THE EFFECTIVENESS OF USING PICTURES ONSTUDENTS’ WRITING OF RECOUNT TEXT

(A Quasi-Experimental Study at the Tenth Grade Students of SMANegeri 9 Kota Tangerang Selatan)

By:

ROSYA KURNIATI

1111014000007

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

iv

ABSTRACT

The objective of this study was to know the effectiveness of using pictureson students’ writing of recount text at the tenth grade students of SMA Negeri 9Kota Tangerang Selatan. The method used in this study was quantitative method.The design of this study was quasi-experimental design to know the effectivenessof using picture on students’ writing of recount text. The result could be seen thatusing pictures as media is effective and appropriate on students’ writing ofrecount text. It could be seen from the average of post-test result in experimentalclass was 81.02 and the average of gained score was 19.78. The average of post-test results in controlled class was 63.81 and the average of gained score was11.35. The result of calculation showed that in the significance degree of 1% =1.99 and 5% = 2.64 is 1.99 < 3.96 > 2.64. It means that to (t observation) washigher than tt (t table). According to the criteria of the test, it could be concludedthat there was a progress in using pictures on students’ writing of recount text. Inconclusion, using pictures on students’ writing of recount text at the tenth gradestudents of SMA Negeri 9 Kota Tangerang Selatan was effective.

Keywords: pictures, recount text, writing.

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ABSTRAK

Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaangambar dalam tulisan recount text siswa di kelas X siswa SMA Negeri 9 KotaTangerang Selatan. Metode yang digunakan dalam penelitian ini adalah metodekuantitatif. Rancangan penelitian ini adalah quasi-experimental untuk mengetahuikeefektifan penggunaan gambar dalam tulisan recount text siswa. Hasilnya dapatdilihat bahwa penggunaan gambar sebagai media cocok dan efektif dalam tulisanrecount text siswa. Ini dapat terlihat dari rata-rata hasil post test di kelaseksperimen yaitu 81.02 dan rata-rata nilai rentangnya yaitu 19.78. rata-rata hasilpost test di kelas kontrol yaitu 63.81 dan rata-rata nilai rentangnya yaitu 11.35.Hasil penghitungan menunjukkan bahwa dalam derajat signifikansi 1% = 1.99 dan5% = 2.64 adalah 1.99 < 3.96 > 2.64. Ini berarti bahwa to (t observasi) lebih tinggidisbanding tt (t table). Berdasarkan kriteria pengujian, dapat disimpulkan bahwaada kemajuan dalam penggunaan gambar pada tulisan recount text siswa.Kesimpulannya, penggunaan gambar dalam tulisan recount text siswa di kelas Xsiswa SMA Negeri 9 Kota Tangerang Selatan adalah efektif.

Kata kunci: gambar, recount text, tulisan.

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ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful

All praise be to Allah, The Lord of the worlds, Who give the writer His

mercy in completing this research. Peace and blessing be upon our Prophet

Muhammad SAW, his families, his companion and his followers.

This research can also not be completed without a great deal of help,

guidance, correction and suggestion from Mrs. Dr. Farida Hamid, M.Pd. and Mrs.

Yenny Rahmawati, M.Ed. as the writer’s advisors.

The deepest thank also goes to those who have helped the writer in

finishing her research with their love, support and prayers, they are:

1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiya and

Teachers’ Training of Syarif Hidayatullah State Islamic University

Jakarta.

2. Dr. Alek, M.Pd., the Head of The Department of English Education.

3. Zaharil Anasy, M.Hum., as the secretary of The Department of English

Eduaction.

4. Sunardi (Alm.) and Surani as the writer’s parents and Romi Asriani,

S.E., as her sister who always be her spirit to make them proud and

happy.

5. The headmaster, the teachers, the staffs and the students of SMA

Negeri 9 Kota Tangerang Selatan.

6. The writer’s long-life best friends: Afifatul, A.Md Kep., Bripda Bisma,

Indah Yuni, Kartika Wulan, Kemas, S.T. and Bripda Windra, who

always cheer me both in my happiness and sadness. Thanks for all

crazy moments.

7. The writer’s high school-friends, Ita Rosita, A.Md, Gita, S.Sos.,

Eviyanti, S.S., Hendrianto, S.Si., Halfy Safitri, Syarafina, Pratiwi and

Tonny. You are great.

vii

8. All members of EED class A, especially Miryanti, Rismalia, S.Pd.,

Utul, Eka, Fawzia and Nurul. Thanks for all great moments and

togetherness.

9. To any other persons whose name cannot be mentioned one by one for

their contribution to the writer during finishing her research.

Hopefully, this research can be useful to the readers, particularly to the

writer. Also, the writer realized that this research is far from being perfect. It is a

pleasure for her to receive constructive critics and suggestion from anyone who

read her research for valuable improvement.

Jakarta,

The Writer

ROSYA KURNIATI

NIM. 1111014000007

viii

TABLE OF CONTENTS

APPROVAL ................................................................................................ i

ENDORSEMENT SHEET ......................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI ............................................... iii

ABSTARCT................................................................................................. iv

ABSTRAK..................................................................................................... v

ACKNOWLEDGEMENT.......................................................................... vi

TABLE OF CONTENTS............................................................................ viii

LIST OF TABLES ...................................................................................... xi

LIST OF APPENDICES ............................................................................ xiii

CHAPTER I INTRODUCTION .............................................................. 1

A. The Background of the Study ........................................... 1

B. Identification of Problem.................................................. 3

C. Limitation of the Study..................................................... 4

D. Formulation of the Study .................................................. 4

E. Purpose of the Study......................................................... 4

F. Significance of the Study .................................................. 4

CHAPTER II THEORETICAL FRAMEWORK ................................... 5

A. Writing.............................................................................. 5

1. The Definition of Writing ................................................ 5

2. Stages of Writing.............................................................. 6

3. Purposes of Writing ......................................................... 11

B. Recount Text..................................................................... 12

1. Definition of Recount Text ............................................... 12

2. Purpose of Recount Text .................................................. 12

ix

3. The Generic Structure of Recount Text............................ 12

4. Sample of Recount Text ................................................... 13

5. Kinds of Recount Text ..................................................... 14

C. Picture .............................................................................. 14

1. Definition of Picture ......................................................... 14

2. Types of Picture ................................................................ 15

3. The Advantages of Picture................................................ 16

D. Teaching Writing by Using Picture .................................. 17

1. Picture Sets for Writing .................................................... 17

2. Picture for Whole-class Discussion of Writing ................ 18

3. One Picture – Many Different Techniques for Writing.... 18

4. One Picture – A Sequence of Tasks for Writing .............. 19

5. Teaching Writing by Using Picture Procedures ............... 21

E. Previous Study ................................................................. 22

F. Thinking Framework ....................................................... 24

G. Research Hypothesis ........................................................ 24

CHAPTER III RESEARCH METHODOLOGY .................................. 25

A. Place and Time ................................................................. 25

B. Research Design ............................................................... 25

C. Population and Sample .................................................... 26

D. Research Instrument ......................................................... 26

E. Technique of Data Collection ........................................... 26

F. Technique of Data Analysis ............................................. 27

G. Statistical Hypothesis........................................................ 29

CHAPTER IV FINDING AND DISCUSSION ....................................... 30

A. Data Description ............................................................... 30

1. The Data of Experimental Class (X MIPA 1) .................. 30

2. The Data of Controlled Class (X MIPA 5) ....................... 32

B. Analysis of Data and Hypothesis Testing......................... 33

x

1. Results of Pre-test of Experimental and Controlled Class

.......................................................................................... 33

2. Results of Post-test of Experimental and Controlled Class

.......................................................................................... 38

3. Normality Test .................................................................. 42

4. Homogeneity Test............................................................. 43

5. Hypothesis Testing ........................................................... 43

C. Interpretation of the Result ............................................... 47

CHAPTER V CONCLUSION AND SUGGESTION .............................. 49

A. Conclusion ................................................................... 49

B. Suggestion .................................................................... 49

REFERENCES ........................................................................................... 51

APPENDICES ............................................................................................. 53

xi

LIST OF TABLES

Table 4.1 : Pre-test and Post Test of Experimental Class ................... 30

Table 4.2 : Pre-test and Post Text of Controlled Class ....................... 32

Table 4.3 : Table of Data Description of Pre-test Result of Experimental

Class .................................................................................. 34

Table 4.4 : Table of Frequency Distribution of Pre-test Result of

Experimental Class ............................................................ 35

Table 4.5 : Table of Data Description of Pre-test Result of Controlled Class

............................................................................................ 36

Table 4.6 : Table of Frequency Distribution of Pre-test Result of Controlled

Class .................................................................................. 37

Table 4.7 : Table of Data Description of Post Test Result of Experimental

Class .................................................................................. 38

Table 4.8 : Table of Frequency Distribution of Post Test Result of

Experimental Class ............................................................ 39

Table 4.9 : Table of Data Description of Post Test Result of Controlled Class

............................................................................................ 40

Table 4.10 : Table of Frequency Distribution of Post Test Result of

Controlled Class ................................................................ 41

Table 4.11 : Normality Pre-test Results between Experimental and Controlled

Class .................................................................................. 42

Table 4.12 : Normality Post Test Results between Experimental and

Controlled Class ................................................................ 42

Table 4.13 : Homogeneity Pre-test Result between Experimental and..

