The writer would like to sincerely thank her beloved parents, her father, Mr. Widhya Ninsiana M.Hum., the first adviser and Ahmad Subhan Roza M.Pd., the second adviser, who guided the writer carefully and gave helpful advice. for writing this thesis. Last but not least, the writer expects that this thesis will be useful for further study.
Background of Study
The use of media is also capable of involving the students in the teaching and learning process. The author considers learning from pictures as one of the media that is most suitable to be applied and students can be motivated in the process of learning retelling text. The students will be expected to be more imaginative and active when writing narrative text in a text.
Problem Identification
Pictures are a suitable medium for teaching writing, as they can stimulate students when they are writing a paragraph or a text.
Problem Limitation
Problem Formulation
- Benefit of the Study 1. For the teacher
- General Definitions of Recount Writing Skill
- Writing Process
- Text types
- Generic Structure of Recount
Writing is a peculiar activity, both easy and difficult.1 It is also used to deliver or to communicate nonverbal message, idea, expression, feeling or thought. In addition, the writers check the content and purpose of the drafts clearly and appropriately for the reader in a particular writing situation. In this part of the story, students should focus on giving details about who, what, where and when.
General Concept of Picture as Instruction Media 1. Definition Picture
Concept of Picture for Teaching Recount Writing
Pictures can motivate the student and make them want to pay attention and want to participate. Pictures can be described in an objective way or interpreted or responded to subjectively. Pictures can stimulate and provide information to refer to in conversation, discussion and practice.
Andrew Wright states that the image can be used in so many different ways that no concrete guidance can be given. Examples of activities that make use of the different types of images are given and referenced to their activity.
Applying in Picture As Media Teaching Writing Recount
Action Hypothesis
Setting
Subject of The Study
Object The Study
Action research is a form of inquiry that enables practitioners everywhere to investigate and evaluate their work35. In writing, skills are often a classroom activity and perhaps teacher guidance and supervision, and require some materials.
Action Plan
- Classroom Action Research (CAR)
- Planning
- Acting
- Observing
- Reflecting
The aim of action research is to contribute both to the practical concerns of people in a direct problem situation and to the goals of the social sciences through joint collaboration within a mutually acceptable ethical framework.36. According to Kemmis and McTaggart's model on the figure above, the researcher makes a plan base question, how can I stimulate the students, change the curriculum and change the question. The next step is acting and observing, the researcher does classroom action, such as using the technique to teach and observe the learning process.
In step of reflection, the researcher thinks deeply about the learning process and if the learning result is still bad, the researcher has revised plan with continuing with the general goal and do it, observe, reflect it again until the score of students improves significantly. The plan aims to test a particular action and collect data on the outcomes of this action. 38 Without the planning, the researcher will find it difficult to apply research and will still not focus. Observation has the outline such as the student's ability to answer the question, the participants of the student, repetition assignment, the writing error, etc. The researcher will observe the student using notes to know how far the student's ability is on learning process.
In Kemmis and McTaggart's model, analysis is not treated as a separate part of action research. So that the researcher analyzes and discusses the learning process to find the difficulties and make the writing easier and more effective. Restore text using image. The researcher will observe the learning process by field note and observation format to collect the cycle two data.
The last step is reflection and evaluation is done because the researcher was satisfied enough with the result and how the problem was solved.
Data Collection Method
- Test
- Observation
- Documentation
- Field Note
Post Test is the test given to the student after the treatment, the purpose of this test is to find out if the treatment affects the student's achievement or not. This test will be done after the treatment to see if the Picture can improve the student's Recounting text. It enables researchers to systematically document and reflect on interactions and events in the classroom, as they actually happen and not as we think they happen.43 In this research, the researcher takes observation of data about the learning process, such as . writing students' mistakes, the ability to answer. question, participating student and others.
