Professional Documents
Culture Documents
By:
ROSYA KURNIATI
1111014000007
JAKARTA
2015
ABSTRACT
The objective of this study was to know the effectiveness of using pictures
on students writing of recount text at the tenth grade students of SMA Negeri 9
Kota Tangerang Selatan. The method used in this study was quantitative method.
The design of this study was quasi-experimental design to know the effectiveness
of using picture on students writing of recount text. The result could be seen that
using pictures as media is effective and appropriate on students writing of
recount text. It could be seen from the average of post-test result in experimental
class was 81.02 and the average of gained score was 19.78. The average of post-
test results in controlled class was 63.81 and the average of gained score was
11.35. The result of calculation showed that in the significance degree of 1% =
1.99 and 5% = 2.64 is 1.99 < 3.96 > 2.64. It means that to (t observation) was
higher than tt (t table). According to the criteria of the test, it could be concluded
that there was a progress in using pictures on students writing of recount text. In
conclusion, using pictures on students writing of recount text at the tenth grade
students of SMA Negeri 9 Kota Tangerang Selatan was effective.
Keywords: pictures, recount text, writing.
iv
ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan
gambar dalam tulisan recount text siswa di kelas X siswa SMA Negeri 9 Kota
Tangerang Selatan. Metode yang digunakan dalam penelitian ini adalah metode
kuantitatif. Rancangan penelitian ini adalah quasi-experimental untuk mengetahui
keefektifan penggunaan gambar dalam tulisan recount text siswa. Hasilnya dapat
dilihat bahwa penggunaan gambar sebagai media cocok dan efektif dalam tulisan
recount text siswa. Ini dapat terlihat dari rata-rata hasil post test di kelas
eksperimen yaitu 81.02 dan rata-rata nilai rentangnya yaitu 19.78. rata-rata hasil
post test di kelas kontrol yaitu 63.81 dan rata-rata nilai rentangnya yaitu 11.35.
Hasil penghitungan menunjukkan bahwa dalam derajat signifikansi 1% = 1.99 dan
5% = 2.64 adalah 1.99 < 3.96 > 2.64. Ini berarti bahwa to (t observasi) lebih tinggi
disbanding tt (t table). Berdasarkan kriteria pengujian, dapat disimpulkan bahwa
ada kemajuan dalam penggunaan gambar pada tulisan recount text siswa.
Kesimpulannya, penggunaan gambar dalam tulisan recount text siswa di kelas X
siswa SMA Negeri 9 Kota Tangerang Selatan adalah efektif.
Kata kunci: gambar, recount text, tulisan.
v
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful
All praise be to Allah, The Lord of the worlds, Who give the writer His
mercy in completing this research. Peace and blessing be upon our Prophet
Muhammad SAW, his families, his companion and his followers.
This research can also not be completed without a great deal of help,
guidance, correction and suggestion from Mrs. Dr. Farida Hamid, M.Pd. and Mrs.
Yenny Rahmawati, M.Ed. as the writers advisors.
The deepest thank also goes to those who have helped the writer in
finishing her research with their love, support and prayers, they are:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiya and
Teachers Training of Syarif Hidayatullah State Islamic University
Jakarta.
2. Dr. Alek, M.Pd., the Head of The Department of English Education.
3. Zaharil Anasy, M.Hum., as the secretary of The Department of English
Eduaction.
4. Sunardi (Alm.) and Surani as the writers parents and Romi Asriani,
S.E., as her sister who always be her spirit to make them proud and
happy.
5. The headmaster, the teachers, the staffs and the students of SMA
Negeri 9 Kota Tangerang Selatan.
6. The writers long-life best friends: Afifatul, A.Md Kep., Bripda Bisma,
Indah Yuni, Kartika Wulan, Kemas, S.T. and Bripda Windra, who
always cheer me both in my happiness and sadness. Thanks for all
crazy moments.
7. The writers high school-friends, Ita Rosita, A.Md, Gita, S.Sos.,
Eviyanti, S.S., Hendrianto, S.Si., Halfy Safitri, Syarafina, Pratiwi and
Tonny. You are great.
vi
8. All members of EED class A, especially Miryanti, Rismalia, S.Pd.,
Utul, Eka, Fawzia and Nurul. Thanks for all great moments and
togetherness.
9. To any other persons whose name cannot be mentioned one by one for
their contribution to the writer during finishing her research.
Hopefully, this research can be useful to the readers, particularly to the
writer. Also, the writer realized that this research is far from being perfect. It is a
pleasure for her to receive constructive critics and suggestion from anyone who
read her research for valuable improvement.