Controlled Class ................................................................ 43

Table 4.14 : Homogeneity Post Test Result between Experimental and

Controlled Class ................................................................ 43

Table 4.15 : The Comparison of Gained Score between Students in

Experimental Class and Students in Controlled Class ...... 44

xiii

LIST OF APPENDICES

Appendix 1 : Scoring Table of Writing ................................................... 53

Appendix 2 : Timeline Research .............................................................. 57

Appendix 3 : Syllabus............................................................................... 61

Appendix 4 : Lesson Planning (RPP) ...................................................... 74

Appendix 5 : Students’ Writings with the Picture ................................... 87

Appendix 6 : Research Documentation (photos) ..................................... 93

Appendix 7 : Lembar Uji Referensi ......................................................... 94

Appendix 8 : Surat Pengesahan Proposal ............................................... 107

Appendix 9 : Surat Bimbingan Skripsi .................................................... 108

Appendix 10 : Surat Pernyataan Jurusan ................................................. 109

Appendix 11 : Surat Permohonan Izin Penelitian ..................................... 110

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language as “a tool” to communicate cannot be separated in our lives has

been taught since we were children, moreover since we were a baby – language

was heard to us. What is a language? The meaning of language depends on where

it occurs within a larger stretch of discourse.1 Language also has function, which

is to achieve a purpose when you say or write something.2 Today, language which

is an international language – it is spoken by people around the world, is English.

English is used in almost every part of the world is important to learn, so many

countries offer English as their lesson in schools to be learned by their students, whether

in elementary schools, secondary schools or even kindergarten. In Indonesia, English is

an obligatory subject in junior and senior high schools. It also becomes one of subjects

tested in National Examination (Ujian Nasional). As in Peraturan Pemerintah Republik

Indonesia Nomor 19 Tahun 2005 pasal 70 ayat 3, ayat 5 dan ayat 7 “Pada jenjang

SMA/MA/SMALB, atau bentuk lain yang sederajat, Ujian Nasional mencakup pelajaran

Bahasa Indonesia, Bahasa Inggris, Matematika dan mata pelajaran yang menjadi ciri

khas program pendidikan” (verse 5). Therefore, all of students need and learn English to

achieve academic purposes. One of the academic purposes is to understand English texts

and also to communicate when it is needed.

One of ways of communication is writing and students are asked to master

this skill as it is a tool to assess their knowledge. Writing is one of productive

skills which have to be taught to students in schools in Indonesia based on

standard curriculum. The tasks which teacher usually gives for English subject are

mostly in written form, for example making dialog, paragraphs, answering essay

test, etc., therefore writing ability is important.3 Students are demanded to master

1 Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p.59.

2 Ibid., p. 76.3 Dorothy E. Zemach and Carol Islam, Writing in Paragraphs, (MacMillan, 2005), p. iv.

2

aspects of writing – content, structure and diction, in producing good writing.4

Readers of English text also expect a clear topic sentence and a unified paragraph

that deals with one idea, so the writers are asked to achieve unity, to achieve

coherence and to achieve concrete details in their texts.5 In fact, we can find some

students in Indonesia still have difficulties to write in English and do some errors

because of the difference between the two languages, both in structure, spelling

and lexical meaning.6 Besides, they lack of vocabularies to write although they

have their main idea but they should write about their own experience as in

recount text – one of kinds of text taught in Indonesia.

Kinds of text in Indonesia such as report, descriptive, procedure, narrative

and recount are taught and stated in curriculum as parts of English lesson students

should master. Recount as one of kinds of text taught in school is usually

practiced by writing self experience in past time but students are seldom provided

to use media. They usually lean upon their memory about the event. It can limit

their vocabularies to put in text, therefore they can only write short text of

recount. Therefore, they need interesting media, such as picture, to support their

writing.

Picture is one of media which is usually used and it can be provided easily by

teachers. The examples of picture are painting, sketch, photo, etc. Picture usually

used is photo because it reminds and tells student about what happened at that

time. Teachers are asked to use all of possible media to help students studying

easily and fun. Picture is one of useful media to make it fun and easy because it

can help them to build their ideas, to make cohesive and systematic sentence and

to use more vocabularies based on the theme given because some of students are

lack of vocabularies, and this is one of the causes students feel difficult to

4 Giyatno, Improving Students’ Writing Skill On Recount Text Using QuestioningTechnique and Facebook Media, (Surakarta: Sebelas Maret University, 2011), p. 18.

5 Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw HillCompanies, 2005), p. 63.

6 Haryati, An Analysis on the Grammatical Errors in the Students’ Recount Text Writing,(Jakarta: UIN Syarif Hidayatullah Jakarta, 2012), p. 1.

3

speaking and writing.7 Picture also gives imagination to build their ideas based on

the picture they see. As the writer’s experience, some students feel difficult in

writing due to some factors.

The first factor students have less interest in writing. They think that the ideas

they want to write are difficult to come into their mind and it makes them bored,

so it causes the second factor. They usually feel confused how to start writing.

They do not know which part should be the first thing to be written and what

words they should put. The third, students lack of vocabularies. It happens in

almost all of kinds of text – narrative, descriptive, report, procedure and recount

and it may be caused the students’ reading motivation to improve their vocabulary

is insufficient. In writing recount, when students are asked to write about their

own experience, they still have difficulty to write it although it should be easier

because they involved in that moment or experience but the problems above can

limit students’ ability in writing, which is one of important skills in academic

purposes.

Based on the problem and explanation above, the focus of this research can

be stated to find that picture as one of media is effective to improve students’

writing of recount text. Therefore, this research will be conducted by the title

“The Effectiveness of Using Pictures on Students’ Writing of Recount Text(A Quasi-Experimental Research at the Tenth Grade Students of SMA

Negeri 9 Kota Tangerang Selatan)”.

B. Identification of Problem

Based on the object which was investigated in writing recount text, some

problems were identified:

1. Students have less interest in writing.

2. Students usually feel confused how to start writing.

3. Students lack of vocabularies.

7 Dewi Awaliah, The Effectiveness of Picture Series Towards Students’ Writing Skill inNarrative, (Jakarta: UIN Syarif Hidayatullah Jakarta, 2014), p. 2.

4

C. Limitation of the Study

Based on the identification of problem, the study was focused on the

effectiveness of using pictures on students’ writing of recount text of the tenth

grade students of SMA Negeri 9 Kota Tangerang Selatan.

D. Formulation of the Study

As the limitation stated, the problem of this study could be formulated as:

Was there any effectiveness of using pictures on students’ writing of recount

text?

E. Purpose of the Study

Based on the formulation of the problem, the purpose of the study was to

know the effectiveness of using pictures on students’ writing of recount text at the

tenth grade students of SMAN 9 Kota Tangerang Selatan.

F. Significance of the Study

By conducting this study, some significances could be expected in

contribution for students, teachers and further research.

Students.

This study will help them to use and adopt creative way in learning English,

especially in writing recount, so that they can write easily and fun.

Teachers.

This study will give them information that picture can be useful to help

students in writing so teachers can use it and make it more attractive in improving

students’ recount writing skill. Teachers can also use other visual aids or media in

their teaching and learning process.

Further Research.

For further research, this study can be one of references in research about

writing recount, both in learning and teaching writing.

CHAPTER II

THEORETICAL FRAMEWORK

This part talks about the topic-related matters which focus on writing, recount

text and picture.

A. Writing Skill

1. Definition of Writing

Generally, writing is one of the English productive skills. Writing needs

evidence that supports the idea with specific reasons or details.1 While in

speaking, it is a spontaneous action and it does not challenge people to give

reason of what people say.2 In order to make the skill develop better, people can

learn it and practice extensively, and more crucial is belief to improve the skill.3

Harmer stated in How to Teach Writing: “Spoken language, for a child, is

acquired naturally as a result of being exposed to it, whereas the ability to write

has to be consciously learned”.4 There are some definitions about writing appear

from educational experts. An action where we write something using some tools

such as book or paper, pen or pencil, computer and other gadgets can be called as

writing. Today, writing can not only be done by using paper and pencil but also

gadgets.

In Barnet and Stubbs’s Practical Guide to Writing, writing is a physical act

that needs material and energy and requires practice.5 While Rosen said, which

restated in Writing by Hedge, writing is detached from the wide range of

expressive possibilities in speech. It requires a number of things – high degree of

1 John Langan, Exploring Writing: Paragraphs and Essays, (New York: McGraw-Hill,2008), p. 3.

2 Laidlaw Brothers, Composition and Grammar II: Steps in the Writing Process,(California: The Laidlaw Brothers Publishers, 1985), p. 13.

3 John Langan, Op. cit., pp. 7—9 .4 Jeremy Harmer, How to Teach Writing, (Essex: Pearson Education, 2004), p. 3.5 Sylvan Barnet and Marcia Stubbs, Barnet & Stubbs’s Practical Guide to Writing:

Fourth Edition, (Canada: Little, Brown & Company (Canada) Limited, 1983), p. 3.

6

organization, accuracy, the use of complex grammatical devices, vocabulary

selection, grammatical patterns and sentence structures.6

The other writing definition says that it is as human act. It means that writing

as a way to communicate and the writer will speak through written form in their

own words by reading other resources before.7 Writing is a way of remembering

and a way of thinking as well because it makes ideas permanent, and thus expands

the collective memory of human being than remember idea orally.8 In writing,

idea is put on a medium so that it can be permanent, while in speaking there is no

medium. Therefore, writing is used either as evidence of successful learning in

schools or as a means of learning.9

From those definitions above, the difference between writing and speaking

can be seen from the medium. Writing needs medium to put the ideas on it, such

as paper, book, laptop, etc., while speaking the speaker only speak directly

although they can use medium such as telephone, video call, etc. but it is just a

connector between one speaker and the other, not a medium to put the ideas.

Writing, like speaking, is productive a skill as a way of communication but it has

special demands in communication as a complex process that consists of four

stages – prewriting, organizing, writing and revising.10 The four stages help

people arrange their writing well-organized because some people are confused to

start writing and what ideas they will write.

2. Stages of Writing

There are some books which explain stages of writing. Here are stages of

writing based on Composition and Grammar II by Laidlaw Brothers and Writing

in Process by Binder and Lopez-Nerney.

6 Tricia Hedge, Writing, (Oxford: Oxford University Press, 1988), p. 5.7 Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, (New

York, St. Martin’s Press Inc, 1985), pp. 2—3.8 James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper & Row

Publishers, 1980), p. 2.9 Jack C. Richards, The Language Teaching Matrix, (USA: Cambridge University Press,

1990), p. 100.10 Laidlaw Brothers, Op. cit., p. 13.

