used as an additional reference or further research with different discussion for the next researcher. 3. The researcher suggests to the next researchers that they are not only investigate the descriptive text in content and organizations but also the five components of writing that are not yet discussed in this study such as language use, vocabulary, and mechanics..

43. BIBLIOGRAPHY. Behrens. K. Rosen. L.J & Wesley. A.1999. Writing and reading across curriculun. New York: Longman. Britis Council. 2007. Empowering Asia: New Paradigms In English Language Education. 5th ASIA TEFL International Conference. Malaysia: MELTA.. Dekdikbud. 2004. GBPP Pengajaran Bahasa Inggris SLTP. Jakarta: Direktorat Jenderal Pendidikan Pusat.. Deporter. B. Reardon. M. And Nourise. S. S. 2000. Quantum Teaching. Bandung: Kaifa.. Feldmen, Robert. S. 2005. Power Learning; Strategies For Success In College And Life. Second Edition. New York: McGraw Hill Companies Inc..

44. Harmer. Jeremy. 1991. The Practice of English Language Teaching. London: Longman.. Hughes. Arthur. 2006. Testing For Language Teachers. Second Edition. Cambridge University press.. Irawati.2009. Using E-Dialogue journal to improve the students’ writing skill at the second grade of SMPN 2 Sungguminasa.Thesis IAIN Alauddin Makassar.. Longman. 2004. Longman Dictionary of American English. New Edition. England: Pearson Education Limited.. Nuraida. 2003. The writing Skill of The Sixth Semester Students of English Department of Tarbiyah Faculty of IAIN Alauddin Makassar in Free Composition. Thesis IAIN Alauddin Makassar.. Mclead. T. William. 1983. The new Collins International Dictionary of The English Language. Singapore: Collins U.K and Graham Brash.. Nurbaya. St. 2006. Using Brainstorming Technique to Improve The Writing Skill of The Second Grade Students of MAN Malakaji Gowa. Thesis UIN Alauddin Makassar. ..

45. Mclead. T. William. 1983. The New Collins International Dictionary of The English Language. Singapore: Collins U.K and Graham Brash. Patimah. 2009. The students’ ability to use photograph as a device of writing descriptive paragraph. Thesis UIN Alauddin Makassar.. Rajab, Abdul.2009. Increasing the students’ writing ability through free topic of the third year students of SMA 1 Baebunta. Thesis UIN Alauddin Makassar.. Rasdinayah. 2006. Increasing The Writing Skill of The Third Years Srudents of Madani Islamic Junior High School of Alauddin Pao-Pao Gowa Through Collaborative Writing. Thesis UIN Alauddin Makassar.. Rahmat, Andi.2004. Improving the English writing Ability of the Third year Students of MAN Kajuara Bone through Diary writing. Thesis IAIN Alauddin Makassar.. Scott, Wendy. A.,& Treberg. Lisbeth H.Y. 1990. Teaching Englsh To Children. Longman. New York: USA.. Southt, Helen.2010. Defenition of Juxtaposition. Com sketching glossary..

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LIST OF FIGURE. Figure 1: The improvement of the students’ in Content ………… …… 29 Figure 2: The scores classification of the students’ in Organization……. 31 Figure 3: The Improvement of the Students’ Writing Skill…....………... 32.

LIST OF TABLES. Table 1: The Students’ Mean Score and Improvement in Content …………… 28 Table 2: The Students’ Mean Score and Improvement in Organization………. 30 Table 3: The Improvement of the Students’ Writing Skill…………...………... 32. xi.

LIST OF CONTENT TITLE PAGE. ............................................................................................ i. APPROVAL SHEET ...................................................................................... ii. CONSELLING SHEET .................................................................................. iii. SURAT PERJANJIAN .................................................................................. iv. SURAT PERNYATAAN ............................................................................... v. AKNOWLEDGEMENTS .............................................................................. vi. ABSTRACT. ............................................................................................ vii. LIST OF CONTENT ...................................................................................... viii. LIST OF TABLE ............................................................................................ ix. LIST OF FIGURE........................................................................................... x. CHAPTER I. INTRODUCTION A.. Background ......................................................................... 1. B.. Problem Statements ............................................................. 3. C.. Objectives of the Study ........................................................ 3. D.. Significance of the Study ...................................................... 3. E.. Scope of the Study ............................................................... 3. CHAPTER II. REVIEW OF RELATED LITERATURE A.. Previous Related Findings ................................................... 4. B.. Concept of Writing................................................................ 6. 1. Definition of Writing ........................................................ 6. 2. Types of Writing ............................................................. 7. 3. The Components of Writing. ............................................ 8.