Jakarta,
The Writer
ROSYA KURNIATI
NIM. 1111014000007
vii
TABLE OF CONTENTS
APPROVAL ................................................................................................ i
ABSTARCT ................................................................................................. iv
ABSTRAK..................................................................................................... v
ACKNOWLEDGEMENT.......................................................................... vi
viii
3. The Generic Structure of Recount Text............................ 12
4. Sample of Recount Text ................................................... 13
5. Kinds of Recount Text ..................................................... 14
C. Picture .............................................................................. 14
1. Definition of Picture ......................................................... 14
2. Types of Picture ................................................................ 15
3. The Advantages of Picture................................................ 16
D. Teaching Writing by Using Picture .................................. 17
1. Picture Sets for Writing .................................................... 17
2. Picture for Whole-class Discussion of Writing ................ 18
3. One Picture Many Different Techniques for Writing.... 18
4. One Picture A Sequence of Tasks for Writing .............. 19
5. Teaching Writing by Using Picture Procedures ............... 21
E. Previous Study ................................................................. 22
F. Thinking Framework ....................................................... 24
G. Research Hypothesis ........................................................ 24
ix
1. Results of Pre-test of Experimental and Controlled Class
.......................................................................................... 33
2. Results of Post-test of Experimental and Controlled Class
.......................................................................................... 38
3. Normality Test .................................................................. 42
4. Homogeneity Test............................................................. 43
5. Hypothesis Testing ........................................................... 43
C. Interpretation of the Result ............................................... 47
APPENDICES ............................................................................................. 53
x
LIST OF TABLES
xi
LIST OF APPENDICES
xiii
CHAPTER I
INTRODUCTION
1
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p.
59.
2
Ibid., p. 76.
3
Dorothy E. Zemach and Carol Islam, Writing in Paragraphs, (MacMillan, 2005), p. iv.
1
2
4
Giyatno, Improving Students Writing Skill On Recount Text Using Questioning
Technique and Facebook Media, (Surakarta: Sebelas Maret University, 2011), p. 18.
5
Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw Hill
Companies, 2005), p. 63.
6
Haryati, An Analysis on the Grammatical Errors in the Students Recount Text Writing,
(Jakarta: UIN Syarif Hidayatullah Jakarta, 2012), p. 1.
3
speaking and writing.7 Picture also gives imagination to build their ideas based on
the picture they see. As the writers experience, some students feel difficult in
writing due to some factors.
The first factor students have less interest in writing. They think that the ideas
they want to write are difficult to come into their mind and it makes them bored,
so it causes the second factor. They usually feel confused how to start writing.
They do not know which part should be the first thing to be written and what
words they should put. The third, students lack of vocabularies. It happens in
almost all of kinds of text narrative, descriptive, report, procedure and recount
and it may be caused the students reading motivation to improve their vocabulary
is insufficient. In writing recount, when students are asked to write about their
own experience, they still have difficulty to write it although it should be easier
because they involved in that moment or experience but the problems above can
limit students ability in writing, which is one of important skills in academic
purposes.
Based on the problem and explanation above, the focus of this research can
be stated to find that picture as one of media is effective to improve students
writing of recount text. Therefore, this research will be conducted by the title
The Effectiveness of Using Pictures on Students Writing of Recount Text
(A Quasi-Experimental Research at the Tenth Grade Students of SMA
Negeri 9 Kota Tangerang Selatan).
B. Identification of Problem
Based on the object which was investigated in writing recount text, some
problems were identified:
1. Students have less interest in writing.
2. Students usually feel confused how to start writing.
3. Students lack of vocabularies.
7
Dewi Awaliah, The Effectiveness of Picture Series Towards Students Writing Skill in
Narrative, (Jakarta: UIN Syarif Hidayatullah Jakarta, 2014), p. 2.
4
THEORETICAL FRAMEWORK
This part talks about the topic-related matters which focus on writing, recount
text and picture.
A. Writing Skill
1. Definition of Writing
Generally, writing is one of the English productive skills. Writing needs
evidence that supports the idea with specific reasons or details. 1 While in
speaking, it is a spontaneous action and it does not challenge people to give
reason of what people say. 2 In order to make the skill develop better, people can
learn it and practice extensively, and more crucial is belief to improve the skill.3
Harmer stated in How to Teach Writing: Spoken language, for a child, is
acquired naturally as a result of being exposed to it, whereas the ability to write
has to be consciously learned.4 There are some definitions about writing appear
from educational experts. An action where we write something using some tools
such as book or paper, pen or pencil, computer and other gadgets can be called as
writing. Today, writing can not only be done by using paper and pencil but also
gadgets.
In Barnet and Stubbss Practical Guide to Writing, writing is a physical act
that needs material and energy and requires practice.5 While Rosen said, which
restated in Writing by Hedge, writing is detached from the wide range of
expressive possibilities in speech. It requires a number of things high degree of
1
John Langan, Exploring Writing: Paragraphs and Essays, (New York: McGraw-Hill,
2008), p. 3.
2
Laidlaw Brothers, Composition and Grammar II: Steps in the Writing Process,
(California: The Laidlaw Brothers Publishers, 1985), p. 13.
3
John Langan, Op. cit., pp. 79 .
4
Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education, 2004), p. 3.
5
Sylvan Barnet and Marcia Stubbs, Barnet & Stubbss Practical Guide to Writing:
Fourth Edition, (Canada: Little, Brown & Company (Canada) Limited, 1983), p. 3.
6
6
Tricia Hedge, Writing, (Oxford: Oxford University Press, 1988), p. 5.
7
Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, (New
York, St. Martins Press Inc, 1985), pp. 23.
8
James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper & Row
Publishers, 1980), p. 2.
