the effectiveness of picture sequences on...
TRANSCRIPT
THE EFFECTIVENESS OF PICTURE SEQUENCES ON STUDENTS’
WRITING RECOUNT TEXT
(A Quasi-experimental Study at the Tenth Grade Students of SMA Dua Mei
Ciputat Tangerang Selatan in the Academic Year 2014/2015)
By:
SITI RAUDOTUL FUSHIAH
1111014000074
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2015
THE EFFECTIVENESS OF PICTURE SEQUENCES ON STUDENTS’
WRITING RECOUNT TEXT
(A Quasi-experimental Study at the Tenth Grade Students of SMA Dua Mei
Ciputat Tangerang Selatan in the Academic Year 2014/2015)
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial
Fulfillment of the Requirements for the Degree of Strata 1
(Bachelor of Art) in the Department of English Education
By:
SITI RAUDOTUL FUSHIAH
1111014000074
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
JAKARTA
2015
ENDORSMENT SHEET
The "Skripsi" (Scientific Paper) entitled "THE EFFECTIVENESS OF PICTURE SEQUENCES ON STUDENTS' WRITING RECOUNT TEXT" (A Quasi-Experimental Study at the Tenth Grade Students of SMA Dua Mei Ciputat in the academic year 2014/2015), written by Siti Raudotul Fushiah, students' registration number 1111014000074 was examined in the examination session of the Faculty of Tarbiya and Teahers . Training, Syatif Hidayatullah State Islamic University Jakarta on November, 09th 2015. The "Skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of "S.Pd." in the Department of English Education.
Jakarta, November 09 th 2015
Examination Committee
CHAIRMAN : Dr. Alek, M.Pd. (- NIP. 19690912 200901 1 008
SECRETARY : Zaharil Anasv, M.Hum. ( NIP. 19761007 200710 1 002
EXAMINER 1 : Dr. Farida Hamid, M.Pd. ( NIP. 19631010 199103 2 003
EXAMINER 2 : Yennv Rahmawati, ( NIP. 19801011 201503 2 003
Acknowledge By
Dean of .rbiya and
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ii
ABSTRAK
Siti Raudotul Fushiah, 1111014000074. The Effectiveness of Picture
Sequences on Students’ Writing Recount Text (A Quasi-experimental Study in
the Tenth Grade of SMA Dua Mei Ciputat Tangerang Selatan in the academic
year 2014/2015), Skripsi pada Jurusan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.
Advisor I : Drs. Nasrun Mahmud, M.Pd.
Advisor II : Devi Yusnita, M.Pd.
Keywords : Picture Sequences, Recount Text, Writing
Penelitian ini bertujuan untuk mengetahui keefektifan gambar berseri pada
tulisan teks recount siswa yang dilaksanakan pada siswa kelas X SMA Dua Mei
Ciputat Tahun Akademik 2014/2015. Metode Penelitian ini adalah eksperimental
semu dan di lakukan pada dua kelas. Kelas X.2 sebagai kelas eksperimental dan
kelas X.1 sebagai kelas kontrol.
Hasil penelitian menunjukkan bahwa gambar yang berurutan efektif pada
kemampuan siswa dalam menulis teks recount pada siswa kelas X di SMA Dua
Mei Ciputat. Hal ini dapat dilihat dari hasil tes menulis siswa. Hasil mean pre-tes
pada kelas eksperimental adalah 62.8 dan 62 pada kelas kontrol. Sedangkan hasil
mean pos-tes pada kelas eksperimental adalah 78.8 dan 65.6 pada kelas kontrol.
Dari hasil penghitungan uji T, dapat diperoleh nilai dari Tobtained adalah 8.32 pada
derajat kebebasan (df) 48 dengan level signifikan 5% diperoleh Ttable adalah 2.01.
Dari nilai-nilai tersebut dapat dibandingkan bahwa nilai Tobtained lebih tinggi dari
pada Ttable (8.32 > 2.01), sehingga Ha diterima dan H0 ditolak. Oleh karena itu,
penggunaan picture sequences efektif untuk mempengaruhi siswa dalam menulis
teks recount.
i
ABTRACT
Siti Raudotul Fushiah, 1111014000074. The Effectiveness of Picture
Sequences on Students’ Writing Recount Text (A Quasi-experimental Study in
the Tenth Grade of SMA Dua Mei Ciputat Tangerang Selatan in the academic
year 2014/2015), Skripsi of the English Education Department, Faculty of
Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah
Jakarta, 2015.
Advisor I : Drs. Nasrun Mahmud, M.Pd.
Advisor II : Devi Yusnita, M.Pd.
Keywords : Picture Sequences, Recount Text, Writing
This study was aimed to find out the effectiveness of picture sequences on
students’ writing recount text at the tenth grade students of SMA Dua Mei Ciputat
in the academic year 2014/2015. This research methodology was quasi
experimental and it did two classes. They were X.2 as an experimental class and
X.1 as a controlled class.
The result of this study showed that the using of picture sequences were
effective on the students’ writing recount text. It can be seen from the mean score
of pre-test in the experimental class 62.8 and 62 for the control class. Meanwhile,
the mean post-test score of the experimental class was 78.8 and 65.6 was for the
control class. Moreover, from the result of T test, it gained the Tobtained value was
8.32 and degree of freedom (df) was 48 with the level of significance 5%, Ttable
was 2.01. Comparing those values, the result was Tobtained is higher than Ttable
(8.32 > 2.01), so that Ha was accepted and H0 was rejected. Therefore, using
picture sequences were effective on students’ writing recount text.
iii
ACKNOWLEDGEMENT
In the Name of Allah, the Beneficent the Merciful
All praises be to Allah, Lord of the worlds who has bestowed upon the
writer in completing this Skripsi entitled by The Effectiveness of Picture
Sequences on Students’ Writing Recount Text (A Quasi-experimental Study at the
Tenth Grade Students of SMA Dua Mei Ciputat Tangerang Selatan in the
academic year 2014/2015). Peace and blessing be upon our prophet Muhammad
SAW, his families, his companions, and his followers.
This Skripsi is presented to the Department of English Education of the
Faculty of Tarbiya and Teachers’ Training, State Islamic University Syarif
Hidayatullah Jakarta as partial fulfillment of the requirement for the Degree of
Strata-1 (S-1).
The writer would like to express her thanks, and deepest gratitude to her
beloved mother (Aah Hasaniyah), her father (Mahki Bandanizi), her young lovely
sisters (Husniyati Diniyah and Dina Audina), and all her big family who always
give support, motivation, encouragement and prayers to finish her study. The
great honor is delivered to her advisors, Nasrun Mahmud, M.Pd. and Devi
Yusnita, M.Pd. for their guidance, advice, corrections, and suggestions in
completing this Skripsi.
Her gratitude also goes to people who have helped her by giving their
supports and times during the process of Skripsi writing, they are as follows:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and
Teachers’ Training.
2. All the lecturers at English Education Department, who taught and gave
her much knowledge during her study at UIN Syarif Hidayatullah Jakarta.
3. Dr. Alek, M.Pd., as the Head of the Department of English Education
4. Zaharil Anasy, M.Hum., as the Secretary of the Department of English
Education and all staffs of English Education Department.
iv
5. The staff and officers of UIN library who have given permission to use
their books.
6. Yayat Ruhiyat, M.Pd., as the Headmaster of SMA Dua Mei Ciputat who
has given permission to the writer to do the research in his school.
7. Murni, S.Pd., the English teacher, and all other teachers and administration
staff of SMA Dua Mei Ciputat who have given their time for sharing.
8. All students at the tenth grade (X.1 and X.2) of SMA Dua Mei Ciputat.
9. The writer’s uncles (Ito Aminullah, Agus Salam, and Agus Salim); and all
the writer’s big family.
10. All beloved friends of English Education Department B class 2011,
especially her best friends: Afni Amalia, S.Pd., Fauziah Putri Rosalina,
Ervi Nur Azizah, Siti Khafidoh, Lulu Walidaini, S.Pd., and Wurry
Apriyanti who always give support to finish her Skripsi and for being good
friends.
11. The writer’s partner job in Bimbel Cahaya Prestasi, Ratih Wibowo, S.E.
and Siti Nurhayati for sharing their time.
12. All of her friends that she cannot mention one by one who always help and
give the writer’s support, time, and motivation, in accomplishing this
Skripsi.
Finally, it has to be admitted that nobody is perfect and the writer also
realizes that there still some lacking in her Skripsi. Therefore, the writer would
like to welcome and accept constructive criticism to make this Skripsi better.
Furthermore, she expected that the Skripsi can be useful for the writer particularly
and the readers generally.
Jakarta, November 2015
The Writer
v
TABLE OF CONTENTS
LETTER OF WRITING AUTHENTICITY
APPROVAL SHEET
ABSTRACT. .............................................................................................. i
ABSTRAK. ................................................................................................ ii
ACKNOWLEDGMENT .......................................................................... iii
TABLE OF CONTENTS .......................................................................... v
LIST OF TABLES. ................................................................................... vii
LIST OF APPENDICES .......................................................................... viii
CHAPTER I INTRODUCTION
A. Background of the Study............................................ 1
B. Limitation of the Study .............................................. 4
C. Research Question...................................................... 4
D. Purpose of the Study .................................................. 4
E. Significant of the Study.............................................. 4
CHAPTER II LITERATURE RIVIEW
A. Picture ....................................................................... 6
B. Writing ...................................................................... 16
C. Recount Text .............................................................. 23
D. Hypotheses ................................................................. 26
E. Previous Study .......................................................... 26
CHAPTER III METHODOLOGY
A. Place and Time of the Study ...................................... 27
B. Research Method and Design .................................... 27
C. Research Variables. .................................................... 28
D. Population and Sample .............................................. 28
E. Instrument ................................................................. 29
F. Data Collection ......................................................... 30
vi
G. Data Analysis ............................................................ 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A. Research Findings ................................................. 35
B. Discussions ............................................................. 44
CHAPTER V CONCLUSIONS AND DISCUSSIONS
A. Conclusions. ........................................................... 46
B. Suggestions ............................................................. 46
BIBLIOGRAPHY ..................................................................................... 48
APPENDICES
vii
LIST OF TABLES
Table 2.1 The Types of Writing Text.......................................................... 20
Table 2.2 The Example of Recount Text .................................................... 25
Table 3.1 The Research Activities .............................................................. 27
Table 3.2 The Analytic Scale of Each Aspect in Writing ........................... 32
Table 4.1 The Students’ Score of Experimental Group .............................. 36
Table 4.2 The Students’ Score of Control Group ....................................... 38
Table 4.3 The Result of Pre-test and Post-test Average.............................. 39
viii
LIST OF APPENDICES
Appendix 1 The Lesson Planning (Experimental & Control) Group ....... 49
Appendix 2 The T-Table ........................................................................... 66
Appendix 3 The Students’ Writing Recount Text .................................... 69
Appendix 4 The Research Instrument ...................................................... 73
Appendix 5 The Research Letters ............................................................ 74
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the research. It includes
background of the study, limitation of the study, research question, purpose of the
study, and significant of the study.
A. Background of the Study
Learning English is very important because English has become
an international language, which is used by most communities in the world. Many
countries use English as their second language, such as: Singapore, Malaysia, etc.
In spite of the difficulties in studying English, it is useful to study the language
because it plays a very important role in almost all fields of life such as:
communication, commerce, economy, politics, education, science, technology and
so on. So, most people can follow the rapid development of globalization era by
using it.
However, in Indonesia English is not considered as a second language
but English is a foreign language. As a foreign language, English has to be learnt
in each grade of education. It starts from elementary up to university. In short,
Indonesian students should have a better ability in English because they have
learnt it for several years. However, the fact is far from hope. Most of Indonesian
students cannot master it well. Most of people often face interferences when they
learn a foreign language. For example, they often apply their mother tongue or
first language structure when he/she tries to use the foreign language in active or
passive way.