7

Stages of writing stated by Laidlaw Brothers11:

a. Prewriting

First of all, in order to make writing easier and organized, someone needs to

take this stage, which is prewriting, also known as idea-generating stage. In

morphology the prefix pre- means ‘before’, therefore prewriting is an activity we

should do before take writing. It is a process in collecting idea that may include

experience or something someone has ever been as bases or sources of their

writing. It is free flowing and spontaneous.12 Writers may take a note or a journal

about idea and everything they want to write.

In prewriting stage, one thing might be added to make their writing is

recording impressions. It means that sources of writing come from people

(including the writer itself), places, objects, events, situations and ideas. The

writer can use their journal to discover, capture and preserve for later use.13

b. Organizing

After writer has done with the first stage, the next is organizing. It means that

writer generates ideas which one will be included or discovered for their writing.14

In this step, writer should be aware of the purpose for writing. Bring it for writing

into sharp focus and identifying the audience.

c. Writing

In the next step of writing, which is writing itself, writer gathers all pieces of

the ideas and information then creates meaningful and satisfying writing.15 This

process is “the real writing” because writer should gather all of the ideas he/she

gets then creates the important and meaningful point for their writing.

d. Revising

The last step, revising, writer should be the reader position. The writer should

evaluate his/her writing – it is better and easier waiting for the next day after

writing, from the reader’s point of view. It is to find out how what the writer has

11 Ibid., p. 17.12 Ibid., p. 17.13 Ibid., p. 19.14 Ibid., p. 25.15 Ibid., p. 30.

8

written will strike the readers.16 This process is important to be done because

writer should look from both two sides – as the writer itself and as the reader.

While Binder and Lopez-Nerney stated there are three stages of writing –

planning, writing and finalizing which are divided into some parts in each stage.

Planning is divided into four steps – formulating a question, determining purpose

and audiences, generating ideas and organizing/outlining. Writing is divided into

drafting and revising, and the last stage, finalizing, is divided into editing and

formatting and documenting.17

a. Planning

1. Formulating a question

Generally, writing is an extended response to a question, so the writer should

give wide information. It can be said that planning is a process which basically

begins with a question. Instead, a topic may be set as “a question” for writers to be

formulated into their writing.18

2. Determining Purpose and Audience

After the planning has been arranged, writer should take some time to

understand purpose and readers of his/her writing. Therefore, before writers write

something in a piece of paper, they should consider two things – purpose and

audience.

To consider the purpose of writing, it is necessary to know why someone is

writing, so he/she can choose appropriate information, language and style. Some

examples of why people write are to inform, to express an opinion, to convince, to

argue, to entertain, etc. If writers have identified the purpose, it will help them

how to present their idea.

Besides the reason to know why someone writes, it is good to know for

him/her who they are writing for. It is essential to remember that writers are

always writing for specific readers because it helps to decide the suitability of the

16 Ibid., p. 35.17 Carol A. Binder and Susan Lopez-Nerney, Writing in Process: Second Edition,

(Singapore: Pearson Prentice Hall, 2005), p. 6.18 Ibid., p. 6.

9

topic and level of difficulty of their writing in terms of vocabulary, style and

tone.19

3. Generating Ideas

In generating ideas, writers should bring ideas which come to their mind into

“a note”. They spend more time thinking about and writing down ideas that can be

used in their writing. This stage helps writers to identify the ideas will be put

properly for their writing.

There are two ways in generating ideas. First is brainstorming and the second

is mind-mapping. In brainstorming, writers list down everything that comes into

their mind about a topic. The objective is to allow ideas just come and flow onto

paper. The other step is mind-mapping, which is in form of drawing of branches.

Mind-mapping not only helps in generating ideas but also in organizing them.

This method helps writers develop new ideas by finding connections to their

original thoughts.20

4. Organizing/Outlining

When the first three stages are done, the next stage is to choose information

which writers want to put in their writing. By noticing ideas which best respond to

the question writers formulated, this stage can be done. After that, categorize the

different types of information and organize them so the readers can follow

writers’ thought easily.21

b. Writing

1. Drafting

Draft is an attempt of the first complete writing based on the outline.

Additional drafts continue to build on the foundation of the first draft. At final

writing, a number of drafts may be produced.22 While making a draft, writers

should concern about the ideas and the organization of them and should not spend

much time worrying about grammar.23

19 Ibid., p. 8.20 Ibid., p. 9.21 Ibid., p. 10.22 Jeremy Harmer, Op.cit., p. 5.23 Carol A. Binder and Susan Lopez-Nerney, Op.cit., p. 12.

10

2. Revising

Revising is to check organization of the paragraphs and the clarity of the

ideas which should be explained logically and clearly. From revising stage,

writers should get feedback from another reader. It can be gotten from teacher,

students or someone who is equal to the writers. The way to get feedback from

someone who has equal information or knowledge is called peer feedback or peer

review.24

c. Finalizing

1. Editing

Editing is checking process for spelling, punctuation and grammar errors.

Besides, writers should check the flow of their idea. Writers can read their writing

aloud to help spot any errors and check for any sections or parts.25 More skilled

writers tend to look at issues of general meaning and overall structure before

concentrating on detailed features – individual words and grammatical accuracy.26

2. Formatting and Documenting Information Sources

Along with editing, writers should do a final check the format of their writing

which means visual presentation. It is called as formatting.

Documenting indicates the source of writers’ information. It is usually used

for essay writing because the writers need to acknowledge the source for their

writing. Several documentation styles are APA (American Psychological

Association), MLA (The Modern Language Association), The Chicago Manual of

Style, etc.27

3. Purposes of Writing

Writing includes the ability to organize ideas, to construct correct sentences,

to use tenses and to choose appropriate words. Students are demanded to master

aspects of writing – content, structure and diction, in producing good writing.28

24 Ibid., p. 12.25 Ibid., p. 13.26 Jeremy Harmer, Op.cit., p. 5.27 Carol A. Binder and Susan Lopez-Nerney, Op.cit., p. 13.28 Giyatno, Op.cit., p. 18.

11

However, writing has purposes as a way of communicating to deliver ideas to the

readers. Based on Miller, the purposes of writing are29:

1. To describe what a writer hopes to accomplish.

2. To amuse the readers.

3. To persuade the readers (like in hortatory exposition)

While Carol A. Binder and Susan Lopez-Nerney, stated the purposes of

writing as follow30:

1. To inform. It means that writing can help readers to know what they do not

know before they read the text. Writing gives information in many forms,

such as newspaper, articles, books, magazines, etc.

2. To express an opinion. It means that writing can express what the writer feels

or thinks and express their idea or response about something.

3. To convince. To convince is same as to persuade. Writer can convince reader

through their writing in discussing an issue. Today, there are some writers,

moreover journalists, who write their writing to convince so many people in

form of internet article, newspaper, magazine and books.

4. To argue. Besides to persuade, writing has also a purpose to argue an issue

which is being talked by some people.

5. To entertain. It means that writing entertains readers from the text written.

The examples of entertaining text are short story, novel, entertainment news,

etc. It gives such refreshment for mind and imaginative idea and is included

in the two kinds of text – narrative and recount text.

B. Recount Text

1. Definition of Recount Text

Recount text recount is a piece of text that retells past events, usually in the

order in which they happened.31 It tells significance event happened to the writer

29 Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill,2006), p. 4.

30 Carol A. Binder and Susan Lopez-Nerney, Op.cit., p. 7.

12

and it usually uses the first person as recount tells about writer’s lives.32 Recount,

as the other text types, has purpose to deliver what writer wants to share with

readers.

2. Purpose of Recount Text

The purpose of recount text is to tell what and when something happened to

the audience. Miller stated goals of recount text are to make the writers more

understand about them, and for the readers, it makes them understanding of their

own experience and the writer’s.33 While in Adibah’s book, she wrote social

function of recount text is to retell events for the purpose of informing or

entertaining.34 In order to achieve the purpose, recount text has generic structure

as a base for the writing.

3. The Generic Structure of Recount Text

In order to create well-organized recount text, students should pay attention to

the features (past tense, proper nouns, word order of events) and the generic

structure. The generic structure of recount text should be known by students to

characterize between recount text and the other kind of texts. This structure, as

Hall stated in Writing Well: 2nd Edition which restated by Haryati in her research,

and Hyland in Writing Text Types: A Practical Journal, is orientation, event and

reorientation.35

a) Orientation : setting and participants.

b) Event : what happened in what sequence.

c) Reorientation : closure of events (optional).

31Mark and Katy Anderson, Text Types in English, (South Yara: MacMillan Education,1997), p. 48.

32 Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill,2006), p. 47.

33 Robert Keith Miller, Op. cit., p. 47.34 Adibah, Bank Soal Bahasa Inggris SMA Kelas X, XI dan XII, (Yogyakarta: Pustaka

Edukasi, 2013), p. 3.35 Maureen Hyland, Op.cit., p. 1.

13

Recount also focuses on individual participants, past tenses, temporal

sequence of events and action clauses.36

4. Sample of Recount Text

My First Experience to Ride Motorcycle

One day, when I was ten years old, my father bought an old

motorcycle. That was "Honda 75". I think it was small light object

and easy to ride it. I persuaded my father to teach me to ride

"Honda 75". Firstly, my father refused my request and promised

that he would teach me two or three years later, but I still

whimpered. Finally, my father surrendered and promised to teach

me.

He began to teach me riding the motorcycle around a field in

my village. My father was very patient to give me some directions. I

was very happy when I realized my ability to ride a motorcycle.

"Yes, I did it!"

One day after that, when I was alone at home, I intended to try

my riding ability. So, I tried bravely. All ran fluently in the

beginning, but when I was going back to my home and I must pass

through a narrow slippery street, I got nervous. I lost my control

and I fell to the ditch.