9
Jack C. Richards, The Language Teaching Matrix, (USA: Cambridge University Press,
1990), p. 100.
10
Laidlaw Brothers, Op. cit., p. 13.
7
11
Ibid., p. 17.
12
Ibid., p. 17.
13
Ibid., p. 19.
14
Ibid., p. 25.
15
Ibid., p. 30.
8
written will strike the readers.16 This process is important to be done because
writer should look from both two sides as the writer itself and as the reader.
While Binder and Lopez-Nerney stated there are three stages of writing
planning, writing and finalizing which are divided into some parts in each stage.
Planning is divided into four steps formulating a question, determining purpose
and audiences, generating ideas and organizing/outlining. Writing is divided into
drafting and revising, and the last stage, finalizing, is divided into editing and
formatting and documenting.17
a. Planning
1. Formulating a question
Generally, writing is an extended response to a question, so the writer should
give wide information. It can be said that planning is a process which basically
begins with a question. Instead, a topic may be set as a question for writers to be
formulated into their writing.18
2. Determining Purpose and Audience
After the planning has been arranged, writer should take some time to
understand purpose and readers of his/her writing. Therefore, before writers write
something in a piece of paper, they should consider two things purpose and
audience.
To consider the purpose of writing, it is necessary to know why someone is
writing, so he/she can choose appropriate information, language and style. Some
examples of why people write are to inform, to express an opinion, to convince, to
argue, to entertain, etc. If writers have identified the purpose, it will help them
how to present their idea.
Besides the reason to know why someone writes, it is good to know for
him/her who they are writing for. It is essential to remember that writers are
always writing for specific readers because it helps to decide the suitability of the
16
Ibid., p. 35.
17
Carol A. Binder and Susan Lopez-Nerney, Writing in Process: Second Edition,
(Singapore: Pearson Prentice Hall, 2005), p. 6.
18
Ibid., p. 6.
9
topic and level of difficulty of their writing in terms of vocabulary, style and
tone.19
3. Generating Ideas
In generating ideas, writers should bring ideas which come to their mind into
a note. They spend more time thinking about and writing down ideas that can be
used in their writing. This stage helps writers to identify the ideas will be put
properly for their writing.
There are two ways in generating ideas. First is brainstorming and the second
is mind-mapping. In brainstorming, writers list down everything that comes into
their mind about a topic. The objective is to allow ideas just come and flow onto
paper. The other step is mind-mapping, which is in form of drawing of branches.
Mind-mapping not only helps in generating ideas but also in organizing them.
This method helps writers develop new ideas by finding connections to their
original thoughts.20
4. Organizing/Outlining
When the first three stages are done, the next stage is to choose information
which writers want to put in their writing. By noticing ideas which best respond to
the question writers formulated, this stage can be done. After that, categorize the
different types of information and organize them so the readers can follow
writers thought easily.21
b. Writing
1. Drafting
Draft is an attempt of the first complete writing based on the outline.
Additional drafts continue to build on the foundation of the first draft. At final
writing, a number of drafts may be produced.22 While making a draft, writers
should concern about the ideas and the organization of them and should not spend
much time worrying about grammar.23
19
Ibid., p. 8.
20
Ibid., p. 9.
21
Ibid., p. 10.
22
Jeremy Harmer, Op.cit., p. 5.
23
Carol A. Binder and Susan Lopez-Nerney, Op.cit., p. 12.
10
2. Revising
Revising is to check organization of the paragraphs and the clarity of the
ideas which should be explained logically and clearly. From revising stage,
writers should get feedback from another reader. It can be gotten from teacher,
students or someone who is equal to the writers. The way to get feedback from
someone who has equal information or knowledge is called peer feedback or peer
review.24
c. Finalizing
1. Editing
Editing is checking process for spelling, punctuation and grammar errors.
Besides, writers should check the flow of their idea. Writers can read their writing
aloud to help spot any errors and check for any sections or parts. 25 More skilled
writers tend to look at issues of general meaning and overall structure before
concentrating on detailed features individual words and grammatical accuracy.26
2. Formatting and Documenting Information Sources
Along with editing, writers should do a final check the format of their writing
which means visual presentation. It is called as formatting.
Documenting indicates the source of writers information. It is usually used
for essay writing because the writers need to acknowledge the source for their
writing. Several documentation styles are APA (American Psychological
Association), MLA (The Modern Language Association), The Chicago Manual of
Style, etc.27
3. Purposes of Writing
Writing includes the ability to organize ideas, to construct correct sentences,
to use tenses and to choose appropriate words. Students are demanded to master
aspects of writing content, structure and diction, in producing good writing.28
24
Ibid., p. 12.
25
Ibid., p. 13.
26
Jeremy Harmer, Op.cit., p. 5.
27
Carol A. Binder and Susan Lopez-Nerney, Op.cit., p. 13.
28
Giyatno, Op.cit., p. 18.
11
1. To inform. It means that writing can help readers to know what they do not
know before they read the text. Writing gives information in many forms,
such as newspaper, articles, books, magazines, etc.
2. To express an opinion. It means that writing can express what the writer feels
or thinks and express their idea or response about something.