Indonesian students are hoped to increase their ability in English skills,
such as: listening, speaking, reading and writing. Therefore, they must be learnt
and taught by both students and teachers at school. In this research, the writer will
focus on one of those skills, it is writing skill.
2
Writing English well is important because it will help students in
mastering English completely. Also, writing will help them to deliver their
message, purpose, and expression in written form. For some Indonesian students
who are sometimes afraid and shy to speak English directly. They can use writing
to ease them in delivering their expression.
Nevertheless, sometimes the students do not know how to express their
feeling or ideas in writing. In this case, there are still some teachers who have not
given their attention completely. If a teacher wants students to be good writer in
English, he/she should be able to teach writing in the classroom effectively.
Writing is considered as the most difficult skill for students. It is stated
by Jack C. Richards, ―Writing is the most difficult skill for second language
learners to master of putting together strings of grammatically correct sentences.‖1
It can be conclude that learning to write is different from learning to speak. It
should be learnt consciously and it demands to practice under guidance. For some
students, writing is difficult skill to be mastered; it was hard for them to get ideas.
As they found ideas, they did not know what to write and to develop the topic.
Also, they did not know how to compose paragraph well.
In English, there are several writing genres or commonly called as text
types. There are many categories of text type (genre), such as: descriptive,
narrative, recount, report, procedure, exposition, explanation, etc. One of them is
recount text. Recount text is one of materials taught in Senior High School. It tells
the past experience of someone. So, the students must be careful about the
sentence structures which are used by recount text.
Furthermore, when the writer was being an English teacher during PPKT
(Praktek Profesi Keguruan Terpadu) at SMA Dua Mei Ciputat, she taught recount
text in the tenth grade students. The writer found some problems when she taught
recount text. The students often get the same problem when they learn it, such as:
1 Jack C. Richards, Approaches and Methods in Language Teaching, (New York:
Cambridge University Press, 2002), p. 303.
3
they often cannot remember well the generic structures of the text; they cannot
find the appropriate words to be written and they get stuck in the middle of
writing; they are still confused with regular and irregular verbs. Therefore, the
students have no motivation to write and writing becomes a hard and boring
activity for them.
To solve that problem, the writer intends to find the solution. One of the
visual aids that can be used in learning writing is picture sequences, because it
tells the sequence events of a recount text. Furthermore, it eases the students in
writing recount text and helps the students to understand the material to be
learned. Picture is one of the visual aids to create the students‘ mindset and to
raise the students‘ motivation in learning English, especially in English text. So,
they will be easy to catch the ideas and develop their writing well.
According to Mariane Celce Murcia, a picture can become a part of a
sequence of pictures that tells a story. Using pictures of this type allows the
teacher to focus on temporal forms and sequences in the target language.2
From the definition above, picture sequence is a kind of picture which
presents a chronological order. In this type, it is presented in a series of picture
that tells a story in some events. It usually tells experience, legend or fable story,
etc. From this picture sequence, learners will be easier to understand the meaning
of a word, a sentence or event a paragraph, and focus on the target language after
they saw the picture itself.
Regarding to the facts above, the writer has desire to do a research
concerning to writing recount text by using picture sequences. Moreover, the
writer has motivation to do a quasi experimental study in her research. The writer
chooses this topic because she wants to know whether or not picture sequences
effective on students‘ writing recount text in the tenth grade of SMA Dua Mei
Ciputat Tangerang Selatan. It is hoped that the picture sequences are effective in
2 Mariane, Celce Murcia, Techniques and Resources in Teaching Grammar, (New York:
Oxford University Press), p. 73.
4
improving student writing recount text. Therefore, the writer will conduct the
research about “The Effectiveness of Picture Sequences on Students’ Writing
Recount Text”.
B. Limitation of the Study
This study focuses on the use of picture sequences as a medium in
effecting students‘ writing recount text of the tenth grade students of SMA Dua
Mei Ciputat in the academic year of 2014/2015. Besides, the problem will be
limited to: The effectiveness of picture sequences on students‘ writing recount
text.
C. Research Question
Based on the background stated above, the writer tries to solve the
problem through pictures sequences in influencing students‘ ability in recount text
writing at the tenth grade of SMA Dua Mei Ciputat in the academic year of
2014/2015. So the question of this research is “Are picture sequences effective on
the students’ writing recount text?”
D. Purpose of the Study
The purpose of this study is: To find out whether or not the using of
picture sequences effective on the students’ ability in writing recount text at the
tenth grade of SMA Dua Mei Ciputat.
E. Significant of the Study
This study has a significant thing for teaching and learning process. The
writer expects that the result of this study is good and successful so that it
provides knowledge for:
1. The Teachers
Teachers, especially English teachers get information about concept of
pictures, the use of picture sequences as a medium to teach recount text so that
they likely apply this method in their recount text teaching.
5
2. The Students
Students have more knowledge that there is something else that they at
least can do to improve their ability to learn recount text by using pictures as a
medium.
3. The Readers
This study gives information about the use of picture sequences as a
medium towards students‘ ability in writing recount text. They can also explore
this study or share to other people for knowledge or information.
4. The Writer
This study gives the writer knowledge and experiences about improving
ability in writing recount text by using picture sequences as a medium. It is also
expected to give more knowledge to the writer to prepare herself if she becomes
an English teacher in the future.
6
CHAPTER II
LITERATURE REVIEW
A. Picture
1. Definition of Picture
Picture is one of the visual aids that are very useful and interesting in
English teaching. Pictures can help the students to ease them to understanding the
meaning of a word, a sentence, or event a paragraph. Besides, the students can get
the ideas and imagination about the objects or the situations that happens by using
pictures.
Pictures can also be used in various configurations to enhance learning
and process. A picture may focus on specific one specific object, such as a house,
or on an event. Pictures can be divided into semantically related sets that contain
from ten to twenty items, representing animals, vehicles, flower, fruits, etc.
Besides, a picture can become a part of a sequence of pictures that tells a story.
Using pictures of this type allows the teacher to focus on temporal forms and
sequences in the target language.3
Moreover, Andrew Wright stated that pictures are not just an aspect of
method, but thought their representation of place, objects and people. They are an
essential part of the overall experiences we must help our students to cope it.4
From those descriptions, it can be concluded that pictures are image of
something or somebody and can help the students to understand something or
somebody through its representation. Also, it eases the students to build their
ideas in learning English text, especially for recount text. Then, pictures can play
an important role in teaching learning process.
In addition, picture provides a share experience for students in class.
Picture can be the basis for many tasks, such as ranging from fairly, mechanical
controlled compositions, sentence combining exercises, or sequencing of
sentences to the writing of original dialogs, letters, reports, or essays.
3 Ibid.
4 Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University
Press, 1989), p. 2.
7
Furthermore, everybody likes to look at pictures, they use in the classroom in
teaching and learning activity in order to stimulate students‘ attention and
interest.5
In short, a picture is valuable resource as it provides some points, such as
a shared experience in the classroom, a need for common language forms to use, a
variety of tasks, and focus of interest in students.
Most of students are more interest in pictures who have visual and
kinesthetic learning style. Besides, each learner has his/her own preferences and
the ways in learning a language. Having different preferred ways show that each
learner has his/her own learning style. Educators attempt to define learning style
differently. Moreover, Nunan defines it like the following:
Learning style refers to any individual preferred ways of going about
learning. It is generally considered that one‘s learning style will result
from personality variables, including psychological and cognitive
make-up, socio-cultural background, and educational experience.6
Moreover, Sprenger defines the learning style that it is the way you
receive information best and the way you prefer to give feedback, or simply your
communication style.7 From the definitions above, it can be concluded that
learning style is any individual preferred ways in learning; it includes both
physiology and psychology which are able to influence learning process as well as
achievement.
Furthermore, Sprenger also explains the three types of learning style,
those are as follow:8
a. Visual learning style; with this style someone has a preference for seen or
observed things, including pictures, diagrams, demonstrations, displays,
handouts, films, flip-chart, etc. These people will use phrases such as ‗show
me‘, ‗let‘s have a look at that‘ and will be best able to perform a new task after
5 Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,
1983), p. 27. 6 David Nunan, Language Teaching Methodology, (New York: Prentice Hall, Ltd, 1991)
7 Marilee Sprenger, Brain-based Teaching in the Digital Age, (USA: ASCD, 2010), p. 70.
8 Ibid.
8
reading the instructions or watching someone else do it first. These are the
people who will work from lists and written directions and instructions.
b. Someone with an Auditory learning style has a preference for the transfer of
information through listening: to the spoken word, of self or others, of sounds
and noises. These people will use phrases such as ‗tell me‘, ‗let‘s talk it over‘
and will be best able to perform a new task after listening to instructions from
an expert. These are the people who are happy being given spoken instructions
over the telephone, and can remember all the words to songs that they hear.
c. Someone with a Kinesthetic learning style has a preference for physical
experience - touching, feeling, holding, doing, and practical hands-on
experiences. These people will use phrases such as ‗let me try‘, ‗how do you
feel?‘ and will be best able to perform a new task by going ahead and trying it
out, learning as they go. These are the people who like to experiment, hands-
on, and never look at the instructions first.
According to James Zull as cited in Marilee Sprenger, learning is change
ourselves, because it is change in our brain. To change on a long term basis, the
brain needs experiences that reinforce the change that have occurred.9 From the
statement above, it can be concluded that our brain can be changed by experiences
that have occurred in our lives.
2. The Use of Pictures in The Classroom
According to Ann Raimes, before examining in detail how to use some
actual pictures in a classroom, there are some suggestions for using pictures might
be useful as follows:10
a. Whole class discussion
It can be generated by many types of pictures, such as posters, textbook
pictures, magazine pictures pasted onto stiff cardboard and displayed at the
front of the classroom, simple picture drawn on the whiteboard, or duplicated
drawing.
9 Ibid., p. 26.
10 Ann Raimes, Op.cit., pp. 28—29.
9
b. To provide a student audience for student writers
Giving half the class one picture, the other half another. A range of
communicative tasks for small group opens up now, with students conveying
real information to others
c. Students working in pairs or small groups
It provides students with a real communicative task. When a few students have
the only copy of a picture, it is then necessary for them to be able to inform the
rest of the class about it.
d. Real communicative tasks can be developed
By using pictures in the classroom, the teacher is relieved of the task of finding
a picture and the students have something that has personal meaning for them
to answer questions about and write about. Then, students can be asked to
provide their favorite advertisements, their own drawings, a reproduction of
their favorite work of art, or a family photograph.
e. Do not limit classroom work
The students can actually see in the picture and then they can make inferences
and predictions. The teacher ask the students to use their imagination to
visualize what happened just before the moment in the picture and what will
happen next, or to infer what caused the situation presented.
According to Jeremy Harmer, there are many ways of using pictures for
writing, they are as follow:11
a. Describing pictures
b. Suspects and objects
c. Write the postcard
d. Portraits
e. Story tasks
11
Jeremy Harmer, How To Teach Writing, (England: Pearson Education Limited, 2004),
pp. 67—69.
10
3. Function of Pictures
There are some functions of pictures given by the experts as follows:12
a. Pictures are very useful for presenting new grammatical and vocabulary
items. They help to provide the situations and contexts which light up the
meaning of words or utterances, and help the teachers to avoid resorting to
translation or to lengthy explanations of meaning.
b. Pictures can be used for revision from one lesson to another as well as for
long-term revision of vocabulary and structures.
c. Pictures can be used as the basis of written work, for instance, question
writing.
d. Pictures increase students‘ motivation and provide useful practice material
as well as test material.