4. The Composition of Writing. ............................................ 9. 5. The Characteristic of Good Paragraph.............................. 10. C. The Concept of Juxtaposing Pictures. ...................................... 11. 1. Definition of Juxtaposing Pictures. ................................. 11. 2. Pictures............................................................................ 13. 3. The Importance Pictures in Teaching Writing .............. .. 14. D. Conceptual Framework ........................................................... 17. CHAPTER III. RESEARCH METHOD A. Research Design ........................................................... 18. B. Research Variables and Indicators ............................ 21. C. Research Subjects ........................................................... 21. D. Research Instrument ....................................................... 22. E. Procedures of Data Collection ........................................ 22. F. Data Analysis ............................................................... 25. CHAPTER IV. FINDINGS AND DISCUSSION A. Findings .......................................................................... 28. 1. The Improvement of the students’ writing descriptive text based on the content aspect.................................... 28. 2. The Improvements of the students’ writing descriptive text based on the organization aspect............................. 29. 3. The Improvements of the students’ writing ability ........ 31.

4. Implementation of Juxtaposing Pictures......................... 33. B. Discussion ............................................................. 34. 1. Content ............................................................. 35. 2. Organization .................................................... 36. 3. The Students’ mean score ................................ 36. 4. Observation Result ........................................... 37. CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ............................................................. 40. B. Suggestion ............................................................. 40. BIBLIOGRAPHY. ....................................................................................... APENDDIXES CURRUCULUM VITAE. 42.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERJANJIAN Yang bertanda tangan di bawah ini :. Nama. : SYAHRIL. Nim. : 10535 4184 09. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : Using Juxtaposing Pictures in Improving Writing Skill at the Second Grade Social Program Students of SMA Wahyu Makassar (A Classroom Action Research) Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesainya skipsi saya, saya akan menyusun sendiri skripsi saya, dan tidak dibuatkan oleh siapapun. 2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi ini. 4. Apabila saya melanggar perjanjian seperti yang tertera pada poin 1,2,dan 3 maka saya bersedia menerima sanksi sesuai aturan yang berlaku. Demikian surat perjanjian ini saya buat dengan penuh kesadaran dan tanpa tendensi dari pihak manapun.. Makassar, Maret 2014 Yang Membuat Perjanjian,. SYAHRIL. iv.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERNYATAAN Yang bertanda tangan di bawah ini :. Nama. : SYAHRIL. Nim. : 10535 4184 09. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : Using Juxtaposing Pictures in Improving Writing Skill at the Second Grade Social Program Students of SMA Wahyu Makassar (A Classroom Action Research). Dengan ini menyatakan, Skripsi yang saya ajukan di depan tim penguji adalah “hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun” Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila dikemudian hari pernyataan ini tidak benar sesuai dengan aturan yang berlaku.. Makassar, Maret 2014 Yang Membuat Pernyataan,. SYAHRIL. Diketahui Oleh, Consultant I. Consultant II. Dr. Fahmi Room, M.Hum. Amiruddin, S.Pd., M.Pd. v.

ATTENDANCE LIST OF THE SECOND GRADE SOCIAL PROGRAM STUDENTS OF SMA WAHYU MAKASSAR. NAMA. NO. P / W. SIKLUS I I. II. II I. SIKLUS II IV. V. VI. VII. VIII. 1. Sinar. W. √. √. √. √. √. √. a. √. 2. Sunarti Fatimah. W. √. √. √. √. √. √. √. √. 3. Herman. P. √. √. √. √. √. √. √. √. 4. Eka Diah Pertiwi. W. √. √. √. √. √. √. √. √. 5. Mutmainnah Salam. W. √. √. √. √. √. √. √. √. 6. Iin Maysarah. W. √. √. √. √. √. √. √. √. 7. Natalia Lipylius. W. √. √. √. √. √. √. √. √. 8. Asmarani. W. √. √. √. √. √. √. √. √. 9. Nurhikmah Nasaruddin. W. √. √. √. √. √. √. √. √. 10. Sarmila. W. √. √. √. √. √. √. √. √. 11. Firdaus Al-Binta. P. √. √. √. √. √. √. √. √. 12. Anggita Sari. W. √. √. √. √. √. √. √. √. 13. Sri Handayani. W. √. √. √. √. √. √. √. √. 14. Muh. Ali Syahbana. P. √. √. √. √. √. √. √. √. 15. Ahmad Mulyadi. P. √. A. √. √. S. √. √. √. 16. Muhammad Imam. P. √. √. √. √. A. √. √. √. 17. Fadly R. P. √. √. √. √. √. √. √. √. 18. Wiwin. W. √. √. √. √. √. √. √. √. Note : s : Sick. p : Permission. a : Absent. Rata-rata %.

Research Time No. Action. Meetings. Date. 1. D-Test. 1. 06 Januari 2014. 2. Action cycle I. 3. 07, 09, 14 Januari 2014. 3. Test cycle I. 1. 16 Januari 2014. 4. Action cycle II. 4. 21, 23, 28, 30 Januari 2014. 5. Test cycle II. 1. 04 Februari 2014.