3. To convince. To convince is same as to persuade. Writer can convince reader
through their writing in discussing an issue. Today, there are some writers,
moreover journalists, who write their writing to convince so many people in
form of internet article, newspaper, magazine and books.
4. To argue. Besides to persuade, writing has also a purpose to argue an issue
which is being talked by some people.
5. To entertain. It means that writing entertains readers from the text written.
The examples of entertaining text are short story, novel, entertainment news,
etc. It gives such refreshment for mind and imaginative idea and is included
in the two kinds of text narrative and recount text.
B. Recount Text
1. Definition of Recount Text
Recount text recount is a piece of text that retells past events, usually in the
order in which they happened.31 It tells significance event happened to the writer
29
Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill,
2006), p. 4.
30
Carol A. Binder and Susan Lopez-Nerney, Op.cit., p. 7.
12
and it usually uses the first person as recount tells about writers lives. 32 Recount,
as the other text types, has purpose to deliver what writer wants to share with
readers.
2. Purpose of Recount Text
The purpose of recount text is to tell what and when something happened to
the audience. Miller stated goals of recount text are to make the writers more
understand about them, and for the readers, it makes them understanding of their
own experience and the writers.33 While in Adibahs book, she wrote social
function of recount text is to retell events for the purpose of informing or
entertaining.34 In order to achieve the purpose, recount text has generic structure
as a base for the writing.
3. The Generic Structure of Recount Text
In order to create well-organized recount text, students should pay attention to
the features (past tense, proper nouns, word order of events) and the generic
structure. The generic structure of recount text should be known by students to
characterize between recount text and the other kind of texts. This structure, as
Hall stated in Writing Well: 2nd Edition which restated by Haryati in her research,
and Hyland in Writing Text Types: A Practical Journal, is orientation, event and
reorientation.35
31
Mark and Katy Anderson, Text Types in English, (South Yara: MacMillan Education,
1997), p. 48.
32
Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill,
2006), p. 47.
33
Robert Keith Miller, Op. cit., p. 47.
34
Adibah, Bank Soal Bahasa Inggris SMA Kelas X, XI dan XII, (Yogyakarta: Pustaka
Edukasi, 2013), p. 3.
35
Maureen Hyland, Op.cit., p. 1.
13
Based on the sample above, it can be found that the purpose is to tell the
readers about the writers first experience in riding a motorcycle. From the first
paragraph, it is known as the orientation of this recount text. The second to the
36
Haryati, Op. cit, p.15.
14
third is the event of this recount text which is the story how the writer had the
experience. As the closure, it is in the fourth paragraph.
5. Kinds of Recount Text
Texts which included as recount are diary, journal and everything tells
personal experiences. Personal experience also included as narrative but it is not
fully narrative as in novels, historical occurrences, or even myths, therefore it
belongs to recount text.37 Narrator tries to communicate through his/her writing
about what happened in the event the narrator included and nothing is artificial
about the event.38 So that, by writing recount text, students are hoped to write
easily and enjoyably.
C. Picture
1. Definition of Picture
Picture in teaching technique, based on Raimes, is drawings, photographs,
posters, slides, cartoons, magazine advertisements, diagrams, graphs, tables,
charts and maps can be valuable resource for teaching writing. Pictures provide a
shared experience for the students in the class, a common base that leads to a
variety of language activities.39
In addition, Schwartzs opinion about picture which rewritten by Yusnita,
Sada and Novita is a great incentive for language production and can be used in
many ways in the classroom to interest and to motivate a sense of language
context and stimulus.40 Moreover, picture can bring the world outside the students
have not known before into the class in a concrete way, as it provides41:
a) A shared experience in the classroom.
b) A need for common language forms to use in the classroom.
37
Sylvan Barnet and Marcia Stubbs, Op.cit., p. 178.
38
Sylvan Barnet and Marcia Stubbs, Op cit., p. 181.
39
Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press,
1983), p. 27.
40
Enny Yusnita, Clarry Sada and Dewi Novita, Improving Students Recount Writing
Text by Using Picture Series, (Pontianak: Tanjungpura University, 2011), p. 5.
41
Ann Raimes, Op.cit., p. 28.
15
c) A variety of tasks.
d) A focus of interest for students.
2. Types of Picture
As Wright stated in his book, there are twenty types of picture can be used in
teaching and learning process.42
1) Pictures of a single object
2) Pictures of one person
3) Pictures of famous people
4) Pictures of several people
5) Pictures of people in action
6) Pictures of places
7) Pictures from history
8) Picture with a lot of information
9) Pictures of the news
10) Pictures of fantasies
11) Pictures of maps and symbols
12) Pairs of pictures
13) Pictures and texts
14) Sequence of picture (Picture Series)
15) Related pictures
16) Single stimulating pictures
17) Ambiguous pictures
18) Bizarre pictures
19) Explanatory pictures
20) Student and teacher drawings
42
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University
Press, 1989), p. 193.
16
43
Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang:
IKIP PGRI Semarang, 2010), p. 10.
44
Andrew Wright, Op.cit., p. 3.
45
Ann Raimes, Op.cit., p. 28.