4. The Criteria of Good Picture
According to Andrew Wright, there are some criteria for selecting good
pictures to the students, they are as follow:13
a. The aid must be easy to prepare and organized by the teacher
The teacher has built up a picture library it is usually not difficult to prepare.
Opening a textbook is allowed if the picture is difficult to organize.
However, the activities need organizational time and energy. So, the teacher
as to decide whether the effort of organizing more complicated.
b. The aid must be interesting for students
Picture may be interesting, but the teacher and the students might like to
have a change from it. If the activity that teacher is considering is unlikely
to interest. Then, the teacher will ask question whether it is worth doing.
12
Francis J. Pirozzolo and Merlin C. Wittrock, ed., Neuropsychological and Cognitive
Processes in Reading, (New York: Academic Press, 1981), p. 212. 13
Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University
Press, 1999), p. 3.
11
c. The aid must be meaningful and authentic
Students are going to gain more if the language they use is vital to the
situation; there should be some reaction or result if they use the language
appropriately.
d. The aid must be sufficient amount language.
The activity gives rise to a sufficient amount of language in order to justify
its inclusion in the language lesson.
The statements above indicate that picture must be meaningful and
sufficient for students. Moreover, it should be interesting in order to get the
students‘ motivation and desire to see it. In short, teaching learning process will
be easier to handle.
5. The Resources of Pictures
Pictures are the most widely available media of all teaching materials.
There is a veritable goldmine of suitable pictures in newspapers, magazines, old
textbooks, catalogues, brochures, calendars, etc. The pictures are very easy to be
found, because it can comes from many sources.
According to Andrew Wright, the source of pictures can be found in:
―Newspaper, magazines, advertisements, holiday brochures, business brochures,
catalogues, calendars, greeting cards, postcards, reproduction of arts, posters, wall
charts, instructions, old books, comics and cartoon strips, family photographs,
stamps, playing cards, wrapping paper, course book, the teacher‘s and students‘
own drawings, photocopying‖.14
Those statements above tell that it is not difficult to find picture, because
it is around human daily lives. However, to find a suitable picture for the teaching
it is not easy if a teacher does not pay attention of the criteria for selecting a good
picture that have to be relevant with the subject itself.
14
Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University
Press), pp. 182—187.
12
6. Kind of Pictures
There are 21 kinds of picture according to Andrew Wright, they are: 15
a. Check chart for picture
b. Pictures of a single objects
c. Pictures of one person
d. Pictures of famous people
e. Pictures of several people
f. Pictures of people in action
g. Pictures from history
h. Pictures with a lot of information
i. Pictures of the news
j. Pictures of fantasies
k. Picture of Map and Symbols
l. Pairs of Pictures - Pictures and Texts
m. Sequences of Pictures
n. Related Pictures
o. Single stimulating pictures
p. Ambiguous pictures
q. Bizarre pictures
r. Explanatory pictures
s. Student and Teacher Drawing.
15
Ibid., pp. 193—203.
13
7. Definition of Picture Sequences
According to Mariane Celce Murcia, a picture can become a part of a
sequence of pictures that tells a story. Using pictures of this type allows the
teacher to focus on temporal forms and sequences in the target language.16
From the definition above, picture sequence is a kind of picture which
presents a chronological order. In this type, it is presented in a series of pictures
that tell a story in some events. It usually tells experience, legend or fable story,
etc. From this picture sequence, learners will be easier to understand the meaning
of a word, a sentence or event a paragraph and focus on the target language after
they saw the picture itself.
Picture sequences, such as comic strips that provide the subject matter for
writing narrative or recount and for speculating about the story beyond the
pictures in the strips. According to Ann Raimes, comic strips are a set of parallel
pictures that show a similar scene or tell a similar story. It provides material that
offers guidance on vocabulary, sentence structure, and organization. 17
In addition, cartoon strips can be used as picture sequence if it presents
the series of events, as Andrew Wright explained about picture sequences in his
book as follow:
Cartoon strips and instruction strips of pictures are potentially useful.
Experience will show the teacher which strips are the most useful. The
strips can be kept as they are and used to contextualize a story or
description of a process. First of all the teacher can ask questions to help
the students grasp the meaning of the strip. Intermediate and advanced
students can discuss the technique of the cartoonist in his/her
representation of the people and setting the relationship between the
drawing and the words.18
16
Mariane, Celce Murcia, Techniques and Resources in Teaching Grammar, (New York:
Oxford University Press), p. 73. 17
Op.cit., p. 36. 18
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University
Press, 1989), p. 199.
14
This cartoon strips was the most found in daily lives to represent picture
sequences. It can be used to contextualize a story, therefore learners can know the
sequence of events happen in that story to find out the relationship between the
picture and the appropriate words to use.
All of the explanation above implies that a picture sequence is a kind of
pictures that has a series of an object or a situation is explained by some pictures.
This picture usually tells about a story, or an event about something that
happened. The sequence must be in chronologically order.
There are some examples of picture sequences in the classroom, they are
as follow:19
a. The students individually write a list of sentences about a picture sequences
frame by frame.
b. The whole class works with the picture sequences, but with the pictures out of
order. In small groups, the students discuss which order is correct for the
pictures. Then, they write the story of the pictures.
c. One group is given only two of the picture sequences while another group
receives the other two. The groups discuss and write and then they exchange
papers and read each other.
d. The students are given cards, each containing separate sentences which
describe the pictures.
19
Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,
1983), pp. 37—39.
15
Example of Picture Sequences
16
B. Writing
1. Definition of Writing
Writing has a significant function as a medium of communication, such
as to express ideas, to share knowledge, and to exchange information. Langan
stated that writing is as a way to communicate with others. Besides speaking,
writing also use people for communicating effectively with others by adjusting
their speech to suit their purpose and audience in the classroom or workplace and
beyond.20
It can be summed up that writing develops human‗s lives by informing
the knowledge and the idea. People can forget spoken information in second but
writing makes it permanent. So, writing can be a way to communicate with others.
Writing is one of four language skills. It includes as productive skill
besides speaking. The ability to write effectively is becoming increasingly
important in our global community in both second and foreign language. Writing
helps people to communicate and interact with each other in the world by writing
letters.
The ability to write well has a very close relationship to academic and
professional success. Grabowski (1996) as cited in Weigle notes that:21
Writing, as compared to speaking, can be seen as a more standardized
system which must be acquired through special instruction. Mastery of
this standard system is an important prerequisite of cultural and
educational participation and the maintenance of one‘s rights and duties. .
. the fact that writing is more standardized than speaking allows for a
higher degree of sanctions when people deviate from that standard.
Writing can refer to two things, the written product and the written
process of writing. The examples of writing product are book, magazine, and
manuscript. Whereas, the process of writing is a series of process with starts from
imagining, drafting, editing, reading, rereading, and the final writing.
20
John Langan, College Writing Skills: Sixth Edition, (New York: McGraw Hill, 2005),
p. 14. 21
Sara Cushing, Weigle, Assessing Writing, (United Kingdom: Cambridge University
Press, 2002) p. 4.
17
Furthermore, according to Jeremy Harmer, there are two criteria for a
good writing. They are called cohesive and coherent. For the farther explanation
of cohesive and coherent is as follow:22
a. Cohesion
The writers can use various grammatical device to help he reader understand
what is being referred. Even when words are left out or pronouns are
substituted for nouns, for example, repetition of words; pronoun and
possessive reference; article reference, and tense agreement.
b. Coherence
Coherence means that the text or writing is being referred to and how the
phrases and sentences relate to each other. It also frequently achieved by the
way in which a writer sequences information and it brings us to right back to
the text construction.
In addition, according to Miller, a coherent paragraph means each
sentence leads logically to the next. Then, a unified paragraph means each
sentence in that paragraph relates to its main idea.23
2. The Writing Process
According to Binder and Lopez-Nerney in their book, the writing process
can be divided into three stages: planning, writing, and finalizing. Within each of
these stages there are some steps; it can be shown in Figure 1. Stages and steps in
the writing process:24
22
Jeremy Harmer, How To Teach Writing, (England: Pearson Education Limited, 2004),
pp. 22—25. 23
Robert Keith Miller, Motives for Writing: Fifth Edition, (New York: McGraw Hill,
2005), p. 30. 24
Carol A. Binder and Susan Lopez-Nerney, Wriitng in Process: Strategies for
Organization and Development, (Singapore: Pearson/Prentice Hall, 2005), p. 6.
18
Figure 1. Stages and steps in the writing process
Moreover, in other experts there are some stages of the writing process,
they are as follow:25
a. Prewriting
In the prewriting, the students will learn a number of techniques for
generating ideas, such as begin to think about the topic and then anytime feel the
flow of ideas is drying up.
b. Drafting
Drafting is the actual writing of the paragraph or essay. In this stage,
while writing the first draft, it focuses on getting the meaning down on paper.
Also, students do not be overly concerned with the grammatical correctness.
c. Revision
Revision stage is divided into two parts: revising and editing. Revising is
re-thinking or re-seeing paper. After prewriting and drafting stages, the students
may revise or evaluate their writing. In revising, the student may ask their friend
to evaluate or respond to each other‘s writing that called peer review worksheets.
Furthermore, editing is the final stage of the writing process. In editing step,
25
Regina L. Smalley, et al, Refining Composition Skills: Academic Writing and
Grammar, Sixth Edition, (USA: Cengange Learning, 2012), pp. 4—9.
STAGE 1 PLANNING
• Step 1. Formulating a Question
• Step 2.Determining Purpose and Audience
• Step 3. Generating Ideas
• Step 4. Organizing/ Outlining
STAGE 2 WRITING
• Step 5. Drafting
• Step 6. Revising
STAGE 3 FINALIZIN
G
• Step 7. Editing
• Step 8. Formatting and Documenting
19
students may need to rephrase or edit some of sentences. Then, check the
sentences to make sure they are grammatically and mechanically correct.
In addition, Harmer stated the writing processes have four main
elements, they are s follow:26
a. Planning
Before starting to write, the writers try and decided what it is they are
going to say or it can be called making detailed notes. There are three main issues
that must be thought by writers when planning. First, they have to consider the
purpose of their writing. Then, writers have to think of the audience. It means it is
formal or informal. The last, the writers have to consider the content structure. It
includes the ideas or arguments which they have decided.
b. Drafting
A draft can refer to the first version of a piece of writing. The writing
process in drafting proceeds into editing and then a number of drafts may be
produce on the way to the final version.
c. Editing (reflecting and revising)
After planning and drafting, the writers usually reread they draft to make
sure where it works and where it does not. For example, the order of information
is not clear and the writing is ambiguous or confusing. In this case, they may write
a new introduction and ten may use a different form of words. Moreover,
reflecting and revising are often helped by other readers or it is called editors.
Then, the editors give some comments and suggestions in order to help the writers
to make appropriate revision.
d. Final version
After the writers have edited their draft, the make the changes they
consider being necessary and they produce their final version.
26
Jeremy Harmer, How To Teach Writing, (England: Pearson Education Limited, 2004),
pp. 4—5.
20
3. The Type of Writing Text
In the Secondary School, students need to learn five types of writing
texts. They are Narrative, Recount, Procedure, Descriptive and Report Text. The
explanation is drawn up into a table as follows:
Table 2.1
The Types of Writing Texts27
Text Type Example of Text Explanation
Narrative 1) Orientation
Once upon a time there was a
beautiful girl called Cinderella. She lived
with her stepsister and stepmother. They
were very bossy. She had to do all the
housework.
2) Complication
One day an invitation to the ball came
to the family. Her stepsister didn‗t let her
go, so Cinderella was very sad. The
stepsister went to the ball without her.
3) Resolution
Fortunately, the fairy came and helped
her to get to the ball. At the ball,
Cinderella danced with the prince. The
prince fell in love with her then he
married her.
4) Coda
They lived happily ever after.