Documents are an easily accessible source of data in action research as many already exist in the institutional system. There is a wide variety of documents that may be relevant to the research focus, including student portfolios of written work, student files and profile, lesson plans, materials, letters, class memos and newsletters, and past test or exam papers.44 It Means That. Using field notes to get the data objective, which cannot be recoded through observation sheet, and such student activities during treatment, their response, or other guidance that they can use in analysis and reflection.
Data Analysis Method
10-13 Fair Writing is less organized and neat, it has less idea and the sequence is less logical. 2 Poor The students do not master the mechanics of writing and their writing is difficult to read.
Indicators of Success
Description of the Research Result
In this step, the researcher found that the students have some problems which made them have poor skill in writing retelling. The researcher informed the students that the researcher would do a research in their class. The researcher informed that this is to know the writing skills of the students before the action was started.
Based on the table above, it can be said that the students' ability in writing recount was still weak. It was the best reason for the researcher to improve students' skills by using picture media. Additionally, students should write their own recount using the media of pictures as ever given in the.
Students are able to cue the answers to questions or cue substitutions through controlled practice using written picture renumbering text. In cycle 1, the students' activities were described as follows: there were 17 students who can objectively describe or interpret or respond subjectively using the picture in writing to narrate the text, most of them can be motivated and answer the question in writing. recount using the picture and only 9 students can stimulate and provide information using the written picture recount text. In relation to the result of cycle 1, the average increase in the score of the students in the recount writing was from 48.13 in the pretest to 63.04 in the post-test 1.
The researcher taught as the teacher and the collaborator followed the class by observing the students'.
Observing
Students can be described in an objective way or interpreted or responded to subjectively by using an image in a written retelling of a text. From the table above, it can be seen that the students' activity increased between the 1st and 2nd cycles. It is described as anything students can describe in an objective way, motivated and encouraged through the use of imagery in a written narrative. the text and only 3 students are unable to provide the answers to the question or replace the clues with controlled practice using the picture in writing, repeat the text in cycle 2.
Reflecting
As the cycle 2 was done, the researcher decided not to proceed to the further cycle because the result showed that the students' score gradually improved more.
Interpretations
In cycle 1, based on the above table, there was a rising point especially in the average score of 23 students in class VIII F in which in pre-test the average was 48.13 and in post-test 1 was 63.04. There were 17 students who improved the scores in the post-test 1, and there were 11 of them who could pass the minimum pass grade (MPG). Increase the student activities on retelling writing skills on cycle 1 to cycle 2 at the eighth grade of the SMPN 1 Trimurjo.
Increasing the Student Activities on Recount Writing Skill on Cycle 1 to Cycle 2 at The Eight Grade of The SMPN 1 Trimurjo
Result of the Study
Based on the table above, it can be concluded that the use of visual media could improve students' writing skills. The graph shows a significant improvement in the students' average score between the pretest, posttest 1 and posttest 2. In the last posttest, all students successfully passed the minimum passing grade (MPG), namely 71 .
Based on the previous chapter, the author would like to summarize the conclusions of this research, since the average score of a student at level I on the pre-test is 43.13, with 1 student who scored ≥ 71 (passed) and the post-test is 63.04 , where 4 students who scored ≥ 71 (passed). Given that the students' score in the 1st to 2nd cycle is 63.04 to 77.26, so that the students increase the skill of writing recount text with a picture in the eighth grade of SMP N 1 Trimurjo. The result of the students' activities in the 1st cycle showed that 17 students could describe in an objective way or interpret or answer subjectively using a picture in the written narration of the text, most of them can motivate and with a hint answer the question in the written narration using the picture and only 9 Students can stimulate and convey information by using a picture in a written retelling of a text.
The result of the student's activities in cycle 2 is described as the most that the students can describe in an objective way, motivated and stimulated using pictures in written narrative text and only 3 students cannot answer questions or lead substitutions through controlled indicate practice using picture-in-writing narrative text in cycle 2. The use of Picture Media in the class improved the students' narrative writing skills because it promoted their ideas in writing and solved their problems in interpreting and organizing the text.
Suggestion
APPENDICES