17
c) Working in pairs or small groups the teacher gives each student of the pair
or give each group different picture to work with.
d) Real communicative tasks students provide themselves their own pictures. It
has advantage that teacher is relieved of the task of finding a picture and
students can share their personal moments.
46
Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang:
IKIP PGRI Semarang, 2010), p .9.
47
Ann Raimes, Op.cit, p. 36.
48
Ibid., p. 36.
49
Ibid., p. 28.
18
Each student in the class should find partner whose sentence will combine
with the one he/she has. Therefore, students are asked to find the sentence which
has same meaning. Some of the possibilities with the two sentences above are:
50
Ibid., p. 30.
51
Ibid., p. 30.
52
Ibid., p. 31.
19
With the new sentences above, students can discuss to organize those
sentences to make a paragraph.
Role-play demands practical action in a classroom. In writing by using
picture, teacher asks students to work in pairs groups to make attractive writing
about the picture then discuss the details about the picture given. After that,
students are asked to write it in a paragraph. Final step, they read their own aloud
to each other and discuss which one works the best and why.53
In questions-answers session, a class is divided into four groups. The teacher
gives one picture with a word for each group. For example, the teacher has
pictures of Debbie Johnsons bedroom, garden, kitchen and house which given
to four groups. Then, ask the students to compile some questions about it, pretend
that they will stay there and do not know the house. After that, the teacher collects
them from each group and redistribute to other groups. Each group of students
writes a letter from Debbie that answers those questions.54
4. One Picture A Sequence of Tasks for Writing
Using a picture can give teachers opportunity to develop not only wide
variety of tasks but also a sequence of tasks, so that students can move from one
level of difficulty to another, gathering more vocabulary, knowledge of idiom and
sentence structure and organizational skill. The picture can be discussed by the
students for cultural phenomenon and their own experience related to it.55
The example of one picture for a sequence of tasks56:
1. Divide class into some groups and ask students to answer: What is happening
in this picture? The picture is about Debbies wedding. They should write
down related words or phrases then the teacher compares the result and writes
necessary vocabularies on the board.
2. Still in groups, students are asked to answers such questions:
a) How old are the two people getting married?
b) Do their parents want them to get married?
53
Ibid., p. 33.
54
Ibid., p. 33.
55
Ibid, p.34.
56
Ibid, p.35.
20
The groups share the result and the teacher write necessary words and idioms,
again on the board.
Some ways of using picture in teaching writing also stated by Harner through
drills, which is in form of grammar items for cueing different sentences or
practicing vocabulary, (communication) games for creative writing, where
teachers give some pictures to be written by the students then practice it in
speaking, and understanding which is an easy way of explaining the meaning
of words by having a picture.58
57
Teresa Walter, Teaching English Language Learners, (New York: Pearson Education,
2004), p.77.
58
Jeremy Harmer, The Practice of English Language Teaching: 3rd edition, (Essex:
Pearson Education, 2001), p.134.
22
E. Previous Study
Some researches had been conducted related to the use of pictures on writing
of recount text. There were so many kinds of picture used by the researchers. The
first research was entitled Improving Students Recount Text Writing by Using
Picture Series (A Classroom Action Research to the Tenth Grade Students of SMK
Panca Bhakti Kubu Raya in Academic Year 2011/2012) written by Eni Yusnita,
Clarry Sada and Dewi Novita had problem that students felt difficult to get ideas
in recount text paragraph, so that the writers decided to use picture series to
improve students recount text. The result found that by using picture series,
students recount text writing could be improved. The result of first cycle was
61,5 (less than 65, not achieved), while the second cycle was 66 (achieved, higher
than KKM score). The differences between this research and the writers are the
writer will conduct an experimental research which is different from the research
above a classroom action research, the writer will not use picture series and the
place of the research is also different.
The second research was entitled The Use of Picture Series to Improve
Students Ability in Writing Recount Texts (A Classroom Action Research on the
Eight Grader of SMPN 3 Kartasura in 2009/2010 Academic Year) by
Muhammad Luqman Hakim stated the problem that students felt difficult in
making correct grammatical sentences, developing paragraph and finding
appropriate vocabulary. Moreover, the teacher seldom taught writing process and
only asked for writing production. Based on the questionnaire, 73.5% of students
felt that writing was difficult, 61,8% of students felt that the time for writing was
not enough, 55,9% said that they felt difficult to start writing, 52,9% students
seldom paid attention to appropriate vocabularies and 52,9% students did not
arrange an outline or draft before writing. The result said that there was an
improvement of students ability in writing recount text, an improvement in
teaching learning situation and an improvement in students personal competence.
The differences between this research and the writers are the writer will conduct
an experimental research which is different from the research above a classroom
action research, the writer will not use picture series and questionnaire as the
23
instrument of data collection. The other difference is the place and the population
of the research.
The third research was entitled Improving Writing Recount Text by Using
Photographs: A Case Study of the Eleventh Year Students of SMA Negeri 1
Batangan Pati in the Academic Year of 2009/2010 written by Dwi Nur Indah.
She thought that writing is more complex and difficult to teach because it needs
grammatical mastery and theoretically devices and also the conceptual and
judgment. The purpose was improving students recount writing by using
photograph as it guided students to generate idea into a meaningful composition.