Narrative text is
text type that tells a
story.
Its purpose is to
present a view of
the
world that
entertains or
informs the reader
or listener.
Recount Visiting Glendi Festival
1) Orientation
Yesterday, I went to the Glendi
Festival with nine other kids from my
class to take part in the dancing and to
have a good time, this festival is held in
March each year in a big city park.
Recount text is
a
piece of text that
retells past events,
usually in the order
in which they
happened.
The purpose is
to
27
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:
MacMillan education Australia PTY LTD, 2003), pp. 3—5.
21
2) Sequence of Events
At first, we went together to eat in one
of the tents. We bought souvlakia, yiros,
chips, roast corn on the cob and drink.
Everything was so tasty.
Afterwards, we visited the school tent
where we viewed the student projects
from many schools.
Later, we gathered in front of the large
stage. The announcer was calling the
school teams one by one to dance Greek
dance. Our turn came! We danced two
dances, a kalamatiano and a hasapiko.
The crowd gave us a great applause.
3) Reorientation
At the end of the day, we were all tired
but happy because we had a wonderful
time.
give the audience a
description of what
occurred and when
it occurred.
Procedure How to Make Jelly
1) Goal
Jelly can be very simply by following
these directions.
2) Materials
You will need one packet of jelly
crystals, a 500 ml jug, 250ml boiling
water, 200 ml of cold water, a bowl.
3) Steps
1. Empty contents of a packet of
jelly crystals into the jug.
2. Add boiling water.
3. Stir well until crystals dissolve.
4. Add the cold water and stir.
5. Pour mixture into a bowl.
6. Refrigerate until firm.
Procedure text
is a piece of text
that gives
instruction for
doing something.
The purpose is
to explain how
something can be
done.
22
Descriptive My Pet
1) Identification
I have a pet. It is a dog and I call it
Brownie.
2) Description
Brownie is a Chinese breed. It is
small, fluffy and cute. It has got thick
brown fur. When I cuddle it, the fur feels
soft. Brownie doesn‗t like bones. Every
day it eats soft food like steamed rice,
fish or bread. Every morning I give her
milk and bread. When I am at school,
Brownie plays with my cat. They get
along well, and never fight maybe
because Brownie does not like bark a lot.
It treats the other animals in our house
gently, and it never eats shoes. Brownie
is really a sweet and friendly animal.
Descriptive text is
a piece of text that
describes living
things or non-
living things.
Its purpose is to
describe to
audience
the characteristics
of people, things,
animals, or places.
Report
(Information
Report)
1) General Classification
For many years people believed that
the cleverest animals after man were the
chimpanzees. Now, however there is
proof that dolphins may be even cleverer
than these big apes.
2) Description
Although a dolphin lives in the sea, it
is not a fish. It is a mammal. It is in many
ways, like a human being.
Dolphins have a simple language. They
are able to talk to another. It may be
possible for man to learn how to talk to
dolphins. But this will not be easy
because dolphins cannot hear the kind of
sounds man can make. If man wants to
talk to dolphins, therefore, he will have to
make a third language with both he and
the dolphins can understand.
Dolphins are also very friendly toward
man. They often follow ships. There are
many stories about dolphins guiding ships
through difficult and dangerous waters.
An
information
report text is a
piece of text that
presents
information about
a subject. The text
usually contains
facts about the
subject, a
description and
information on its
parts, behavior and
qualities.
Its purpose is
to classify,
describe or to
present
information about
a subject
23
C. Recount Text
1. Definition of Recount Text
Genre that commonly refers to text types consists of two different kinds.
They are story and factual genres. Recount text belongs to story genre because it
is arranged to form like a story. This text resembles narrative text, but it has its
own characteristics.
A recount is speaking or writing about past events or a piece of text that
retell past events, usually in the order which they happened28
. The purpose of the
recount text is to inform, to entertain, or to give the audience a description of what
occured and when it occured. It shows that recount text contains someone‘s
experiences.
According to Anderson, there are some examples of recount text types.
They are eyewitness accounts, letters, conversations, newspaper reports, television
interviews, and speeches.29
Those are will be described as follow:
a. Eyewitness accounts
An eyewitness account is one example of a recount. The eyewitness may
be called on to give details about an event such as a car accident, an exploision or
a fight. The purpose of the account is to provide details about the event in the
order in which they occured.
b. Letters
Letters can be written for all sorts of reason. Some letters can be recount
text types because the writer retells events to the readers.
c. Conversations
A conversation is a spoken between two or more people. Conversation
can have different purposes, such as: to explain, to describe, or to argue. Some
conversation can have the purpose of recounting events.
d. Newspaper reports
Newspaper reports are often recounts because the reports usually write
some events from the newspapers.
28
Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan
Education Australia PTY Ltd, 1997) p. 48. 29
Ibid., pp. 56—74.
24
e. Television interviews
An interview is a special type of conversation that can be a recount text.
Often on current affairs shows or chat shows the guests are asked to recount part
of their lives. The interviewer may prompt the interviewee to recount events.
f. Speeches
A speech is a spoken text that can have a variety of purposes. A recount
speech would be one where the speaker tells the audience about a past happening.
The speaker would recount the events in the order in which they took place.
2. The Generic Structure of Recount Text
The recount text type retell past events, usually in the order in which they
happened. According to Anderson, there are several steps for constructing a
written recount text which can be analyzed as follow:30
a. Orientation: background information about who, what, where, and when.
It means that introducing the participants, place, and time. It includes the
main characters that are going to be involved in the text. Also, it gives
information about place where the story happened and time when the story
started to happen.
b. Events: describing series of event that happened in the past
It means that in the story, there are generally two or more events, but it can be
at least an event occurred. An event describes what happened in a particular
time which is considered has different content with another event. However,
the events must be arranged in chronological order.
a. Re-orientation: a concluding paragraph
It is an optional and not always necessary. It usually contains the personal
comment of the writer to the story. It is the evaluate remark which is
interpreted throughout the record of events.
30
Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan
Education Australia PTY Ltd, 1997) p. 50.
25
3. The Language features of Recount Text
Anderson explains the language features of a recount text which are
listed as follow:31
a. Use of proper nouns to identify people, animals, or things involved.
b. Use of descriptive words to give details about who, what, when, where, and
how.
c. Use of past tense to retell the events and to locate the events in relation to
writer‘s time.
d. Use of conjunction words to show the order of events, such as: first, next,
then, etc.
Table 2.2
The Example of Recount Text
Generic
Structures Visiting Glendi Festival
Language
Features
Orientation Yesterday, I went to the Glendi Festival
with nine other kids from my class to take
part in the dancing and to have a good
time, this festival is held in March each
year in a big city park.
Individual
participant: I, we
(I and nine other
kids)
(Italic)
Event 1
Event 2
Event 3
At first, we went together to eat in one of
the tents. We bought souvlakia, yiros,
chips, roast corn on the cob and drink.
Everything was so tasty.
Afterwards, we visited the school tent
where we viewed the student projects from
many schools.
Later, we gathered in front of the large
stage. The announcer was calling the
school teams one by one to dance Greek
dance. Our turn came! We danced two
dances, a kalamatiano and a hasapiko. The
crowd gave us a great applause.
Past tense
(material process)
(Bold)
Re-
orientation
At the end of the day, we were all tired but
happy because we had a wonderful time.
sequences of
events.Underline.
31
Ibid.
26
D. Hypothesis
The researcher formulates the hypothesis on the following ways:
H0: Picture sequences are not effective on students‘ writing recount text
Ha: Picture sequences are effective on students‘ writing recount text
E. Previous Study
A Skripsi entitled ―Improving Students‘ Ability in Writing Recount Text
through Picture Sequences‖ written by Puji Astuti from Syarif Hidayatullah State
Islamic University published in 2011.
―This study is aimed to improve students‘ ability in writing recount text
through Picture Sequences at X grade of MA Darul Ma‘arif Cipete academic year
2010/2011 as the subject of the study. This study was conducted for two months.
This study is categorized as a classroom action research. The writer worked
collaboratively with the English teacher in the class. The CAR was done based on
Kurt Lewins‘ design. The writer did two cycles in which each cycle consists of
planning, acting, observing, and reflecting. The data were gathered through
qualitative and quantitative data. The qualitative data were gained by analyzing
the interview and observation result. Then, quantitative data were obtained from
the students‘ writing score of pretest and posttest‖32
The result of this study showed that there was improvement on the
students‘ ability in writing recount text. Then, from the result of questionnaire, it
showed that there was improvement of positive responses in the teaching-learning
process of writing recount text. Related to the result of observation and interview,
it can be concluded that the students‘ ability in writing recount text improved and
the students‘ were motivated in the teaching-learning process.
32
Puji Astuti, ―Improving Students’ Ability in Writing Recount Text through Picture
Sequences‖ a Skripsi of under graduate Syarif Hidayatullah State Islamic University, Jakarta,
2011.
27
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
The writer does the research in SMA Dua Mei Ciputat for four months; it
starts from March 2015 until June 2015. The activities can be seen the table as
follow:
Table 3.1
NO ACTIVITY
TIME OF THE STUDY
March‘15 April‘15 May‘15 June‘15
1 Preparation
2 Observation
3 Test
4 Collecting Data
5 Consultation
B. Research Method and Design
In this research, the writer would like to process, collect, and analyze the
data using quantitative data. This research called quantitative research because it
will use numbers and statictics. Moreover, this research uses experimental design.
In an experimental design, there are some types: pre-experimental design, true
experimental design, quasi experimental design, and single-subject design. For
that statement, the researcher chooses a quasi experimental design. Quasi
experiment means when individual are not randomly assigned the procedure33
. In
quasi experiment, the researcher uses control and experimental with one group
pre-test and post-test design that will be used.
33
John W. Cresswell, Research Design, (United Kingdom: SAGE Publication, 2014), p.
168.
28
Pre-test is the test which given to the students before the treatment.
Whereas the post-test is given to the students after the treatment to find out the
students‘ achievement. So there are two tests: T1 – the pre-test and T2 – the post-
test. X is used to symbolize the treatment which given by the writer by using
picture sequences.
C. Research Variables
In the quasi experimental research, there are two variables that will be
manipulated by the researcher. They are independent variable (X) and dependent
variable (Y). Independent variable is probably caused, influence, or affect
outcome. It is also called treatment, manipulated, antecedent, or predictor
variable. Whereas dependent variable is the variable depend on the independent
variable; they are the outcomes or results the influence of the independent
variables34
.
1. Independent Variable
The independent variable (X) is pictures sequence used in writing recount text
to the tenth grade of SMA Dua Mei Ciputat Tangerang Selatan in the
academic year 2014/2015.
2. Dependent Variable
The dependent variable (Y) is students‘ ability in writing recount text to the
tenth grade of SMA Dua Mei Ciputat Tangerang Selatan in the academic year
2014/2015.
D. Population and Sample
The population is a number people or groups that have characteristic and
become subject of the research. The population of this research is the tenth grade
students of SMA Dua Mei Ciputat Tangerang Selatan in the academic year
2014/2015.
Sample of this research is representative group from the population.
Sample is a small set of cases a researcher selects from a large pool and
34
John W. Cresswell, Ibid., p. 52.
29
generalized to the population.35
There are several kinds of sampling techniques,
such as random sampling, cluster sampling, stratified sampling, purposive
sampling, double sampling and proportional sampling.
In this research, the writer applied random sampling. It means that
identify the selection process for individuals, in which each individual in the
population has an equal probability of being selected36
. The population used as the
sample was tenth grade students of SMA Dua Mei Ciputat. Then, the writer chose
two classes. They are X1 as control group which consists of 25 students and X2 as
experimental group which consists of 25 students.
E. Instrument
The data will be collected through a test. The test will be in form of
written test. Usually, test is used as the instrument to measure the students‘
achievement in education field. In this research, the writer gives the pre-test and
post-test between control and experimental group.