LEMBAR OBSERVASI AKTIVITAS BELAJAR SISWA Nama sekolah Tahun ajaran Kelas/semester Pokok bahasan Mata pelajaran Aspek Siklus. NO I 1 2 II 1 2 III A 1 2 3 4 B 1 2 3 4 5 6 C 1 2. : : : : : : :. SMA WAHYU Makassar 2013/2014 XI.IPS / 2 Descriptive Text Bahasa Inggris Writing I. ASPEK YANG DIAMATI Pra pembelajaran Siswa menempati tempat duduknya masing-masing Kesiapan menerima pelajaran Kegiatan Awal Pembelajaran Mampu menjelaskan kembali isi materi terdahulu Mendengarkan secara seksama ketika dijelaskan tujuan pembelajaran yang hendak dicapai Kegiatan Inti Pembelajaran Penjelasan Materi Pembelajaran Memperhatikan dengan serius ketika dijelaskan materi pelajaran Aktif bertanya saat proses penjelasan materi Adanya interaksi positif diantara siswa Siswa memiliki pemahaman yang sama tentang materi pelajaran yang dijelaskan Pendekatan Strategi/Pembelajaran Siswa terlibat aktif dalam kegiatan pembelajaran Siswa memberikan pendapatnya ketika diberi kesempatan Aktif mencatat berbagai penjelasan yang di berikan Siswa termotivasi dalam mengikuti proses pembelajaran Siswa dalam mengikuti proses pembelajaran dengan santai dan tidak penuh tekanan Siswa merasa senang ketika berbagai strategi pembelajaran dilakukan dalam pembelajaran Pemanfaatan Media Pembelajaran/Sumber Pembelajaran Adanya interaksi positif saat media pembelajaran disajikan Ketertarikan siswa terhadap materi yang disajikan meningkat saat media pembelajaran disajikan. 1. SKOR 2 3 4 √ √ √ √. √ √ √ √. √ √ √ √ √ √. √ √.

3 D 1 2 E 1 2 IV 1 2. Siswa semakin jelas dan konkrit saat penjelasan materi yang disajikan dengan media pembelajaran Penilaian proses dan hasil belajar Siswa merasa terbimbing Mampu menjawab pertanyaan-pertanyaan guru dengan benar Penggunaan bahasa Penjelasan dapat dengan mudah dimengerti oleh siswa Siswa tidak menemui kesulitan dalam pemahaman ketika dijelaskan materi pelajaran Kegiatan Penutup Siswa secara aktif memberi rangkuman Siswa membuat rangkuman hasil pembelajaran secara utuh. Keterangan : 4 : sangat baik. 2 : cukup. 3 : baik. 1 : kurang. √. √ √. √ √. √ √.

LEMBAR OBSERVASI AKTIVITAS BELAJAR SISWA Nama sekolah Tahun ajaran Kelas/semester Pokok bahasan Mata pelajaran Aspek Siklus. NO I 1 2 II 1 2 III A 1 2 3 4 B 1 2 3 4 5 6 C 1 2. : : : : : : :. SMA WAHYU Makassar 2013/2014 XI.IPS / 2 Descriptive Text Bahasa Inggris Writing II. ASPEK YANG DIAMATI Pra pembelajaran Siswa menempati tempat duduk nya masing-masing Kesiapan menerima pelajaran Kegiatan Awal Pembelajaran Mampu menjelaskan kembali isi materi terdahulu Mendengarkan secara seksama ketika dijelaskan tujuan pembelajaran yang hendak dicapai Kegiatan Inti Pembelajaran Penjelasan Materi Pembelajaran Memperhatikan dengan serius ketika dijelaskan materi pelajaran Aktif bertanya saat proses penjelasan materi Adanya interaksi positif diantara siswa Siswa memiliki pemahaman yang sama tentang materi pelajaran yang dijelaskan Pendekatan Strategi/Pembelajaran Siswa terlibat aktif dalam kegiatan pembelajaran Siswa memberikan pendapatnya ketika diberi kesempatan Aktif mencatat berbagai penjelasan yang di berikan Siswa termotivasi dalam mengikuti proses pembelajaran Siswa dalam mengikuti proses pembelajaran dengan santai dan tidak penuh tekanan Siswa merasa senang ketika berbagai strategi pembelajaran dilakukan dalam pembelajaran Pemanfaatan Media Pembelajaran/Sumber Pembelajaran Adanya interaksi positif saat media pembelajaran disajikan Ketertarikan siswa terhadap materi yang disajikan. 1. SKOR 2 3 4 √ √ √ √. √ √ √ √. √ √ √ √ √ √. √ √.