The result of the improvement was very good which was 62,07 from pre-test
became 76,8 from post-test. It meant that teaching writing recount text by using
photographs in experimental class was successful. The differences between this
research and the writers are the writer will use not only photographs but also
illustration picture during the experiment process and the place and the population
of the research is also different.
F. Thinking Frameworks
Writing as a skill which is needed to be mastered for students in Indonesia
seems to be improved because some students do not interested in writing, feel
confused to start writing and they lack of vocabularies. Students need interesting
way to learn producing good writing.
Recount is one of kinds of text which should be mastered by students because
it is taught in high school. Writing recount means that students should write their
own experience in written form. They should put their ideas in well-ordered
writing.
After reviewing theories about teaching writing by using picture, especially
writing recount text, the writer could see that students were more interested in
writing if they had clue such as picture as visual aid. It made them easier in
organizing paragraphs for their writings. So that, the writer was interested in
conducting research to know the effectiveness of using pictures on students
24
writing of recount text at the tenth grade students of SMA Negeri 9 Kota
Tangerang Selatan.
G. Theoretical Hypothesis
The hypothesis of the study can be formulated as follows:
Ha: There was effectiveness of using pictures on students writing of
recount text.
Ho: There was no effectiveness of using pictures on students writing of
recount text.
25
CHAPTER III
RESEARCH METHODOLOGY
1
John W. Creswell, Educational Research: 4th edition, (Boston:Pearson Education Inc.,
2012), p. 307.
26
Where:
= Mean of Variable X
= Mean of Variable Y
= Standard Error
2
Sara C. Weigle, Assessing Writing, (Cape Town: Cambridge University Press, 2002), p.
116.
28
6. Determining Standard Error of Mean of Variable Y.
7. Determining Standard Error of Difference of Mean of Variable X and Y.
8. Determining to.
df or db =(Nx+Ny )-2
Where:
M = the average of students score
SD = standard deviation
29
SE = standard errors
X = experimental class
Y = controlled class
N = number of students
df = degree of freedom
G. Statistical Hypothesis
The statistical hypothesis of this study could be seen as:
Ho : 1 = 2
Ha : 1 2
CHAPTER IV
A. Data Description
The data were collected from the tenth grade students of SMA Negeri 9 Kota
Tangerang Selatan for pre-test and post-test. The experimental class was X MIPA
1 and the controlled class was X MIPA 5. The data which was obtained described
into two tables. Each table had five columns; the first column showed the number
of students, the second and the third column showed pre-test and post-test scores,
the fourth column showed the gain score from pre-test and post-test, and the last
column showed the catogorization in post test score.
1. The Data of Experimental Class (X MIPA 1)
Table 4.1
Pre-test and Post-test of Experimental Class
Name Pre-test score Post-test Gained Categorization
score score in post test
Fair
Student 1 50 62 12
Student 2 Good
67 79 12
Student 3 Good
65 79 14
Student 4 Good
46 78 32
Student 5 Excellent
66 88 22
Student 6 Good
38 72 34
Student 7 Excellent
88 90 2
Student 8 Excellent
90 90 0
Student 9 Excellent
78 87 9
Student 10 Excellent
49 80 31
Student 11 Good
52 77 25
Student 12 Excellent
80 85 5
Student 13 Excellent
77 90 13
Student 14 Excellent
62 82 20
31
in teaching writing recount text, the writer gave the students post-test. The data
showed in the post-test that the lowest score was 62 and the highest was 90.
Based on the Table 4.2, it could be seen the lowest and the highest score of
the controlled class consists of 37 students. The lowest score in pre-test was 34
and the highest score was 80. The data showed in the post-test that the lowest
score was 44 and the highest was 85.
Table 4.3
Table of Data Description of Pre-test Result of Experimental Class
Statistics
Experimental
N Valid 37
Missing 37
Mean 61.24
Median 65.00
Mode 47a
Variance 210.967
Range 56
Minimum 34
Maximum 90
Sum 2266
a. Multiple modes exist. The
smallest value is shown
Table 4.3 showed that the data of X MIPA 1 as the experimental class
consisted of 37 students. The total of all data which was divided with the number
of data determined as mean score from the experimental class was 61.24. Median
score was 65.00. The median is the numerical value separating the higher half of a
data sample, a population, or a probability distribution, from the lower half. The
mode is defined as the element that appears most frequently in a given set of
elements. The mode score from the table was 47. The set of scores constituted a
population determined a variance score was 210.967. The highest score of the
experimental class was 90 and the lowest was 34. The sum gained from the total
scores was 2266.