1. Pre-test
The students were given a pre-test in starting the data collection to identify
the recount text writing achievement. The test was writing test and it was
conducted before the treatment.
2. Post-test
The test was also writing a recount text. Post-test was conducted after the
treatment. Post-test was used to measure the students‘ ability after the
treatment.
Brown stated: "test is a method of measuring a person ability,
knowledge, or perfomance in a given domain. It is an instrument – a set of
techniques, procedures, or items – that requires performance on the part of the test
taker‖.
To administer the writing test, the researcher determined the type of test.
Writing a short story was the type. Then, the researcher gave the instruction about
35
W. Lawrence, Neuman, Social Research Methods: Qualitative and Quantitative
Approaches, (United States: Pearson Education Limited, 2014) p. 246. 36
John W. Cresswell, Op.cit. p. 158.
30
what the students had to do. The instruction was ―write a short story based on the
picture sequences given and then make an event on your own words.‖ After the
researcher got the data of the students‘ answer, then she scored the data and got
the result.
F. Data Collection
The writer has some steps in collecting the data, those are as follow:
1. The writer makes research instrument.
2. The writer asks permission from the institute.
3. The writer comes to SMA Dua Mei Ciputat Tangerang Selatan.
4. The writer choose two classes of the tenth grade students of SMA Dua
Mei Ciputat Tangerang Selatan. They are X 1 as control group which
consists of 25 students and X 2 as experimental group which consists of
25 students.
5. The writer gives pre-test to students between experimental and control
group.
6. The writer gives picture sequences as a medium to experimental group.
7. The writer gives post-test to students between experimental and control
group.
8. Analyzing the test.
G. Data Analysis
After collecting the data, the writer analyzes the result of the test after
collecting the data by using test. The steps that would be taken by writer are
identifying the students‘ mistakes and giving the score. The writer identifies the
students‘ mistake by reading the students‘ worksheet one by one about grammar,
content, organization, vocabulary, and mechanics. Then, the writer gives the score
in order to find out the percentage of each problem type.
31
The stages in analyzing the data are as follow:
1. Preparation
a. Checking the identity of the students
b. Checking whether the data are complete or not. It means that the
researcher checks out the instrument of collecting data (including papers
for test)
2. Tabulation
In this stage, the researcher gave scores from the data collected. The
score was based on the criteria determined and using analytic scale. According to
Brown, there are five aspects in evaluating writing. They are as follows:
a. Organization refers to effectiveness of introduction, logical sequence of
ideas, conclusion, and appropriate length.
b. Content refers to thesis statement, the ideas are concrete, development of
ideas through personal experience, illustrations, facts, and opinion.
c. Grammar refers to topic sentences, paragraph unity, transitions, discourse
makers, cohesion, rhetorical conventions, reference, fluency, no fragments
or run-on sentences.
d. Mechanics refers to spelling, punctuation, paragraphs indented, neatness
and appearance.
e. Style and quality of expression refers to vocabulary usage, use of parallel
structures, concise, and dictation.
32
Table 3.2
The Analytic Scale of Each Aspect:37
Aspect
of
Writing
20-18
Excellent
to Good
17-15
Good to
Adequate
14-12
Adequate
to Fair
11-6
Unaccept
able
5-1
Not
collage-
level work
O
R
G
A
N
I
Z
A
T
I
O
N
Appropriat
e title,
effective
introducto
ry
paragraph,
topic is
stated,
transitiona
l
expression
used, and
conclusion
logical and
complete
Adequate
title,
introduction,
body and
conclusion is
acceptable,
some ideas
are not fully
developed,
transitional
expression
misused
Introduction
or
conclusion;
problems
with the
order of
ideas in
body
Several
problems
with
ordering
ideas in
introductio
n,
conclusion
weak;
inadequate
effort at
organizati
on
Absence of
introduction
or
conclusion;
no apparent
organization
of body
(could not
be outlined
by reader)
C
O
N
T
E
N
T
the ideas
are
concrete,
no
extraneous
material,
and
thoroughly
developed
Ideas could
be more fully
developed,
some
extraneous
material is
present
Developme
nt of ideas
not
complete;
paragraphs
are not
divided
exactly
right
Ideas
incomplet
e; essay
does not
reflect
careful
thinking;
inadequate
effort
Completely
inadequate
and does
not reflect
college-
level work
G
R
A
M
M
A
R
Correct
use of
relative
clause,
prepositio
n, modals,
and no
fragments
or run-on
sentences
Some
grammar
problems do
not influence
communicati
on, and no
fragments or
run-on
sentences
Grammar
problems
are apparent
and have a
negative
effect on
communicat
ion;
fragments
or run-on
sentences
present
Grammar
problems
interfere
with
communic
ation of
the
writer‘s
ideas;
difficult to
read
sentences
Several
grammar
problems
interfere
greatly‘;
reader
cannot
understand
what the
writer is
trying to say
37
James Dean Brown, Testing in Language Program: A Comprehensive Guide to English
Language Assessment, (New York: McGraw-Hill Companies, Inc, 2005), p. 56.
33
M
E
C
H
A
N
I
C
S
Correct
use of
English
conventio
ns, all
needed
capitals,
punctuatio
n and
spelling;
very neat
Some
problems
with writing
conventions
or
punctuation,
occasional
spelling
errors.
Uses
general
writing
convention,
but has
errors;
spelling
problems
distract;
punctuation
errors
Error in
sentence
final
punctuatio
n,
unaccepta
ble to
educate
readers
Complete
disregard
for English
writing
convention,
obvious
capitals
missing,
several
spelling
problems
V
O
C
A
B
U
L
A
R
Y
Precise
vocabular
y usage,
use of
parallel
structure,
concise
Good
vocabulary,
not wordy,
style fairly
concise
Some
vocabulary
misused,
may be too
wordy
Poor
expression
of ideas,
problems
in
vocabular
y, lack
variety of
structure
Inappropriat
e use of
vocabulary,
no concept
of sentence
variety
To measure the quality of the test, we can see from its validity,
reliability, and difficulty level. However, the test is writing paragraph. So, there is
no need to measure the validity, reliability, and difficulty level. In short, the
researcher directly measured the data obtained with T formula.
a. T-test
To interpret the t-obtained, the writer used t-test table. If the t value is
higher than t table, it means that there is significance between the two means. In
contrast, if the t-value is lower that t-table, it means that there is no significance
difference between the two means. To differentiate this case, the writer used the
―test formula‖, as follows:38
Mx - My
t=
∑ x2 + ∑ y
2 1 1
Nx + Ny – 2 Nx Ny
38
Suharsimi, Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT
Rineka Cipta, 2006), p. 311.
34
1. Mean Deviation of Experimental Group
Mx = ∑x
Nx
In which:
Mx : Mean of Experimental Group
∑x : Total of deviation of experimental group
Nx : Number of students for the experimental group
2. Mean Deviation of Control Group
My = ∑y
Ny
In which:
My : Mean of Control Group
∑y : Total of deviation of control group
Ny : Number of students for the control group
3. To find out the deviation of each post test score from pre test score
of experimental group. The formula is as follow:
∑x2 = ∑X
2 – ( ∑X)
2
NX
In which:
∑x2
: the sum of deviation of the control group
∑X2
: Deviation of each post-test score from pre-test of experimental
group
NX : Number of the students of the experimental group.
4. To find out the deviation of each post test score from pre test score
of control group. The formula is as follow:
∑y2
= ∑Y2 – ( ∑Y)
2
Ny
In which:
∑y2
: the sum of deviation of the control group
∑Y2
: Deviation of each post-test score from pre-test of control group
Ny : Number of the students of the control group.
35
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
This chapter deals with the result of the experiment that has been
conducted at the tenth grade students of SMA Dua Mei Ciputat in the Academic
Year 2014/2015. Furthermore, the writer wants to find out whether or not there
are effective between the students who are taught by using picture sequences and
without using picture sequences.
A. Research Findings
1. Data Description
a. Pre-test
In order to obtain the data and know the students‘ ability, the researcher
administered pre-test and post-test in different time. The researcher administered
pre-test in the same time for the control and experimental group on Tuesday,
April, 21st 2015. The total score of the experimental group was 1571, while the
total score of the control group was 1540.
b. Treatment
The treatment was given in order to make the ability of the experimental
group increased. In this case, the treatment was picture sequences as media in
teaching recount text. The researcher gave the treatment to the experimental group
on Thursday, April 23rd
, Tuesday, April 28th
, Thursday, April 30th
, and Tuesday,
May 5th
2015 at 10.55 – 12.15.
c. Post-test
After giving treatment, the researcher gave post-test to know if the ability
of the experimental group increased or not. The researcher administered post-test
to the control group on Tuesday, May 12th
2015 and to the experimental group on
Thursday, May 14th
2015. As the result, the total score of post-test of experimental
group was 1970. However, the total score of control group was 1641.
36
2. Data Analysis of Pre-test and Post-test
a. The students‘ Ability Taught by Using Picture Sequences
As the writer stated above, the ability of students taught by using picture
sequences were higher than the ability of students taught without using picture
sequences. It means that the pictures sequences effective as media for the students
to get ideas in writing recount text. Moreover, picture sequences help the students
to write recount text easily because they provide the sequence events. In short, the
students were easier to get ideas, vocabularies, feeling, and express it into written.
The writer taught recount text by using photograph in the experimental
group, it can be seen the students‘ score and writing ability. Then, the score of
pre-test and post-test are as follow:
Table 4.1
The Students’ Score of Experimental Group
Students’ Number Score of
Pre-test
Score of
Post-test
Student 01 57 68
Student 02 68 78
Student 03 60 68
Student 04 62 77
Student 05 60 72
Student 06 67 85
Student 07 68 78
Student 08 58 79
Student 09 64 76
Student 10 66 85
Student 11 63 73
Student 12 59 86
Student 13 70 79
Student 14 66 82
37
Student 15 58 76
Student 16 65 80
Student 17 70 87
Student 18 57 80
Student 19 60 80
Student 20 60 82
Student 21 58 82
Student 22 63 85
Student 23 66 82
Student 24 62 80
Student 25 64 70
Total Score 1571 1970
Average 62.84 78.8
Based on the result of pre-test and post-test above, it can be conclude that
the average score of pre-test was 62.84. The highest score was 70 and the lowest
score was 57. Furthermore, the writer gave the treatment by using picture
sequences. On the other hand, the average score of post-test was 78.8, with the
highest score was 87 and the lowest score was 68. Therefore, the students‘ ability
of pre-test was not good, but after they were given treatment by using picture
sequences, the students‘ ability raised; using picture sequences effective to
improve the students‘ writing recount text and their score of post-test. So,
teaching recount text by using picture sequences was successful.
b. Students‘ Ability in Writing Recount Text Without using Picture Sequences
The writer has different technique while teaching recount text in the
control group. She taught in this class without using picture sequences. First, the
teacher gave students some recount texts. Then, the teacher explained the material
orally and the students just listened to the teacher.
Some of students often asked to the teacher when they got confusion
such as asked the meaning of new words. Nevertheless, other students tried to
38
look for the meaning in the dictionary. Sometimes, they prefer to be quiet when
the teacher asked them a new word. In short, the writer thought that the students
were not interested in the lesson because the teaching and learning activity made
them bored.