After that, I told my father about the last accident. I imagined

my father would be angry and never let me ride a motorcycle

anymore. But the reality was exactly on the contrary, my father was

very proud of me. He just gave me some advice and since that

accident, I got my father's permission to ride motorcycle.

Based on the sample above, it can be found that the purpose is to tell the

readers about the writer’s first experience in riding a motorcycle. From the first

paragraph, it is known as the orientation of this recount text. The second to the

36 Haryati, Op. cit, p.15.

14

third is the event of this recount text which is the story how the writer had the

experience. As the closure, it is in the fourth paragraph.

5. Kinds of Recount Text

Texts which included as recount are diary, journal and everything tells

personal experiences. Personal experience also included as narrative but it is not

fully narrative as in novels, historical occurrences, or even myths, therefore it

belongs to recount text.37 Narrator tries to communicate through his/her writing

about what happened in the event the narrator included and nothing is artificial

about the event.38 So that, by writing recount text, students are hoped to write

easily and enjoyably.

C. Picture

1. Definition of Picture

Picture in teaching technique, based on Raimes, is drawings, photographs,

posters, slides, cartoons, magazine advertisements, diagrams, graphs, tables,

charts and maps can be valuable resource for teaching writing. Pictures provide a

shared experience for the students in the class, a common base that leads to a

variety of language activities.39

In addition, Schwartz’s opinion about picture which rewritten by Yusnita,

Sada and Novita is a great incentive for language production and can be used in

many ways in the classroom to interest and to motivate a sense of language

context and stimulus.40 Moreover, picture can bring the world outside the students

have not known before into the class in a concrete way, as it provides41:

a) A shared experience in the classroom.

b) A need for common language forms to use in the classroom.

37 Sylvan Barnet and Marcia Stubbs, Op.cit., p. 178.38 Sylvan Barnet and Marcia Stubbs, Op cit., p. 181.39 Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press,

1983), p. 27.40 Enny Yusnita, Clarry Sada and Dewi Novita, Improving Students’ Recount Writing

Text by Using Picture Series, (Pontianak: Tanjungpura University, 2011), p. 5.41 Ann Raimes, Op.cit., p. 28.

15

c) A variety of tasks.

d) A focus of interest for students.

2. Types of Picture

As Wright stated in his book, there are twenty types of picture can be used in

teaching and learning process.42

1) Pictures of a single object

2) Pictures of one person

3) Pictures of famous people

4) Pictures of several people

5) Pictures of people in action

6) Pictures of places

7) Pictures from history

8) Picture with a lot of information

9) Pictures of the news

10) Pictures of fantasies

11) Pictures of maps and symbols

12) Pairs of pictures

13) Pictures and texts

14) Sequence of picture (Picture Series)

15) Related pictures

16) Single stimulating pictures

17) Ambiguous pictures

18) Bizarre pictures

19) Explanatory pictures

20) Student and teacher drawings

42 Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge UniversityPress, 1989), p. 193.

16

3. The Advantages of Picture

Picture is one of visual and printed media and it is widely used for

educational purposes. Picture as one of media can be used by teacher in teaching

learning process has some advantages. Based on Gerlach and Ely, restated in

research by Dwi Nur Indah, the advantages of picture are43:

a) Picture is inexpensive and widely available.

b) Provide common experiences for an entire group.

c) Visual details make it possible to study subject that would otherwise be

impossible.

d) Picture after stimulus to further study reading and research.

e) Pictures help to focus attention and develop critical judgment.

f) Pictures are easily to manipulate.

In Wright’s book, Pictures for Language Learning, he wrote some

advantages of pictures:44

a) Easy to prepare.

b) Easy to organize.

c) Interesting.

d) Meaningful and authentic.

e) Sufficient amount of language.

Besides the five advantages above, Wright also said that picture can be used

for teachers and students in whatever syllabus they are following.

There are some suggestions for general strategies for teachers using any

picture in a classroom45:

a) Whole-class discussion – it can lead to writing by giving any type of pictures.

b) Changing information – it can lead to speaking by dividing 2 groups in a class.

One group one picture, then they share and exchange their information about

the picture.

43 Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang:IKIP PGRI Semarang, 2010), p. 10.

44 Andrew Wright, Op.cit., p. 3.45 Ann Raimes, Op.cit., p. 28.

17

c) Working in pairs or small groups – the teacher gives each student of the pair

or give each group different picture to work with.

d) Real communicative tasks – students provide themselves their own pictures. It

has advantage that teacher is relieved of the task of finding a picture and

students can share their personal moments.

D. Teaching Writing by Using Picture

Teaching writing by using picture can lead to interesting learning for

students.46 As the writer’s experience when she was in school, her friends were

more interested in book which has so many pictures. Here are some ways to teach

writing by using picture.

1. Picture Sets for Writing

Picture sets is pair of pictures or pictures in sequence provide variety of

guided and free writing. It provides the subject matter about the story in the

picture.47 It is usually used for narrative writing but it can be flexible for any kinds

of text. For recount writing, these pictures can be sequenced photographs from

students itself. This can help students in offering vocabulary, sentence structure

and organization about new subject matter.48

By using picture sets, students are hoped to produce more words and various

vocabularies which can be put in their writings.

2. Picture for Whole-class Discussion of Writing

Teacher can provide two pictures while he/she is teaching in the classroom if

some pictures are not possible. Give a half class one picture and the other half

another.49 The teacher can give a task to write all the information about the

picture, then, each group will share or exchange the information about their own

picture.

46 Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang:IKIP PGRI Semarang, 2010), p .9.

47 Ann Raimes, Op.cit, p. 36.48 Ibid., p. 36.49 Ibid., p. 28.

18

3. One Picture – Many Different Techniques for Writing

For example, a teacher has a sketch as the picture for students’ writing and

the sketch can be used for many types of writing – description, sentence

combining, role-play, questions and answers, etc.50

For writing description, firstly students need to label some parts in the sketch

with word or phrase. After that, in small groups, students discuss and write down

what other words and phrases they will need to describe it.51 If the sketch is drawn

by the teacher on the board, he/she can erase it and ask students to write

description paragraphs from their memory. If it is in a piece of paper, exchange it

to other groups/students.

Combining sentence by using picture may be shorter than a paragraph or if it

is continued, can be as long as paragraph. For example, there are two pictures

which contain a sentence that can be combined each other to make new sentence.

They are given to two students randomly. Example sentences52:

a) Debbie Johnson’s room is small.

and

b) Debbie Johnson’s room is practical.

Each student in the class should find partner whose sentence will combine

with the one he/she has. Therefore, students are asked to find the sentence which

has same meaning. Some of the possibilities with the two sentences above are:

a) Debbie Johnson’s room is small and practical.

b) Debbie Johnson’s room is small but practical.

c) Debbie Johnson’s room is small yet practical.

d) Although Debbie Johnson’s room is small, it is practical.

e) Though small, Debbie Johnson’s room is practical.

f) Debbie Johnson’s room, though small, is practical.

50 Ibid., p. 30.51 Ibid., p. 30.52 Ibid., p. 31.

19

With the new sentences above, students can discuss to organize those

sentences to make a paragraph.

Role-play demands practical action in a classroom. In writing by using

picture, teacher asks students to work in pairs groups to make attractive writing

about the picture then discuss the details about the picture given. After that,

students are asked to write it in a paragraph. Final step, they read their own aloud

to each other and discuss which one works the best and why.53

In questions-answers session, a class is divided into four groups. The teacher

gives one picture with a word for each group. For example, the teacher has

pictures of Debbie Johnson’s “bedroom, garden, kitchen and house” which given

to four groups. Then, ask the students to compile some questions about it, pretend

that they will stay there and do not know the house. After that, the teacher collects

them from each group and redistribute to other groups. Each group of students

writes a letter from Debbie that answers those questions.54

4. One Picture – A Sequence of Tasks for Writing

Using a picture can give teachers opportunity to develop not only wide

variety of tasks but also a sequence of tasks, so that students can move from one

level of difficulty to another, gathering more vocabulary, knowledge of idiom and

sentence structure and organizational skill. The picture can be discussed by the

students for cultural phenomenon and their own experience related to it.55

The example of one picture for a sequence of tasks56:

1. Divide class into some groups and ask students to answer: “What is happening

in this picture?” The picture is about Debbie’s wedding. They should write

down related words or phrases then the teacher compares the result and writes

necessary vocabularies on the board.

2. Still in groups, students are asked to answers such questions:

a) How old are the two people getting married?

b) Do their parents want them to get married?

53 Ibid., p. 33.54 Ibid., p. 33.55 Ibid, p.34.56 Ibid, p.35.

20

c) What jobs do the two people have?

d) Will the people have children? When? How many?

e) Have you ever been to a wedding? Was it like Debbie’s?

The groups share the result and the teacher write necessary words and idioms,

again on the board.

3. The class reads a paragraph describing Debbie Johnson’s traditional wedding:

Debbie Johnson and Frank Willett had a traditional wedding last Saturday.

The bride wore her grandmother’s veil and her mother’s wedding dress,

which was made of white satin. She wore her sister’s necklace and carried a

bouquet of blue flowers – so she had the bride’s traditional “something old,

something new, something borrowed something blue”. She had six

bridesmaids. They wore long dresses of flowered blue lace. The bridegroom

and the bride’s father were wearing traditional morning suits – a black jacket

and grey pants. The couple was married in church and the bride’s parents

held a reception for 100 guests at their home.

The students examine the paragraph and determine which sentence makes the

main point.

4. Then, students imagine that they are Debbie Johnson writing a letter a friend

abroad, six month before, telling her what the wedding will be like. Students

can take sentences from the paragraph before and change the subjects. For

example, the couple becomes we, the bride’s parents becomes my parents, etc.

5. Small groups discuss and write a description about the wedding for a local

newspaper, and then the other groups make comments and suggestions.

6. After discussion, students are asked to describe a typical traditional wedding

in their country, or in Indonesia, in provinces.