According to the table, it could be made a table of frequency distribution
which is presented as follows:
35
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experimental
Class
Experimental
Cumulative
Frequency Percent Valid Percent Percent
Valid 34 1 1.4 2.7 2.7
37 1 1.4 2.7 5.4
38 1 1.4 2.7 8.1
45 1 1.4 2.7 10.8
46 1 1.4 2.7 13.5
47 4 5.4 10.8 24.3
49 2 2.7 5.4 29.7
50 1 1.4 2.7 32.4
51 1 1.4 2.7 35.1
52 2 2.7 5.4 40.5
62 1 1.4 2.7 43.2
64 2 2.7 5.4 48.6
65 3 4.1 8.1 56.8
66 2 2.7 5.4 62.2
67 4 5.4 10.8 73.0
71 1 1.4 2.7 75.7
72 1 1.4 2.7 78.4
77 2 2.7 5.4 83.8
78 2 2.7 5.4 89.2
79 1 1.4 2.7 91.9
80 1 1.4 2.7 94.6
88 1 1.4 2.7 97.3
90 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Total 74 100.0
36
Table 4.4 was tool of presentation consisting of columns and rows and there
were numbers which describe the division and the percentage of frequency
distribution.
Results gained from a pre-test in class X MIPA 5 as the controlled class of
this research were presented in a table below:
Table 4.5
Table of Data Description of Pre-test Result of Controlled Class
Statistics
Controlled
N Valid 37
Missing 37
Mean 52.46
Median 49.00
Mode 39
Variance 195.755
Range 46
Minimum 34
Maximum 80
Sum 1941
Table 4.5 showed that the data of X MIPA 5 as the controlled class was 37
students. The total of all data which was divided with the number of data
determined as mean score from the controlled class was 52.46. Median score was
49.00. The median is the numerical value separating the higher half of a data
sample, a population, or a probability distribution, from the lower half. The mode
is defined as the element that appears most frequently in a given set of elements.
The mode score from the table was 39. The set of scores constituted a population
determined a variance score was 195.755. The highest score of the controlled
class was 80 and the lowest is 34. The sum gained from the total scores was 1941.
37
Table 4.6
Table of Frequency Distribution of Pre-test Result of Controlled Class
Controlled
Cumulative
Frequency Percent Valid Percent Percent
Valid 34 2 2.7 5.4 5.4
35 1 1.4 2.7 8.1
36 2 2.7 5.4 13.5
37 2 2.7 5.4 18.9
39 3 4.1 8.1 27.0
42 2 2.7 5.4 32.4
44 1 1.4 2.7 35.1
45 1 1.4 2.7 37.8
46 1 1.4 2.7 40.5
48 2 2.7 5.4 45.9
49 2 2.7 5.4 51.4
54 2 2.7 5.4 56.8
55 1 1.4 2.7 59.5
56 2 2.7 5.4 64.9
57 1 1.4 2.7 67.6
58 1 1.4 2.7 70.3
59 1 1.4 2.7 73.0
60 1 1.4 2.7 75.7
65 1 1.4 2.7 78.4
68 1 1.4 2.7 81.1
69 1 1.4 2.7 83.8
70 1 1.4 2.7 86.5
72 2 2.7 5.4 91.9
78 1 1.4 2.7 94.6
79 1 1.4 2.7 97.3
80 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Total 74 100.0
38
Table 4.7 showed that the data of X MIPA 1 as the experimental class
consisted of 37 students. The total of all data which was divided with the number
of data determined as mean score from the experimental class was 81.03. Median
score was 80.00. The mode score from the table was also 80.00. The set of scores
constituted a population determined a variance score was 44.416. The highest
score of the experimental class was 90 and the lowest was 62. The sum gained
from the total scores was 2998.
According to the table, it could be made a table of frequency distribution
which was presented as follows:
39
Table 4.8
Table of Frequency Distribution of Post Test Result of Experimental Class
Experiment
Cumulative
Frequency Percent Valid Percent Percent
Valid 62 1 1.4 2.7 2.7
72 2 2.7 5.4 8.1
74 2 2.7 5.4 13.5
75 3 4.1 8.1 21.6
76 2 2.7 5.4 27.0
77 2 2.7 5.4 32.4
78 2 2.7 5.4 37.8
79 3 4.1 8.1 45.9
80 4 5.4 10.8 56.8
82 1 1.4 2.7 59.5
85 2 2.7 5.4 64.9
86 2 2.7 5.4 70.3
87 2 2.7 5.4 75.7
88 3 4.1 8.1 83.8
89 2 2.7 5.4 89.2
90 4 5.4 10.8 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Total 74 100.0
40
Table 4.9
Table of Data Description of Post Test Result of Controlled Class
Statistics
Control
N Valid 37
Missing 37
Mean 63.81
Median 65.00
Mode 60a
Variance 108.602
Range 41
Minimum 44
Maximum 85
Sum 2361
a. Multiple modes exist. The
smallest value is shown
Table 4.9 showed that the data of X MIPA 5 as the controlled class consisted
of 37 students. The total of all data which was divided with the number of data
determined as mean score from the controlled class was 63.81. Median score was
65.00. The mode score from the table was also 60.00. The set of scores constituted
a population determined a variance score was 108.602. The highest score of the
experimental class was 85 and the lowest is 44. The sum gained from the total
scores was 2361.