The students got their score of writing recount text were influenced by
condition in the class. In can be seen from their score of pre-test and post-test as
follow:
Table 4.2
The Students’ Score of Control Group
Students’ Number Score of
Pre-test
Score of
Post-test
Student 01 62 65
Student 02 60 67
Student 03 65 73
Student 04 70 64
Student 05 65 70
Student 06 67 66
Student 07 65 62
Student 08 65 67
Student 09 60 60
Student 10 67 68
Student 11 58 63
Student 12 57 59
Student 13 60 68
Student 14 60 62
Student 15 70 65
Student 16 56 57
Student 17 63 68
Student 18 65 70
Student 19 62 75
39
Student 20 58 62
Student 21 60 62
Student 22 58 70
Student 23 60 64
Student 24 59 69
Student 25 58 65
Total Score 1550 1641
Average 62 65,64
Based on the result of pre-test and post-test above, it can be concluded
that the average score of pre-test was 62. The highest score was 70 and the lowest
score was 58. Furthermore, the writer gave the treatment without using picture
sequences. In other word, the result of the post-test was different from the pre-test.
The average score of post-test was 65.64, with the highest score was 75 and the
lowest score was 57. Therefore, the students‘ ability of pre-test and post-test in
control group was further different from experimental group. So, teaching recount
text without using picture sequences was not successful.
Table 4.3
The Result of Pre-test and Post-test Averages Score of the Experimental and
Control Group
Group χ of Pre-test χ of Post-test The difference
between Pre-test
and Post-test
Experimental 62.8 78.8 16
Control 62 65.6 3.6
The difference
between
experimental and
control group
0.8 13.2
40
In which:
χ = the average of total score gained
Based on the table above, the pre-test average total score of the
experimental group was 62.8, whereas the pre-test average total score of the
control group was 62. Moreover, the post-test average total scores for
experimental group was 78.8 while for the control group was 65.6. Then, the
difference between pre-test average scores of the experimental and control group
was 0.8 and the difference between the post-test average scores of the
experimental andcontrol group was 13.2. Furthermore, the difference between
pre-test and post-test ofexperimental group was 16 and for the control group, the
difference between pre-test and post–test was 3.6. In short, the improvement of
the experimental group was better than the control one.
To find out the differences between the students` ability in writing
recount text by using photographs and without using photographs the writer used
T-test formula. The T-test which is used in this research was as follows:
Mx - My
t =
∑ x2 + ∑ y
2 1 1
Nx + Ny – 2 Nx Ny
In which:
Mx : Mean of Experimental Group
My : Mean of Control Group
∑χ2
: Deviation of Each Post-test score from Pre-test of Experimental
Group
∑y2
: Deviation of Each Post-test score from Pre-test of Control Group
41
Before computing the t-test above, the writer did some steps as follows:
1. Mean Deviation of Experimental Group
Mx ∑x
Nx
399
25
= 15.96
2. Mean Deviation of Control Group
My = ∑y
Ny
91
25
= 3.64
3. To find out the deviation of each post test score from pre test score
of experimental group. The formula is as follow:
∑x2 = ∑X
2 – ( ∑X)
2
NX
= 7117– (399)2
25
= 7117– 159201
25
= 7117– 6368.04
= 748.96
4. To find out the deviation of each post test score from pre test score
of control group. The formula is as follow:
∑y2
= ∑Y2 – ( ∑Y)
2
Ny
= 869 – (91)2
25
= 869 – 8281
25
= 869 – 331.24 = 537.76
42
5. The Last Steps of The Hypothesis Testing is T-test
Mx - My
t =
∑ x2 + ∑ y
2 1 1
Nx + Ny – 2 Nx Ny
15.96 – 3.64
t =
784.96 + 537.76
1 1
25 + 25 – 2 25 25
12.32
t =
1322.72
2
48 25
t = 12.32
√ 2.20
t = 12.32 1.48
t = 8.32
From the result of calculation above, the total t- obtained value of the
research was 8.32 with the degree of freedom (df) was (25+25) - 2 = 48 and level
of significant 5% (0.05), so the value table of t-table was 2.01. In other word, t –
obtained value was higher than t-table (8.32 > 2.01). It means Ha was accepted.
The criterion of the test is used to refuse H0. When Ha was accepted, if
the t-obtained was higher or same t-table (t-obtained > or = t-table). However,
when H0 was rejected, if t-obtained value was lower or same t-table (t-obtained < t
table). The calculation shows that t-obtained value higher than t-table. In other
word, the students` ability in writing recount text who were taught by using
43
picture sequences was better than the students` ability who were taught without
using picture sequences, so Ha was accepted.
B. Discussions
Based on the findings of the research, it found that the students taught by
using picture sequences effective on their ability in recount text writing. It means
that the students were more interest in writing recount text by using picture
sequence. In addition, teaching recount text with picture sequences was better
than without picture sequences.
1. Students‘ Ability Taught by Using Picture Sequences
The students‘ ability taught by using picture sequences was successful. It
can be seen from the average score of the students who were taught by using
picture sequences was 78.8. In other word, the picture sequences effective on the
students‘ writing recount text score and arise their motivation to get ideas, feeling,
and then express them into written. By using picture sequences, the teacher can
create the new technique in teaching and learning process more interesting in the
classroom because picture sequences can tell the sequence of events. Besides,
picture sequences help students to remember about people, places, and events in
the pictures. So, the students were easier to write it.
2. Students‘ Ability Taught Without Using Picture Sequences
Because of teaching without using picture sequences, the result of the
students‘ ability was not good and the average score of post-test was 65.64. It
means that teaching writing recount text without using picture sequences was not
successful. It can be seen in the table of the students‘ score of pre-test and post-
test in the control group.
3. About Treatment
The treatment trained them to develop their ideas and then made them
arrange paragraphs well. Also, they can be more fluent in writing recount text
because they just looked the picture sequences and then write it into paragraph .
At last, the students can improve their skill in writing recount text using
44
appropriate tense. The treatment that used in this research is picture sequences.
That was the factor that might influence the result of post-test in the experimental
group.
In doing the treatment, the teacher explained about the meaning of
recount text, the language features and how to make a good paragraph of recount
text. There were several steps in treatment using picture sequences. First, arrange
the students to work in group. Then, the teacher gave some picture sequences and
the students analyzed the pictures. After that, the teacher asked the students to
make first draft and then the students review and revise the other groups‘ draft. In
the last, the teacher asked the students to work better draft based on the feedback
from other groups and teacher and then they are asked to write the final draft.
45
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
According to the discussion from the previous chapter, the writer
concludes that using picture sequences as media effective to improve the students‘
writing recount text at the tenth grade students of SMA Dua Mei Tangerang
Selatan in the academic year 2014/2015. It can be proved from the result of
average score of post-test. The average score of students who were taught writing
recount text by picture sequences which is called the experimental group is 78.8.
The average score of the control group is 65.64. Moreover, after calculating the t-
test with two means of two groups and the writer found that the t- obtained value
is higher than t- table value. It shows that t- obtained is 8.32 and t- table is 2.01.
Therefore, there is a significant difference between the two groups. They are the
students who were taught by using picture sequences and the students who are
taught without using picture sequences. It means that the achievement of the
experimental group students is better than the control group students. At the last,
the writer wants to state that using pictures sequences as media effective to
improve the students‘ writing recount text.
B. Suggestions
After doing the result of study, the writer gives some suggestions as
follows:
1. The Teacher
Picture sequences can be used by teacher in teaching recount text. It is
useful because the teacher‘s role in teaching and learning process can arise the
students‘ motivation in writing recount text. Also, media may influence the result
of students‘ ability.
46
2. The Students
The students are more interested in learning process. So, it can make the
students more understand the material easily. Besides, they will get a good result
and influence their students‘ ability in writing recount text.
3. The Writer
This is one of the writing English experiences when she has been studying
in the English Education Department of State Islamic University Syarif
Hidayatullah Jakarta.
4. The Readers
The writer thought that this Skripsi is far from being perfect. In short, the
writer will accept a good suggestion to make this Skrpsi perfect. Also, the writer
hopes that it will be useful for her and all readers in general.
47
BIBLIOGHRAPHY
Anderson, Mark and Kathy Anderson. Text Types in English. Australia:
Macmillan Education Australia PTY Ltd, 1997.
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT
Rineka Cipta, 2006.
Astuti, Puji. ―Improving Students’ Ability in Writing Recount Text through Picture
Sequences‖. Jakarta: a Skripsi of under graduate Syarif Hidayatullah State
Islamic University Jakarta, 2011.
Binder, Carol A. and Susan Lopez-Nerney. Wriitng in Process: Strategies for
Organization and Development. Singapore: Pearson/Prentice Hall, 2005.
Brown, James Dean. Testing in Language Program: A Comprehensive Guide to
English Language Assessment. New York: McGraw-Hill Companies, Inc,
2005.
Cresswell, John W. Research Design. United Kingdom: SAGE Publication, 2014.
Harmer, Jeremy. How to Teach Writing. England: Pearson Education Limited,
2004.
Langan, John. College Writing Skills: Sixth Edition. New York: McGraw Hill,
2005.
McDonough, Jo and Christopher Shaw. Materials and Methods in ELT; A
Teacher Guide. United Kingdom: Blackwell Publishers, 1993.
Miller, Robert Keith. Motives for Writing: Fifth Edition. New York: McGraw
Hill, 2005.
Murcia, Mariane Celce. Techniques and Resources in Teaching Grammar. New
York: Oxford University Press,
48
Neuman, W. Lawrence. Social Research Methods: Qualitative and Quantitative
Approaches. United States: Pearson Education Limited, 2014.
Raimes, Ann. Techniques in Teaching Writing. New York: Oxford University
Press, 1983.
Richard, Jack C. Approaches and Methods in Language Teaching. New York:
Cambridge University Press, 2002.
Smalley, Regina L. et al, Refining Composition Skills: Academic Writing and
Grammar, Sixth Edition. USA: Cengange Learning, 2012.
Sprenger, Marilee. Brain-based Teaching in the Digital Age. USA: ASCD, 2010
Weigle, Sara Chusing. Assessing Writing. United Kingdom: Cambridge
University Press, 2002.
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge
University Press, 1989.
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA Dua Mei Ciputat
Kelas / Semester : X/2 (Kelas Eksperimen)
Mata Pelajaran : Bahasa Inggris
Materi : Recount Text
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai
dengan konteks penggunaannya.
4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.14. Menyusun teks recount lisan dan tulis sederhana tentang
pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai dengan konteks.
C. Indikator
1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari
teks recount sederhana tentang kegiatan/kejadian/peristiwa dengan
penuh percaya diri dan bertanggung jawab.
2. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks recount sederhana.
3. Menyunting teks recount sederhana tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4. Menyusun teks recount sederhana tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
D. Tujuan Pembelajaran
1. Peserta didik mampu mengidentifikasi gambaran umum dari teks
recount sederhana tentang kegiatan/kejadian/peristiwa
2. Peserta didik mampu mengidentifikasi informasi rinci dari teks recount
sederhana tentang kegiatan/kejadian/peristiwa
3. Peserta didik mampu membedakan fungsi sosial dari teks recount
sederhana tentang kegiatan/kejadian/peristiwa
4. Peserta didik mampu membedakan struktur kebahasaan dari teks
recount sederhana tentang kegiatan/kejadian/peristiwa
5. Peserta didik mampu menyunting teks recount sederhana tulis tentang
kegiatan/kejadian/peristiwa berdasarkan Picture Sequences
6. Peserta didik mampu mnyusun teks recount sederhana tulis tentang
kegiatan/kejadian/peristiwa berdasarkan Picture Sequences
E. Materi Pembelajaran
1. Teks recount sederhana lisan dan tulis
2. Fungsi sosial :
to tell/ to retell past events for the purpose of informing or
entertaining.
Generic Structure Text
Orientation
(Pengenalan: Who,
When, Where, dll)
Last holiday my family and I went to Jakarta. We
visited my uncle’s house. It had a big garden and a lot
of colorful flowers and tennis court.
Events:
(Urutan Peristiwa)
On Friday my nephew and I went to National Museum
and went up to the top of monument which had the
golden symbol of the spirit of our nation. From the top
we could see the beauty of the metropolitan city. On
Saturday we went to Ancol beach to see
DuniaFantasiand Dolphin show.