21

5. Teaching Writing by Using Picture Procedures

The writing task can be approached in two ways – students select a previous

piece that they can rewrite or enhance and students create a new piece. Students

are led to follow basic steps57:

1. Talk the picture. Teachers give each student one to three sheets of paper.

Students talk with each other and the teacher, discussing what they can draw

to tell their story. Teachers coach and support students in providing rich

description and they ask questions that will lead to detailed illustrations and a

coherent story line.

2. The picture. Students illustrate the story they have described and are

reminded to include the key elements. The richer details, the richer the

conversation and the writing will be.

3. Talk the writing. Students discuss, describe and “read” the picture story.

Teachers model and support students in formulating sentence to make a story.

Students practice saying the story aloud.

4. The writing. Students then write the picture story. They are reminded to

utilize the rich and descriptive language they practiced.

5. The share. Students read their story to the group. Students ask questions and

compare the completed story to the previous discussion.

Some ways of using picture in teaching writing also stated by Harner through

“drills”, which is in form of grammar items for cueing different sentences or

practicing vocabulary, “(communication) games” for creative writing, where

teachers give some pictures to be written by the students then practice it in

speaking, and “understanding” which is an easy way of explaining the meaning

of words by having a picture.58

57 Teresa Walter, Teaching English Language Learners, (New York: Pearson Education,2004), p.77.

58 Jeremy Harmer, The Practice of English Language Teaching: 3rd edition, (Essex:Pearson Education, 2001), p.134.

22

E. Previous Study

Some researches had been conducted related to the use of pictures on writing

of recount text. There were so many kinds of picture used by the researchers. The

first research was entitled “Improving Students’ Recount Text Writing by Using

Picture Series (A Classroom Action Research to the Tenth Grade Students of SMK

Panca Bhakti Kubu Raya in Academic Year 2011/2012)” written by Eni Yusnita,

Clarry Sada and Dewi Novita had problem that students felt difficult to get ideas

in recount text paragraph, so that the writers decided to use picture series to

improve students’ recount text. The result found that by using picture series,

students’ recount text writing could be improved. The result of first cycle was

61,5 (less than 65, not achieved), while the second cycle was 66 (achieved, higher

than KKM score). The differences between this research and the writer’s are the

writer will conduct an experimental research which is different from the research

above – a classroom action research, the writer will not use picture series and the

place of the research is also different.

The second research was entitled “The Use of Picture Series to Improve

Students’ Ability in Writing Recount Texts (A Classroom Action Research on the

Eight Grader of SMPN 3 Kartasura in 2009/2010 Academic Year)” by

Muhammad Luqman Hakim stated the problem that students felt difficult in

making correct grammatical sentences, developing paragraph and finding

appropriate vocabulary. Moreover, the teacher seldom taught writing process and

only asked for writing production. Based on the questionnaire, 73.5% of students

felt that writing was difficult, 61,8% of students felt that the time for writing was

not enough, 55,9% said that they felt difficult to start writing, 52,9% students

seldom paid attention to appropriate vocabularies and 52,9% students did not

arrange an outline or draft before writing. The result said that there was an

improvement of students’ ability in writing recount text, an improvement in

teaching learning situation and an improvement in students’ personal competence.

The differences between this research and the writer’s are the writer will conduct

an experimental research which is different from the research above – a classroom

action research, the writer will not use picture series and questionnaire as the

23

instrument of data collection. The other difference is the place and the population

of the research.

The third research was entitled “Improving Writing Recount Text by Using

Photographs: A Case Study of the Eleventh Year Students of SMA Negeri 1

Batangan Pati in the Academic Year of 2009/2010” written by Dwi Nur Indah.

She thought that writing is more complex and difficult to teach because it needs

grammatical mastery and theoretically devices and also the conceptual and

judgment. The purpose was improving students’ recount writing by using

photograph as it guided students to generate idea into a meaningful composition.

The result of the improvement was very good which was 62,07 from pre-test

became 76,8 from post-test. It meant that teaching writing recount text by using

photographs in experimental class was successful. The differences between this

research and the writer’s are the writer will use not only photographs but also

illustration picture during the experiment process and the place and the population

of the research is also different.

F. Thinking Frameworks

Writing as a skill which is needed to be mastered for students in Indonesia

seems to be improved because some students do not interested in writing, feel

confused to start writing and they lack of vocabularies. Students need interesting

way to learn producing good writing.

Recount is one of kinds of text which should be mastered by students because

it is taught in high school. Writing recount means that students should write their

own experience in written form. They should put their ideas in well-ordered

writing.

After reviewing theories about teaching writing by using picture, especially

writing recount text, the writer could see that students’ were more interested in

writing if they had clue such as picture as visual aid. It made them easier in

organizing paragraphs for their writings. So that, the writer was interested in

conducting research to know the effectiveness of using pictures on students’

24

writing of recount text at the tenth grade students of SMA Negeri 9 Kota

Tangerang Selatan.

G. Theoretical Hypothesis

The hypothesis of the study can be formulated as follows:

Ha: There was effectiveness of using pictures on students’ writing of

recount text.

Ho: There was no effectiveness of using pictures on students’ writing of

recount text.

25

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time

This research was held at SMAN 9 Kota Tangerang Selatan for students at

the tenth grade during the first semester starting from August 18 – September 9

2015.

B. Research Design

This research is categorized as quantitative research with experimental study.

The design of this study is a quasi-experimental research to know the

effectiveness of using pictures on students’ writing of recount text. The

independent variable in this study is picture while the dependent variable is

writing recount text.

In this research, pre-test and post-test were used for both experimental class

and controlled class. The experimental class received treatment which was using

pictures in their recount writing while the controlled class did not receive the

treatment. The effectiveness in recount writing improvement would be seen from

the post-test score in experimental class. Below is the explanation of experimental

design by Cresswell.1

Table 3.1

Types of Experimental Designs

True

Experiment

Quasi-

Experiment

Factorial Time

Series

Repeated

Measures

Single

Subject

Random

assignment?

yes no may be

used

no no no

Number of

groups

compared?

Two or

more

Two or

more

Two or

more

One group One group One

individual

studied at a

time

Number of

intervention

used?

One or more

intervention

s

One or more

intervention

s

Two or

more

interventi

ons

One or

more

interventi

ons

Two or more

interventions

One or

more

intervention

s

1 John W. Creswell, Educational Research: 4th edition, (Boston:Pearson Education Inc.,

2012), p. 307.

26

True

Experiment

Quasi-

Experiment

Factorial

Time

Series

Repeated

Measures

Single

Subject

Number of times

the dependent

variable

observed?

Once Once Once After each

interventi

on

After each

intervention

Multiple

points

Controls

typically used?

Pre-test,

matching,

blocking,

covariates

Pre-test,

matching,

blocking,

covariates

Pre-test,

matching,

blocking,

covariates

Group

becomes

its own

control

Covariates Individuals

become

their own

control

C. Population and Sample

The population of this study was the tenth grade students of SMA Negeri 9

Kota Tangerang Selatan. The total of class X was ten classes which were divided

into five sciences and five social. Each class consisted of 37 students. The

sampling technique used was sample random sampling to choose experimental

and controlled class based on the same characteristic because there were so many

classes could be the participant, so two classes were chosen randomly. The classes

for the sample were X MIPA 1 as the experimental class and X MIPA 5 as the

controlled class. Therefore, the total of students as the sample in this research was

74 students.

D. Research Instrument

The instrument the writer used was test in form of imperative sentence “Write

about your memorable moment in your life, minimum 3 paragraphs!”. The

requirements students should have in writing by using picture were:

a. Students should have minimum 3 paragraph as recount generic structure

(orientation, event, reorientation),

b. Students should pay attention to the cohesive, unity, and clarity in their

writing.

E. Technique of Data Collection

In collecting the data, the writer used writing test. The students should make

recount writing by using their own picture, which is a photograph of their own

activity, and should pay attention to the cohesive, unity, and clarity in their

writing.

27

The steps the writer conducted were as follows:

1. Chose control class and experimental class based on the English teacher’s

recommendation.

2. Gave pre-test to both classes to write their memorable moment in 3 paragraphs

(for minimum).

3. Taught to both classes about recount text. Gave treatment for experimental

class and no treatment for control class. Experimental class was taught to

write recount by using pictures. First, the picture was given by the writer.

Next, the picture was their own photo (students’ photo).

4. Gave post-test to both classes to write their memorable moment in 3

paragraphs (for minimum).

5. The writer calculated and compared the scores from pre-test and post-test to

find the effectiveness of using pictures on students’ writing of recount text.

In calculating the scores, the scoring would be used was rating scale by

Weigle which can be seen in appendix 1.2

F. Technique of Data Analysis

In calculating the data, the writer used t-test formula. The two classes are

compared to the independent variable, the experiment class is X variable and the

control class is Y variable. T-test formula is as follow:

Where:

= Mean of Variable X

= Mean of Variable Y

= Standard Error

2 Sara C. Weigle, Assessing Writing, (Cape Town: Cambridge University Press, 2002), p.

116.

28

Afterwards, the calculation goes to several processes as follows:

1. Determining Mean of Variable X.

2. Determining Mean of Variable Y.

3. Determining Standard of Deviation Score of Variable X.

√

4. Determining Standard of Deviation Score of Variable Y.

√

5. Determining Standard Error of Mean of Variable X.

√

6. Determining Standard Error of Mean of Variable Y.

√

7. Determining Standard Error of Difference of Mean of Variable X and Y.

√

8. Determining to.

9. Determining ttable in significance level 5%, with df (degrees of freedom).

df or db =(Nx+Ny )-2

Where:

M = the average of students score

SD = standard deviation

29

SE = standard errors

X = experimental class

Y = controlled class

N = number of students

df = degree of freedom

G. Statistical Hypothesis

The statistical hypothesis of this study could be seen as:

Ho : µ1 = µ2

Ha : µ1 ≠ µ2

Ho: There was effectiveness of using pictures on students’ writing of

recount text.