41
Table 4.10
Table of Frequency Distribution of Post Test Result of Controlled Class
Control
Cumulative
Frequency Percent Valid Percent Percent
Valid 44 2 2.7 5.4 5.4
46 1 1.4 2.7 8.1
47 2 2.7 5.4 13.5
48 1 1.4 2.7 16.2
55 1 1.4 2.7 18.9
59 2 2.7 5.4 24.3
60 4 5.4 10.8 35.1
62 3 4.1 8.1 43.2
65 4 5.4 10.8 54.1
66 4 5.4 10.8 64.9
68 3 4.1 8.1 73.0
69 1 1.4 2.7 75.7
70 1 1.4 2.7 78.4
71 1 1.4 2.7 81.1
72 1 1.4 2.7 83.8
74 1 1.4 2.7 86.5
75 1 1.4 2.7 89.2
79 1 1.4 2.7 91.9
80 1 1.4 2.7 94.6
83 1 1.4 2.7 97.3
85 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Total 74 100.0
Before the writer calculated the value of t-test to look at the hypothesis, the
writer had to analyze the normality and homogeneity of the data. The examination
of normality was needed to know whether the data had been normally distributed.
Then, after getting the normality, the next step was calculating the homogeneity of
data. It was proposed to look at whether the data was homogeneous or
heterogeneous.
42
3. Normality Test
The normality test is performed using Kolmogorov Smirnnov and Shapiro-
Wilk. The test is for the two groups, both post-test and pre-test group, to
determine if the distribution of the data from the sample is normal. Thus, the
researcher used SPSS version 22 software. If the normality is more than the level
of significance (0.05), scores will be normally distributed.
Table 4.11
Normality Pre-test Results between Experimental and Controlled Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Kelas Statistic df Sig. Statistic df Sig.
Pretest Experiment .143 37 .054 .957 37 .160
Control .111 37 .200* .933 37 .027
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Table 4.12
Normality Post Test Results between Experimental and Controlled Class
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Kelas Statistic df Sig. Statistic df Sig.
Posttest Experiment .130 37 .118 .929 37 .021
Control .108 37 .200* .966 37 .319
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
4. Homogeneity Test
Homogeneity test is used to test whether the data from the two groups have
the same variant in order that the hypotheses can be tested by t-test. Like
normality test, this kind of test also uses SPSS version 22 software. Homogeneity
test was calculated by using Levine. The following tables contained the result of
test of homogeneity between both of the class.
Table 4.13
Table 4.14
Homogeneity Post Test Result between Experimental and Controlled
Class
Test of Homogeneity of Variances
Posttest
Levene Statistic df1 df2 Sig.
3.421 1 72 .068
5. Hypothesis Testing
In this part, the writer calculated the data to test the hypothesis that whether
there was effectiveness on students writing of recount text in experimental class
which used pictures and students writing of recount text in controlled class
without pictures. The writer calculated the data using T-test formula. Two classes
44
were compared, the experiment class was X variable and the controlled class was
Y variable. The formula of T-test was expressed as follows:
From Table 4.15, it could be seen that the average of gained score of
experimental class was higher than controlled class. It meant that there was
effectiveness of using pictures in experimental class in students writing of
recount text.
The data were calculated based on the step of the test. The formulation as
followed:
5. Determining of standard errors mean of variable X(SE mx), with the formula:
46
( ) ( )
= 2.13
df = (N1+N2)-2
= (37+37)-2
=72
47
Based on the hypothesis that had been explained in chapter III, which was:
To prove the hypothesis, the data obtained from experimental and controlled
class were calculated by using t-test formula with assumption as follows:
If to ttable the Null Hypothesis (Ho) is rejected, it means that there was
effectiveness of using picture on students writing of recount text. In the other
hand, if to ttable the Null Hypothesis is accepted, it means that there was no
effectiveness of using picture on students writing of recount text.
Based on the description of the calculation above, it could be concluded that:
a) The value of ttable in the significance 1% was 2.63 and 5% was 1.99
b) The value of t0 was 3.96
c) So, the result was 1.99 < 3.96 > 2.63. It meant that to (t observation) was
higher than tt (t table).
significance 1% was 2.63. The t o was 3.96. Therefore, t o = 3.96 was higher that the
degree of significance 5% and 1%, 1.99 < 3.96 > 2.63, which meant that the null
hypothesis was rejected and the alternative hypothesis was accepted.
Related to the theories in chapter II about writing, recount text and picture,
picture can be used in a class because of the two advantages of picture for
teaching and learning, which are sufficient amount of language and help students
to focus attention and develop critical judgment. Therefore, in teaching writing of
recount text by using pictures was effective based on the result of the study and
the theory. It could be concluded that using pictures was effective on students
writing on recount text at the tenth grade students of SMA Negeri 9 Kota
Tangerang Selatan.
CHAPTER V
49
50
refreshed. So, they do not only see their writing but also pictures as their tool for
writing recount text.
51
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contoh.html#definition%20of%20report%20text
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contoh.html#definition%20of%20report%20text
http://serc.carleton.edu/sp/library/media.html
http://zvavanhuchopper.blogspot.com/2010/10/blog-post_17.html
APPENDICES
SCORE:
Content + Organization + Vocabulary + Language Use + Mechanics = (TOTAL
SCORE)
Categorization of Scoring
Categorization Score
Excellent 80 90
Good 70 80
Fair 60 70
Poor 50 60
TIMELINE RESEARCH