Reorientation
(Penutup cerita,
rangkuman rentetan
peristiwa)
On Sunday we went to Ragunan Zoo and then we
went home. We really enjoyed our holiday.
3. Lexico Grammatical Features
a. Focus on specific participant
b. Used action verbs and simple past tense (V2), example: was,
were, spent, visited, etc.
c. Use time connectives, example: then, after that, when.
d. Chronologically.
4. Contoh Picture Sequences
F. Metode Pembelajaran
Pendekatan : Scientific Approach (Observing, Questioning,
Experimenting, Associating and Communicating)
Teknik : Menulis, tanya jawab, penugasan, diskusi dan Discovery
Learning
G. Media, Alat, dan Sumber Pembelajaran
Media : Laptop
Alat : kertas buram, spidol, gambar berurutan
Sumber : www.englishindo.com, http://www.britishcouncil.org.
H. Kegiatan Pembelajaran
Kegiatan Uraian Alokasi
Waktu
Pendahuluan - Guru masuk, salam, dan menyapa dalam
bahasa Inggris, serta menanyakan kabar
peserta didik
- Salah satu peserta didik diminta untuk
memimpin doa
- Guru Menanyakan kondisi/keadaan peserta
didik serta kesiapan mengikuti proses
10
menit
pembelajaran dengan mengucapkan Do you
feel good today? Are you ready follow the
lessons?
- Guru mengabsen peserta didik
- Peserta didik dibagi menjadi 5 kelompok yang
masing-masing kelompok terdiri dari 5 orang.
Inti Observing
- Guru membagikan beberapa contoh tentang
teks Recount dan gambar beerurutan
- Peserta didik mengidentifikasi struktur
kebahasaan dan fungsi sosial dari teks Recount
10
menit
Questioning
- Peserta didik diberi kesempatan untuk
bertanya
- Guru memancing pertanyaan kepada peserta
didik. Contoh: what do you feel after reading
the text?, what do you think after looking the
picture sequences? Is there any confusion?
- Peserta didik menanyakan beberapa
Vocabulary (kosa kata) yang belum mereka
ketahui
- Peserta didik menanyakan beberapa hal
berkenaan dengan Simple Past Tense
- Peserta didik menanyakan tentang bagaimana
cara mengidentifikasikan suatu jenis teks
15
menit
Exploring
- Peserta didik membaca fungsi sosial teks
Recount
- Peserta didik membaca ciri-ciri struktur
kebahasaan teks Recount
- Peserta didik memahami rumus Simple Past
Tense
10
menit
Associating
- Guru membagikan beberapa Picture
Sequences secara acak kepada masing-masing
kelompok
- Peserta didik diminta untuk menyusun gambar
yang belum berurutan
- Peserta didik diminta untuk menyusun
beberapa paragraf dari gambar-gambar
10
menit
tersebut
- Setelah itu, peserta didik menelaah tentang
Simple Past Tense
- Peserta didik mencoba untuk memahami ide
utama masing-masing paragraf
- Peserta didik mengidentifikasi struktur
kebahasaan dari teks tersebut
Communicating
- Guru memberikan kesempatan masing-masing
kelompok untuk menjelaskan dan
mendiskusikan ide utama tiap-tiap paragraf
berdasarkan gambar yang telah diberikan
- Masing-masing kelompok diberi kesempatan
untuk memaparkan dan mendiskusikan generic
structure dari teks
- Masing-masing kelompok diminta untuk
mengkoreski atau mengecek teman kelompok
yang lainnya
- Guru meluruskan beberapa pendapat dari
peserta didik yang dianggap kurang tepat
sekaligus memberikan umpan balik (feed
back) agar diskusi tetap berjalan dengan baik
- Guru menjawab beberapa pertanyaan peserta
didik yang tidak terjawab dengan baik dalam
diskusi kelas sekaligus memberikan penguatan
dan penjelasan secara lebih detail
15
menit
Penutup - Peserta didik dimotivasi untuk bertanya
tentang materi yang belum jelas
- Peserta didik diminta untuk mengungkapkan
perasaannya terhadap apa yang mereka pelajari
- Bersama peserta didik merumuskan
kesimpulan hasil pembelajaran baik terkait
jenis teks, picture sequences, fungsi, generic
structure, maupun ciri-ciri teks Recount
- Guru memberikan tugas rumah dengan
meminta peserta didik untuk menulis teks
Recount secara individual berdasarkan gambar
yang diberikan
- Guru mengakhiri pembelajaran dengan doa
dan salam
10
menit
I. Penilaian
1. Rubric of Writing Assessment
Aspect
of
Writing
20-18
Excellent
to Good
17-15
Good to
Adequate
14-12
Adequate
to Fair
11-6
Unaccept
able
5-1
Not
collage-
level work
O
R
G
A
N
I
Z
A
T
I
O
N
Appropriat
e title,
effective
introducto
ry
paragraph,
topic is
stated,
transitiona
l
expression
used, and
conclusion
logical and
complete
Adequate
title,
introduction,
body and
conclusion is
acceptable,
some ideas
are not fully
developed,
transitional
expression
misused
Introduction
or
conclusion;
problems
with the
order of
ideas in
body
Several
problems
with
ordering
ideas in
introductio
n,
conclusion
weak;
inadequate
effort at
organizati
on
Absence of
introduction
or
conclusion;
no apparent
organization
of body
(could not
be outlined
by reader)
C
O
N
T
E
N
T
the ideas
are
concrete,
no
extraneous
material,
and
thoroughly
developed
Ideas could
be more fully
developed,
some
extraneous
material is
present
Developme
nt of ideas
not
complete;
paragraphs
are not
divided
exactly
right
Ideas
incomplet
e; essay
does not
reflect
careful
thinking;
inadequate
effort
Completely
inadequate
and does
not reflect
college-
level work
G
R
A
M
M
A
R
Correct
use of
relative
clause,
prepositio
n, modals,
and no
fragments
or run-on
sentences
Some
grammar
problems do
not influence
communicati
on, and no
fragments or
run-on
sentences
Grammar
problems
are apparent
and have a
negative
effect on
communicat
ion;
fragments
or run-on
sentences
present
Grammar
problems
interfere
with
communic
ation of
the
writer’s
ideas;
difficult to
read
sentences
Several
grammar
problems
interfere
greatly’;
reader
cannot
understand
what the
writer is
trying to say
M
E
C
H
A
N
I
C
S
Correct
use of
English
conventio
ns, all
needed
capitals,
punctuatio
n and
spelling;
very neat
Some
problems
with writing
conventions
or
punctuation,
occasional
spelling
errors.
Uses
general
writing
convention,
but has
errors;
spelling
problems
distract;
punctuation
errors
Error in
sentence
final
punctuatio
n,
unaccepta
ble to
educate
readers
Complete
disregard
for English
writing
convention,
obvious
capitals
missing,
several
spelling
problems
V
O
C
A
B
U
L
A
R
Y
Precise
vocabular
y usage,
use of
parallel
structure,
concise
Good
vocabulary,
not wordy,
style fairly
concise
Some
vocabulary
misused,
may be too
wordy
Poor
expression
of ideas,
problems
in
vocabular
y, lack
variety of
structure
Inappropriat
e use of
vocabulary,
no concept
of sentence
variety
2. Rubrik Penilaian Sikap
NO
NAMA
PESERTA
DIDIK
ASPEK YANG DINILAI
PERCAYA DIRI KERJASAMA
RASA
HORMAT/
SOPAN
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1
2
3
4
5
Ket : Percaya Diri
5 : Tidak pernah menunjukan sikap tidak percaya diri
4 : Pernah menunjukan sikap tidak percaya diri
3 : Beberapa kali menunjukan sikap tidak percaya diri
2 : Sering menunjukan sikap tidak percaya diri
1 : Sangat sering menunjukan sikap tidak percaya diri
Kerjasama
5 : Selalu bekerjasama
4 : Sering bekerjasama
3 : Beberapa kali melakukan kerjasama
2 : Pernah bekerjasama
1 : Tidak pernah bekerjasama
Rasa Hormat/ Sopan
5 : Tidak pernah menunjukan sikap tidak hormat
4 : Pernah menunjukan sikap tidak hormat
3 : Beberapa kali menunjukan sikap tidak hormat
2 : Sering menunjukan sikap tidak hormat
1 : Sangat sering menunjukan sikap tidak hormat
Ciputat, 21 April 2015
Mahasiswi PPKT
Siti Raudotul Fushiah
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMA Dua Mei Ciputat
Kelas / Semester : X1 / 2 (Kelas Kontrol)
Mata Pelajaran : Bahasa Inggris
Materi : Recount Text
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai
dengan konteks penggunaannya.
4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.14. Menyusun teks recount lisan dan tulis sederhana tentang
pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan
fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai dengan konteks.
C. Indikator
1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari
teks recount sederhana tentang kegiatan/kejadian/peristiwa dengan
penuh percaya diri dan bertanggung jawab.
2. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dari
teks recount sederhana.
3. Menyunting teks recount sederhana tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4. Menyusun teks recount sederhana tulis sederhana tentang
kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
D. Tujuan Pembelajaran
1. Peserta didik mampu mengidentifikasi gambaran umum dari teks
recount sederhana tentang kegiatan/kejadian/peristiwa
2. Peserta didik mampu mengidentifikasi informasi rinci dari teks recount
sederhana tentang kegiatan/kejadian/peristiwa
3. Peserta didik mampu membedakan fungsi sosial dari teks recount
sederhana tentang kegiatan/kejadian/peristiwa
4. Peserta didik mampu membedakan struktur kebahasaan dari teks
recount sederhana tentang kegiatan/kejadian/peristiwa
5. Peserta didik mampu menyunting teks recount sederhana tulis tentang
kegiatan/kejadian/peristiwa
6. Peserta didik mampu mnyusun teks recount sederhana tulis tentang
kegiatan/kejadian/peristiwa
E. Materi Pembelajaran
1. Teks recount sederhana lisan dan tulis
2. Fungsi sosial :
to tell/ to retell past events for the purpose of informing or
entertaining.
Generic Structure Text
Orientation
(Pengenalan: Who,
When, Where, dll)
Last holiday my family and I went to Jakarta. We
visited my uncle’s house. It had a big garden and a
lot of colorful flowers and tennis court.
Events:
(Urutan Peristiwa)
On Friday my nephew and I went to National
Museum and went up to the top of monument
which had the golden symbol of the spirit of our
nation. From the top we could see the beauty of the
metropolitan city. On Saturday we went to Ancol
beach to see DuniaFantasiand Dolphin show.
Reorientation
(Penutup cerita,
rangkuman rentetan
peristiwa)
On Sunday we went to Ragunan Zoo and then
we went home. We really enjoyed our holiday.
3. Lexico Grammatical Features
a. Focus on specific participant
b. Used action verbs and simple past tense (V2), example: was,
were, spent, visited, etc.
c. Use time connectives, example: then, after that, when.
d. Chronologically
F. Metode Pembelajaran
Pendekatan : Scientific Approach (Observing, Questioning,
Experimenting, Associating and Communicating)
Teknik : Menulis, tanya jawab, penugasan, diskusi dan Discovery
Learning
G. Media, Alat, dan Sumber Pembelajaran
Media : Laptop
Alat : kertas buram, spidol
Sumber : www.englishindo.com, http://www.britishcouncil.org.
H. Kegiatan Pembelajaran
Kegiatan Uraian Alokasi
Waktu
Pendahuluan - Guru masuk, salam, dan menyapa dalam
bahasa Inggris, serta menanyakan kabar
peserta didik
- Guru meminta salah satu siswa untuk
memimpin doa
- Menanyakan kondisi/keadaan siswa serta
kesiapan mengikuti proses pembelajaran
dengan mengucapkan Do you feel good today?