Ha: There was no effectiveness of using pictures on students’ writing of

recount text.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is

rejected. It means that the rates of mean score of the experimental group are

higher than the control group. The using of pictures is effective on students’

writing of recount text.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis)

is accepted. It means that the rates of the means score of the experimental

group are same as or lower than the control group. The using of pictures is not

effective on students’ writing of recount text.

30

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Data Description

The data were collected from the tenth grade students of SMA Negeri 9 Kota

Tangerang Selatan for pre-test and post-test. The experimental class was X MIPA

1 and the controlled class was X MIPA 5. The data which was obtained described

into two tables. Each table had five columns; the first column showed the number

of students, the second and the third column showed pre-test and post-test scores,

the fourth column showed the gain score from pre-test and post-test, and the last

column showed the catogorization in post test score.

1. The Data of Experimental Class (X MIPA 1)

Table 4.1

Pre-test and Post-test of Experimental Class

Name Pre-test score Post-test

score

Gained

score

Categorization

in post test

Student 1 50 62 12 Fair

Student 2 67 79 12

Good

Student 3 65 79 14

Good

Student 4 46 78 32

Good

Student 5 66 88 22

Excellent

Student 6 38 72 34

Good

Student 7 88 90 2

Excellent

Student 8 90 90 0

Excellent

Student 9 78 87 9

Excellent

Student 10 49 80 31

Excellent

Student 11 52 77 25

Good

Student 12 80 85 5

Excellent

Student 13 77 90 13

Excellent

Student 14 62 82 20

Excellent

31

Name Pre-test score Post-test

score

Gained

score

Categorization

in post test

Student 15 47 75 28

Good

Student 16 65 80 15

Excellent

Student 17 34 74 40

Good

Student 18 49 75 26

Good

Student 19 71 88 17

Excellent

Student 20 65 86 21

Excellent

Student 21 52 76 24

Good

Student 22 67 80 13

Excellent

Student 23 47 78 31

Good

Student 24 47 75 28

Good

Student 25 51 85 34

Excellent

Student 26 77 88 11

Excellent

Student 27 37 74 37

Good

Student 28 45 76 31

Good

Student 29 66 89 23

Excellent

Student 30 67 77 10

Good

Student 31 47 79 32

Good

Student 32 67 80 13

Excellent

Student 33 64 86 22

Excellent

Student 34 64 72 8

Good

Student 35 78 87 9

Excellent

Student 36 72 89 17

Excellent

Student 37 79 90 11

Excellent

TOTAL 2266

2998 732

∑ 61,24 81,02 19,78

Based on the Table 4.1, it could be seen the lowest and the highest score of

the experimental class consists of 37 students. The lowest score in pre-test was 34

and the highest score was 90. After the writer gave the treatment by using pictures

32

in teaching writing recount text, the writer gave the students post-test. The data

showed in the post-test that the lowest score was 62 and the highest was 90.

2. The Data of Controlled Class (X MIPA 5)

Table 4.2

Pre-test and Post-test of Controlled Class

Name Pre-test

score

Post test

score

Gained score Categorization

in post test

Student 1 37 44 7 Very poor

Student 2 68 72 4

Good

Student 3 55 60 5

Fair

Student 4 36 46 10

Very poor

Student 5 54 66 12

Fair

Student 6 72 69 -3

Fair

Student 7 35 47 12

Very poor

Student 8 42 74 32

Good

Student 9 44 60 16

Fair

Student 10 56 59 3

Poor

Student 11 58 71 13

Good

Student 12 39 65 26

Fair

Student 13 39 60 21

Fair

Student 14 65 68 3

Fair

Student 15 48 60 12

Fair

Student 16 39 65 26

Fair

Student 17 57 66 9

Fair

Student 18 59 68 9

Fair

Student 19 36 55 19

Poor

Student 20 46 65 19

Fair

Student 21 79 85 6

Excellent

Student 22 48 62 14

Fair

33

Name Pre-test

score

Post-test

score

Gained score Categorization

in post test

Student 23 49 68 19

Fair

Student 24 37 44 7

Very poor

Student 25 45 62 17

Fair

Student 26 49 66 17

Fair

Student 27 72 70 -2

Good

Student 28 42 59 17

Poor

Student 29 34 47 13

Very poor

Student 30 56 65 9

Fair

Student 31 34 48 14

Very poor

Student 32 54 62 8

Fair

Student 33 80 83 3

Excellent

Student 34 69 75 6

Good

Student 35 78 79 1

Good

Student 36 60 66 6

Fair

Student 37 70 80 10

Excellent

TOTAL 1941 2361 420

∑ 52,46 63,81 11,35

Based on the Table 4.2, it could be seen the lowest and the highest score of

the controlled class consists of 37 students. The lowest score in pre-test was 34

and the highest score was 80. The data showed in the post-test that the lowest

score was 44 and the highest was 85.

B. Analysis of Data and Hypothesis Testing

1. Results of Pre-test of Experimental and Controlled Class

The result of pre-test of experimental and controlled class based on SPSS 22

version software was gained from the steps as follows: Analyze >> Description

Statistic >> Frequencies. Then put post-test into variables >> Click Statistic >>

Checklist the entire menu >> Click OK.

34

Table 4.3

Table of Data Description of Pre-test Result of Experimental Class

Statistics

Experimental

N Valid 37

Missing 37

Mean 61.24

Median 65.00

Mode 47a

Variance 210.967

Range 56

Minimum 34

Maximum 90

Sum 2266

a. Multiple modes exist. The

smallest value is shown Table 4.3 showed that the data of X MIPA 1 as the experimental class

consisted of 37 students. The total of all data which was divided with the number

of data determined as mean score from the experimental class was 61.24. Median

score was 65.00. The median is the numerical value separating the higher half of a

data sample, a population, or a probability distribution, from the lower half. The

mode is defined as the element that appears most frequently in a given set of

elements. The mode score from the table was 47. The set of scores constituted a

population determined a variance score was 210.967. The highest score of the

experimental class was 90 and the lowest was 34. The sum gained from the total

scores was 2266.

According to the table, it could be made a table of frequency distribution

which is presented as follows:

35

Table 4.4

Table of Frequency Distribution of Pre-test Result of Experimental

Class

Experimental

Frequency Percent Valid Percent

Cumulative

Percent

Valid 34 1 1.4 2.7 2.7

37 1 1.4 2.7 5.4

38 1 1.4 2.7 8.1

45 1 1.4 2.7 10.8

46 1 1.4 2.7 13.5

47 4 5.4 10.8 24.3

49 2 2.7 5.4 29.7

50 1 1.4 2.7 32.4

51 1 1.4 2.7 35.1

52 2 2.7 5.4 40.5

62 1 1.4 2.7 43.2

64 2 2.7 5.4 48.6

65 3 4.1 8.1 56.8

66 2 2.7 5.4 62.2

67 4 5.4 10.8 73.0

71 1 1.4 2.7 75.7

72 1 1.4 2.7 78.4

77 2 2.7 5.4 83.8

78 2 2.7 5.4 89.2

79 1 1.4 2.7 91.9

80 1 1.4 2.7 94.6

88 1 1.4 2.7 97.3

90 1 1.4 2.7 100.0

Total 37 50.0 100.0

Missing System 37 50.0

Total 74 100.0

36

Table 4.4 was tool of presentation consisting of columns and rows and there

were numbers which describe the division and the percentage of frequency

distribution.

Results gained from a pre-test in class X MIPA 5 as the controlled class of

this research were presented in a table below:

Table 4.5

Table of Data Description of Pre-test Result of Controlled Class

Statistics Controlled

N Valid 37

Missing 37

Mean 52.46

Median 49.00

Mode 39

Variance 195.755

Range 46

Minimum 34

Maximum 80

Sum 1941 Table 4.5 showed that the data of X MIPA 5 as the controlled class was 37

students. The total of all data which was divided with the number of data

determined as mean score from the controlled class was 52.46. Median score was

49.00. The median is the numerical value separating the higher half of a data

sample, a population, or a probability distribution, from the lower half. The mode

is defined as the element that appears most frequently in a given set of elements.

The mode score from the table was 39. The set of scores constituted a population

determined a variance score was 195.755. The highest score of the controlled

class was 80 and the lowest is 34. The sum gained from the total scores was 1941.

37

Table 4.6

Table of Frequency Distribution of Pre-test Result of Controlled Class

Controlled

Frequency Percent Valid Percent

Cumulative

Percent

Valid 34 2 2.7 5.4 5.4

35 1 1.4 2.7 8.1

36 2 2.7 5.4 13.5

37 2 2.7 5.4 18.9

39 3 4.1 8.1 27.0

42 2 2.7 5.4 32.4

44 1 1.4 2.7 35.1

45 1 1.4 2.7 37.8

46 1 1.4 2.7 40.5

48 2 2.7 5.4 45.9

49 2 2.7 5.4 51.4

54 2 2.7 5.4 56.8

55 1 1.4 2.7 59.5

56 2 2.7 5.4 64.9

57 1 1.4 2.7 67.6

58 1 1.4 2.7 70.3

59 1 1.4 2.7 73.0

60 1 1.4 2.7 75.7

65 1 1.4 2.7 78.4

68 1 1.4 2.7 81.1

69 1 1.4 2.7 83.8

70 1 1.4 2.7 86.5

72 2 2.7 5.4 91.9

78 1 1.4 2.7 94.6

79 1 1.4 2.7 97.3

80 1 1.4 2.7 100.0

Total 37 50.0 100.0

Missing System 37 50.0

Total 74 100.0

38

2. Results of Post-test of Experimental and Controlled Class

The result of post-test of experimental and controlled class based on SPSS 22

version software was gained from the steps as follows: Analyze >> Description

Statistic >> Frequencies. Then put post-test into variables >> Click Statistic >>

Checklist the entire menu >> Click OK.

Table 4.7

Table of Data Description of Post-test Result of Experimental Class

Statistics

Experiment

N Valid 37

Missing 37

Mean 81.03

Median 80.00

Mode 80a

Variance 44.416

Range 28

Minimum 62

Maximum 90

Sum 2998

a. Multiple modes exist. The

smallest value is shown

Table 4.7 showed that the data of X MIPA 1 as the experimental class

consisted of 37 students. The total of all data which was divided with the number

of data determined as mean score from the experimental class was 81.03. Median

score was 80.00. The mode score from the table was also 80.00. The set of scores

constituted a population determined a variance score was 44.416. The highest

score of the experimental class was 90 and the lowest was 62. The sum gained

from the total scores was 2998.

According to the table, it could be made a table of frequency distribution

which was presented as follows:

39

Table 4.8

Table of Frequency Distribution of Post Test Result of Experimental Class

Experiment

Frequency Percent Valid Percent

Cumulative

Percent

Valid 62 1 1.4 2.7 2.7

72 2 2.7 5.4 8.1

74 2 2.7 5.4 13.5

75 3 4.1 8.1 21.6

76 2 2.7 5.4 27.0

77 2 2.7 5.4 32.4

78 2 2.7 5.4 37.8

79 3 4.1 8.1 45.9

80 4 5.4 10.8 56.8

82 1 1.4 2.7 59.5

85 2 2.7 5.4 64.9

86 2 2.7 5.4 70.3

87 2 2.7 5.4 75.7

88 3 4.1 8.1 83.8

89 2 2.7 5.4 89.2

90 4 5.4 10.8 100.0

Total 37 50.0 100.0

Missing System 37 50.0

Total 74 100.0

40

Table 4.9

Table of Data Description of Post Test Result of Controlled Class

Statistics

Control

N Valid 37

Missing 37

Mean 63.81

Median 65.00

Mode 60a

Variance 108.602

Range

Minimum

41

44

Maximum 85

Sum 2361

a. Multiple modes exist. The

smallest value is shown Table 4.9 showed that the data of X MIPA 5 as the controlled class consisted

of 37 students. The total of all data which was divided with the number of data

determined as mean score from the controlled class was 63.81. Median score was

65.00. The mode score from the table was also 60.00. The set of scores constituted

a population determined a variance score was 108.602. The highest score of the

experimental class was 85 and the lowest is 44. The sum gained from the total

scores was 2361.

41

Table 4.10

Table of Frequency Distribution of Post Test Result of Controlled Class

Control

Frequency Percent Valid Percent

Cumulative

Percent

Valid 44 2 2.7 5.4 5.4

46 1 1.4 2.7 8.1

47 2 2.7 5.4 13.5

48 1 1.4 2.7 16.2

55 1 1.4 2.7 18.9

59 2 2.7 5.4 24.3

60 4 5.4 10.8 35.1

62 3 4.1 8.1 43.2

65 4 5.4 10.8 54.1

66 4 5.4 10.8 64.9

68 3 4.1 8.1 73.0

69 1 1.4 2.7 75.7

70 1 1.4 2.7 78.4

71 1 1.4 2.7 81.1

72 1 1.4 2.7 83.8

74 1 1.4 2.7 86.5

75 1 1.4 2.7 89.2

79 1 1.4 2.7 91.9

80 1 1.4 2.7 94.6

83 1 1.4 2.7 97.3

85 1 1.4 2.7 100.0

Total 37 50.0 100.0

Missing System 37 50.0

Total 74 100.0

Before the writer calculated the value of t-test to look at the hypothesis, the

writer had to analyze the normality and homogeneity of the data. The examination

of normality was needed to know whether the data had been normally distributed.

Then, after getting the normality, the next step was calculating the homogeneity of

data. It was proposed to look at whether the data was homogeneous or

heterogeneous.

42

3. Normality Test

The normality test is performed using Kolmogorov Smirnnov and Shapiro-

Wilk. The test is for the two groups, both post-test and pre-test group, to

determine if the distribution of the data from the sample is normal. Thus, the

researcher used SPSS version 22 software. If the normality is more than the level

of significance α (0.05), scores will be normally distributed.

Table 4.11

Normality Pre-test Results between Experimental and Controlled Class

Tests of Normality

Kelas

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig.

Pretest Experiment .143 37 .054 .957 37 .160

Control .111 37 .200* .933 37 .027

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Table 4.12

Normality Post Test Results between Experimental and Controlled Class

Tests of Normality

Kelas

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig.

Posttest Experiment .130 37 .118 .929 37 .021

Control .108 37 .200* .966 37 .319

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

In normality test based on Kolmogorov-Smirnov, data were stated as

distributed normal when sig. score was above 0.05. In the table above, it showed

that both experimental and controlled class had normal distribution data. The sig.

score in pre-test in controlled and experimental class were 0.054 and 0.200.

Meanwhile the sig. score in post-test between both of the class were 0.118 and

0.200.

43

4. Homogeneity Test

Homogeneity test is used to test whether the data from the two groups have

the same variant in order that the hypotheses can be tested by t-test. Like

normality test, this kind of test also uses SPSS version 22 software. Homogeneity

test was calculated by using Levine. The following tables contained the result of

test of homogeneity between both of the class.

Table 4.13

Homogeneity Pre-test Result between Experimental and Controlled

Class

Test of Homogeneity of Variances

Pretest

Levene Statistic df1 df2 Sig.

.098 1 72 .755

Table 4.14

Homogeneity Post Test Result between Experimental and Controlled

Class

Test of Homogeneity of Variances

Posttest

Levene Statistic df1 df2 Sig.

3.421 1 72 .068

In the test of homogeneity, data were stated as homogeny distribution when

sig. score was above 0.05. Sig. Score in these columns were 0.755 and 0.068.

These are bigger than 0.05 which means that these data had homogeny

distribution data.

5. Hypothesis Testing

In this part, the writer calculated the data to test the hypothesis that whether

there was effectiveness on students’ writing of recount text in experimental class

which used pictures and students’ writing of recount text in controlled class

without pictures. The writer calculated the data using T-test formula. Two classes

44

were compared, the experiment class was X variable and the controlled class was

Y variable. The formula of T-test was expressed as follows:

Here is the table of calculation between experimental class and controlled

class:

Table 4.15

The Comparison of Gained Score between Students in Experimental

Class and Students in Controlled Class

No. Eks X ctrl Y x=Mx-X y=My-Y x² y²

1 12 7 -7.78 -4.35 60.53 18.92

2 12 4 -7.78 -7.35 60.53 54.02

3 14 5 -5.78 -6.35 33.41 40.32

4 32 10 12.22 -1.35 149.33 1.82

5 22 12 2.22 0.65 4.93 0.42

6 34 -3 14.22 -14.35 202.21 205.92

7 2 12 -17.78 0.65 316.13 0.42

8 0 32 -19.78 20.65 391.25 426.42

9 9 16 -10.78 4.65 116.21 21.62

10 31 3 11.22 -8.35 125.89 69.72

11 25 13 5.22 1.65 27.25 2.72

12 5 26 -14.78 14.65 218.45 214.62

13 13 21 -6.78 9.65 45.97 93.12

14 20 3 0.22 -8.35 0.05 69.72

15 28 12 8.22 0.65 67.57 0.42

16 15 26 -4.78 14.65 22.85 214.62

17 40 9 20.22 -2.35 408.85 5.52

18 26 9 6.22 -2.35 38.69 5.52

19 17 19 -2.78 7.65 7.73 58.52

20 21 19 1.22 7.65 1.49 58.52

21 24 6 4.22 -5.35 17.81 28.62

22 13 14 -6.78 2.65 45.97 7.02

23 31 19 11.22 7.65 125.89 58.52

24 28 7 8.22 -4.35 67.57 18.92

25 34 17 14.22 5.65 202.21 31.92

26 11 17 -8.78 5.65 77.09 31.92

27 37 -2 17.22 -13.35 296.53 178.22

28 31 17 11.22 5.65 125.89 31.92

29 23 13 3.22 1.65 10.37 2.72

45

30 10 9 -9.78 -2.35 95.65 5.52

31 32 14 12.22 2.65 149.33 7.02

32 13 8 -6.78 -3.35 45.97 11.22

33 22 3 2.22 -8.35 4.93 69.72

34 8 6 -11.78 -5.35 138.77 28.62

35 9 1 -10.78 -10.35 116.21 107.12

36 17 6 -2.78 -5.35 7.73 28.62

37 11 10 -8.78 -1.35 77.09 1.82

∑ 732 420 0.14 0.05 3904.27 2212.43

Mean 19.78 11.35

From Table 4.15, it could be seen that the average of gained score of

experimental class was higher than controlled class. It meant that there was

effectiveness of using pictures in experimental class in students’ writing of

recount text.

The data were calculated based on the step of the test. The formulation as

followed:

1. Determining mean of variable X(Mx), with the formula:

2. Determining1 mean of variable Y(My), with the formula:

3. Determining of standard of deviation X(SDx), with the formula:

√

√

√

4. Determining of standard of deviation Y(SDy), with the formula:

√

√

√

5. Determining of standard errors mean of variable X(SEmx), with the formula:

√

√

46

6. Determining of standard errors mean of variable Y(SEmy), with the formula:

√

√

7. Determining of standard errors of different mean of variable X and mean of

variable Y, with the formula:

√

√( ) ( )

√

√

= 2.13

8. Determining with the formula:

df = (N1+N2)-2

= (37+37)-2

=72

47

Based on the hypothesis that had been explained in chapter III, which was:

Ho: There was effectiveness of using pictures on students’ writing of recount

text.

Ha: There was no effectiveness of using pictures on students’ writing of

recount text.

To prove the hypothesis, the data obtained from experimental and controlled

class were calculated by using t-test formula with assumption as follows:

If to ≥ ttable the Null Hypothesis (Ho) is rejected, it means that there was

effectiveness of using picture on students’ writing of recount text. In the other

hand, if to ≤ ttable the Null Hypothesis is accepted, it means that there was no

effectiveness of using picture on students’ writing of recount text.