Are you ready follow the lessons?
- Guru mengabsen peserta didik
- Guru membagi peserta didik menjadi 5
kelompok yang masisng-masing kelompok
terdiri dari 5 orang.
10
menit
Inti Observing
- Guru membagikan beberapa contoh tentang
teks Recount
- Peserta didik mengidentifikasi struktur
kebahasaan dan fungsi sosial dari teks Recount
10
menit
Questioning
- Guru memberi kesempatan kepada peserta
didik untuk bertanya
- Guru memancing pertanyaan kepada peserta
didik. Contoh: what do you feel after reading
the text?, Is there any confusion?
- Peserta didik menanyakan beberapa
Vocabulary (kosa kata) yang belum mereka
ketahui
- Peserta didik menanyakan beberapa hal
berkenaan dengan Simple Past Tense
- Peserta didik menanyakan tentang bagaimana
cara mengidentifikasikan suatu jenis teks
15
menit
Exploring
- Peserta didik membuka buku paket terkait
tema teks Recount
- Peserta didik membaca fungsi sosial teks
Recount
- Peserta didik membaca ciri-ciri struktur
kebahasaan teks Recount
- Peserta didik memahami rumus Simple Past
Tense
10
menit
Associating
- Guru membagikan contoh teks Recount yang
disusun secara acak kepada masing-masing
kelompok
- Peserta didik diminta untuk menyusun
beberapa paragraf yang acak menjadi sebuah
teks yang benar
- Setelah itu, peserta didik menelaah tentang
Simple Past Tense
- Peserta didik mencoba untuk memahami ide
utama masing-masing paragraf
- Peserta didik mengidentifikasi struktur
kebahasaan dari teks tersebut
10
menit
Communicating
- Guru memberikan kesempatan masing-masing
kelompok untuk menjelaskan dan
mendiskusikan ide utama tiap-tiap paragraf
- Guru memberikan kesempatan kepada
masing-masing kelompok untuk memaparkan
dan mendiskusikan generic structure dari teks
- Guru memberikan kesempatan kepada masing-
masing kelompok untuk menyebutkan dan
mendiskusikan fungsi teks Recount
- Guru meluruskan beberapa pendapat dari
peserta didik yang dianggap kurang tepat
sekaligus memberikan umpan balik (feed
back) agar diskusi tetap berjalan dengan baik
- Guru menjawab beberapa pertanyaan peserta
didik yang tidak terjawab dengan baik dalam
diskusi kelas sekaligus memberikan penguatan
dan penjelasan secara lebih detail
15
menit
Penutup - Peserta didik dimotivasi untuk bertanya
tentang materi yang belum jelas
- Peserta didik diminta untuk mengungkapkan
perasaannya terhadap apa yang mereka pelajari
- Bersama peserta didik merumuskan
kesimpulan hasil pembelajaran baik terkait
jenis teks, fungsi, generic structure, maupun
ciri-ciri teks Recount
- Guru memberikan tugas rumah dengan
meminta peserta didik untuk menulis teks
Recount secara individual
- Guru mengakhiri pembelajaran dengan doa
dan salam
10
menit
I. Penilaian
1. Rubric of Writing Assessment
Aspect
of
Writing
20-18
Excellent
to Good
17-15
Good to
Adequate
14-12
Adequate
to Fair
11-6
Unaccept
able
5-1
Not
collage-
level work
O
R
G
A
N
I
Z
A
T
I
O
N
Appropriat
e title,
effective
introducto
ry
paragraph,
topic is
stated,
transitiona
l
expression
used, and
conclusion
logical and
complete
Adequate
title,
introduction,
body and
conclusion is
acceptable,
some ideas
are not fully
developed,
transitional
expression
misused
Introduction
or
conclusion;
problems
with the
order of
ideas in
body
Several
problems
with
ordering
ideas in
introductio
n,
conclusion
weak;
inadequate
effort at
organizati
on
Absence of
introduction
or
conclusion;
no apparent
organization
of body
(could not
be outlined
by reader)
C
O
N
T
E
N
T
the ideas
are
concrete,
no
extraneous
material,
and
thoroughly
developed
Ideas could
be more fully
developed,
some
extraneous
material is
present
Developme
nt of ideas
not
complete;
paragraphs
are not
divided
exactly
right
Ideas
incomplet
e; essay
does not
reflect
careful
thinking;
inadequate
effort
Completely
inadequate
and does
not reflect
college-
level work
G
R
A
M
M
A
R
Correct
use of
relative
clause,
prepositio
n, modals,
and no
fragments
or run-on
sentences
Some
grammar
problems do
not influence
communicati
on, and no
fragments or
run-on
sentences
Grammar
problems
are apparent
and have a
negative
effect on
communicat
ion;
fragments
or run-on
sentences
present
Grammar
problems
interfere
with
communic
ation of
the
writer’s
ideas;
difficult to
read
sentences
Several
grammar
problems
interfere
greatly’;
reader
cannot
understand
what the
writer is
trying to say
M
E
C
H
A
N
I
C
S
Correct
use of
English
conventio
ns, all
needed
capitals,
punctuatio
n and
spelling;
very neat
Some
problems
with writing
conventions
or
punctuation,
occasional
spelling
errors.
Uses
general
writing
convention,
but has
errors;
spelling
problems
distract;
punctuation
errors
Error in
sentence
final
punctuatio
n,
unaccepta
ble to
educate
readers
Complete
disregard
for English
writing
convention,
obvious
capitals
missing,
several
spelling
problems
V
O
C
A
B
U
L
A
R
Y
Precise
vocabular
y usage,
use of
parallel
structure,
concise
Good
vocabulary,
not wordy,
style fairly
concise
Some
vocabulary
misused,
may be too
wordy
Poor
expression
of ideas,
problems
in
vocabular
y, lack
variety of
structure
Inappropriat
e use of
vocabulary,
no concept
of sentence
variety
2. Rubrik Penilaian Sikap
NO
NAMA
PESERTA
DIDIK
ASPEK YANG DINILAI
PERCAYA DIRI KERJASAMA
RASA
HORMAT/
SOPAN
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1
2
3
4
5
Ket : Percaya Diri
5 : Tidak pernah menunjukan sikap tidak percaya diri
4 : Pernah menunjukan sikap tidak percaya diri
3 : Beberapa kali menunjukan sikap tidak percaya diri
2 : Sering menunjukan sikap tidak percaya diri
1 : Sangat sering menunjukan sikap tidak percaya diri
Kerjasama
5 : Selalu bekerjasama
4 : Sering bekerjasama
3 : Beberapa kali melakukan kerjasama
2 : Pernah bekerjasama
1 : Tidak pernah bekerjasama
Rasa Hormat/ Sopan
5 : Tidak pernah menunjukan sikap tidak hormat
4 : Pernah menunjukan sikap tidak hormat
3 : Beberapa kali menunjukan sikap tidak hormat
2 : Sering menunjukan sikap tidak hormat
1 : Sangat sering menunjukan sikap tidak hormat
Ciputat, 15 April 2015
Mahasiswi PPKT
Siti Raudotul Fushiah
The Research Instrument
Look at the pictures carefully!
Note: These pictures below are arranged randomly. Then, you have to rearrange
the pictures and then write 70-100 words of the recount text writing.
YAYASAN PENDIDIKAN DUA MEISEKOLAH MENENGAH ATAS (SMA) DUA MEI
(TERAKREDITASI A)Jl. H. Abdul Gaai No. 135 Cempaka Putih Ciputat Timur Kota Tangerang Selatan
Telp. 7490034, Fax. 74707557
No : 341/ SMA / YPDM lv / 2075
Yang bertanda tangan di bawah ini :
Nama
No. NIP/NPK
labatan
Tempat Tugas
Dengan ini menerangkan bahwa r
Nama
NIM
Jurusan
Semester
YAYAT RUHIAT, M.Pd
Kepala Sekolah
SMA Dua Mei Ciputat
SITI MUDOTUL FUSHIAH
1111014000074
Pendidikan Bahasa lnggris
Vlll {Delapan)
Nama Mahasiswa tersebut di atas telah mengadakan riset untuk persy?ratan pembuatan skripsi
dengan Judu| : ,, THE INFLUENCE OF PICTURE SEQUENCES TOWARDS STUDENTg ABILIW IN
RECOUNTTEXT wRlTlNG". Pada tanggal 20 April- 21 Mei 2015.
Demikian surat keterangan ini di buat agar dapat dipergunakan sebagaimana mestinya,
g Selatan, 28 Mei 2015SMA Dua Mei*ls
T-Table
a (l tail)a (2 tail)
dfI
2
l4
5
6
'7
8
9
t0llt2lll4l5l6t-t
l8l920
2t22
23
)425
26
27
28
29
l0
0.0s 0.02s 0.01 0.005
0.1 0.05 0.02 0.0I
6.3138 12.7065 I1.8193 63.6551
2.9200 4.3026 6.9646 9.924',7
2.3534 3.t824 4.5407 5.8408
2.t3t9 2.1164 3.7470 4.6041
2.0150 2.5706 3.3650 4.0322
t.9412 2.4469 1.t426 3.',70',74
1.d916 2.3646 2.9980 3.499s
1.8595 2.3060 2.896s 3.3554
t.8331 2.2621 2.8214 3.2498
L8124 2.2282 2.7638 1.1691
t."1959 2.20t0 2.7181 3.1058
t.7823 2.t'788 2.6810 3.0545
1.7709 2.1604 2.6503 3.012)
t.7613 2.1448 2.6245 2.9768
t.7530 2.\3t4 2.6025 2.9467
t.7459 2.1t99 2.5835 2.9208
r.7196 2.1098 2.5669 2.8983
1.7J41 2.10C)9 2.5524 2.8'781
1.7291 2.0930 2.5395 2.8609
1.7217 2.086t) 2.5280 2.8454
t.1207 Z 0196 2.5116 2.8314
| '7172 2.j',/39 2.5083 2.81 88
1.7139 2.0686 2 "1998 2.3071
r 7109 2 06i9 ).4922 2.',79',10
I 7081 2.0596 2.1851 2.',7814
I 1056 2.055i 2.,{7E6 2 7787
l.r0ll 2 0518 24111 )1,101
I 70 1.048,1 ).46',7\ ).161)
I 6S9l 2 0.{51 I 1610 I 7i6-1
I 69;l I0lI I l:-l : -5011
0.0025 0.001 0.0005
0.005 0.002 0.001
t21 .3447 3t8.4930 636.0450
14.0887 22.3216 31.s989'7.4534 t0.2t45 12.9242
5.5976 7.t712 8.6103
4.7'/34 s.8934 6.8688
4.3168 5.20'76 5.9589
4.0294 4.7852 5.4079
3.8325 4.5008 5.0414
3.6896 4.2969 4.7809
3.5814 4.1437 4.5869
3.4966 4.024',7 4.4369
3.4284 3.9296 4.3178
3.3725 3.8520 4.2208
1.3257 3.78'.74 4.1404
3.2860 3.7328 4.0728
3.2520 3.6861 4.0150
J.2224 3.6458 3.9651
3.1966 1.6105 1.9216
3.t137 3.5794 3.8834
3.1534 3.55 l8 3.8495
3.1352 3.52'72 3.8193
3 I18E 1.5050 I 792i
l. i 040 1.4850 1.7676
1.0905 1.4668 I 7454
I 0782 I .1502 I 7251
i.0669 1.4150 3.7067
I 0i6i I121I 1.6896
I 0'169 I 40E2 I 6719
I 0lt0 I t962 I 659.1
I 0t9S I l35l I 6159
3t 1.6955 2.0395
32 1.6939 2.0369
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