Based on the description of the calculation above, it could be concluded that:

a) The value of ttable in the significance 1% was 2.63 and 5% was 1.99

b) The value of t0 was 3.96

c) So, the result was 1.99 < 3.96 > 2.63. It meant that to (t observation) was

higher than tt (t table).

C. Interpretation of the Result

The discussion of the research was based on the research question, which was

to know whether there was effectiveness of using pictures on students’ writing of

recount text at the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan.

Based on the post-test result was known that the students’ writing of recount text

showed difference in both experimental class and controlled class. The average of

pre-test score in experimental class was 61.24 and in controlled class was 52.46.

Comparing with the average score of post-test, experimental class had 81.02 and

controlled class had 63.81. The post-test in experimental was higher than the

controlled class.

Each class had 37 students, so the degree of freedom (df) was (37 + 37) – 2 =

72. The critical value with df 78 in significance of 5% was 1.99 while in

48

significance 1% was 2.63. The to was 3.96. Therefore, to = 3.96 was higher that the

degree of significance 5% and 1%, 1.99 < 3.96 > 2.63, which meant that the null

hypothesis was rejected and the alternative hypothesis was accepted.

Related to the theories in chapter II about writing, recount text and picture,

picture can be used in a class because of the two advantages of picture for

teaching and learning, which are sufficient amount of language and help students

to focus attention and develop critical judgment. Therefore, in teaching writing of

recount text by using pictures was effective based on the result of the study and

the theory. It could be concluded that using pictures was effective on students’

writing on recount text at the tenth grade students of SMA Negeri 9 Kota

Tangerang Selatan.

49

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the research and calculating the data, conclusion could be

stated that it was effective of using pictures on students’ writing of recount text. It

could be seen from the average of post-test result in experimental class was 81.02

and the average of gained score was 19.78. The average of post-test result in

controlled class was 63.81 and the average of gained score was 11.35.

Statistically, it was proven that in significance degree of 5% is 1.99 < 3.96 >

2.63. It meant that to (t observation) was higher that tt (t table). So, the null

hypothesis (H0) was rejected. The answer of research problem was proven that

there was effectiveness of using pictures on students’ writing of recount text,

where there is a significant progress in students’ recount writing.

Students’ writing of recount text got higher score if students used pictures to

help them in writing as it can help to build their ideas. Students who did not

receive treatment got lower score than students who received treatment.

B. Suggestion

The result of this study showed that it is effective to be applied in teaching

and learning process. After the writer conducted the research, suggestion could be

appeared related to research findings and discussion. The points are:

1. Students should use picture to help them improve their writing skill as picture

has so many advantages.

2. Students who have skill in drawing can use it to improve language skills, such

as writing, so that they can increase their writing ability, especially for

academic purposes in school.

3. The teachers should develop students’ idea by using pictures (or other media)

and make it come easier when students should write. By using picture – in this

case students’ photo, their memory will appear about what to write.

4. The teachers should motivate students to develop their writing by using media,

and the simplest one is picture, because it makes students’ visualization

50

refreshed. So, they do not only see their writing but also pictures as their tool for

writing recount text.

51

REFERENCES

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Edukasi, 2013

Anderson, Mark and Kathy. Text Types in English. South Yarra: MacMillan

Education, 1997

Awaliah, Dewi. The Effectiveness of Picture Series towards Students’ Writing

Skill in Narrative. Jakarta: UIN Syarif Hidayatullah Jakarta, 2014

Azmi, Ulul. A Correlation between Students’ Mastery of Past Tense and Their

Ability in Writing Recount Text. Jakarta: UIN Syarif Hidayatullah Jakarta,

2011

Barnet, Sylvan and Marcia Stubbs. Barnet & Stubbs’s Practical Guide to Writing:

Fourth Edition. Canada: Little, Brown & Company (Canada) Limited,

1983

Binder, Carol A. and Susan Lopez-Nerney. Writing in Process: Strategies for

Organization and Development, 2nd edition. Singapore: Pearson Education

South Asia, 2005

Creswell, John W. Educational Research: 4th edition. Boston: Pearson Education

Inc., 2012

Giyatno. Improving Students’ Writing Skill On Recount Text Using Questioning

Technique and Facebook Media. Surakarta: Sebelas Maret University,

2011

Harmer, Jeremy. The Practice of English Language Teaching: 3rd edition. Essex:

Pearson Education, 2001

Haryati. An Analysis on the Grammatical Errors in the Students’ Recount Text

Writing. Jakarta: UIN Syarif Hidayatullah Jakarta, 2012

Hedge, Tricia. Writing. Oxford: Oxford University Press, 1988

Hyland, Maureen. Writing Text Types: A Practical Journal. Western Australia:

RIC Publications, 2009

Indah, Dwi N. Improving Writing Recount Text by Using Photographs. Semarang:

IKIP PGRI Semarang, 2010

52

Langan, John. Exploring Writing Paragraphs and Essays. New York: McGraw

Hill, 2008

Miller, Robert Keith. Motives for Writing Fifth Edition. New York: McGraw-Hill,

2006

Pharr, Donald and Santi V. Buscemi, Writing Today. New York: McGraw Hill

Companies, 2005

Raimes, Ann. Techniques in Teaching Writing. Oxford: Oxford University Press,

1983

Raymond, James C. Writing (Is an Unnatural Act). New York: Harper & Row

Publishers, 1980

Richards, Jack C. The Language Teaching Matrix, USA: Cambridge University

Press, 1990

Scholes, Robert and Nancy R. Comley. The Practice of Writing: Second Edition.

New York: St. Martin’s Press Inc., 1985

Walter, Teresa. Teaching Englsih Language Learners. New York: Pearson

Education, 2004

Weigle, Sara C. Assessing Writing. Cape Town: Cambridge University Press,

2002

Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge

University Press, 1989

Yusnita, Enny, Clarry Sada and Dewi Novita. Improving Students’ Recount

Writing Text by Using Picture Series. Pontianak: Tanjungpura University,

2011

Zemach, Dorothy E. and Carol Islam. Writing in Paragraphs. MacMillan, 2005

http://educasi-mediafor.blogspot.com/2013/06/definition-and-examples-of.htmlhttp://www.englishindo.com/2012/03/report-text-penjelasan-contoh.html#definition%20of%20report%20texthttp://www.englishindo.com/2012/03/report-text-penjelasan-

contoh.html#definition%20of%20report%20text

http://serc.carleton.edu/sp/library/media.htmlhttp://zvavanhuchopper.blogspot.com/2010/10/blog-post_17.html

APPENDICES

Scoring Table for Writing

Scoring

Element

Scale Quality Description

Content 30-27 Excellent to

very good

Knowledge – substantive –

thorough development of thesis –

relevant to assigned topic.

22-26 Good to

average

Some knowledge of subject –

adequate range – limited

development of thesis – mostly

relevant to topic, but lack detail.

21-17 Fair to poor Limited knowledge of subject –

little substance – inadequate

development of topic.

16-13 Very poor Does not show knowledge of

subject – non-substantive – not

pertinent – OR not enough to

evaluate.

Organization 20-18 Excellent to

very good

Fluent expression – ideas clearly

stated/supported – succinct – well

organized – logical sequencing –

cohesive.

17-14 Good to

average

Somewhat choppy – loosely

organized but main ideas stand out

– limited support – logical but

incomplete sequencing.

13-10 Fair to poor Non fluent – ideas confused or

disconnected – lacks logical

sequencing and development.

Scale Quality Description

9-7 Very poor Does not communicates – no

organization – OR not enough to

evaluate.

Vocabulary 20-18 Excellent to

very good

Sophisticated range – effective

word/idiom choice and usage –

word form mastery – appropriate

register.

17-14 Good to

average

Adequate range – occasional errors

of word/idiom form, choice, usage

– meaning confused or obscured.

13-10 Fair to poor Limited range – frequent errors of

word/idiom form, choice usage –

meaning confused or obscured.

9-7 Very poor Essentially translation – little

knowledge of English vocabulary,

idioms, word form – OR not

enough to evaluate.

Language Use 25-22 Excellent to

very good

Effective complex constructions –

few errors of agreement, tense,

number, word order/function,

articles, pronouns, prepositions.

21-18 Good to

average

Effective but simple constructions

– minor problems in complex

constructions – several errors of

agreement, tense, number, word

order/function, articles, pronouns,

prepositions but meaning seldom

obscured.

Scale Quality Description

17-11 Fair to poor Major problems in simple/

complex constructions – frequent

errors of negation, agreement,

tense, number, word

order/function, articles, pronouns,

prepositions and/or fragments, run-

ons, deletions – meaning confused

or obscured.

10-5 Very poor Virtually no mastery of sentence

construction rules – dominated by

errors – does not communicate –

OR not enough to evaluate.

Mechanics 5 Excellent to

good

Demonstrates mastery of

conventions – few errors of

spelling, punctuation,

capitalization, paragraphing.

4 Good to

average

Occasional errors of spelling,

punctuation, capitalization,

paragraphing but meaning not

obscured.

3 Fair to poor Frequent errors of spelling,

punctuation, capitalization,

paragraphing – poor handwriting –

meaning confused or obscured.

2 Very poor No mastery of conventions –

dominated by errors of spelling,

punctuation, capitalization,

paragraphing – handwriting

illegible – OR not enough to

evaluate.

SCORE:

Content + Organization + Vocabulary + Language Use + Mechanics = (TOTAL

SCORE)

Categorization of Scoring

Categorization Score

Excellent 80 – 90

Good 70 – 80

Fair 60 – 70

Poor 50 – 60

TIMELINE RESEARCH

Experimental Class (X MIPA 1)

No. Date Time Description

1.

2.

August 18 2015

August 25 2015

10.30-12.00

10.30-12.00

a. The teacher introduced herself and

delivered her purpose.

b. The teacher gave pre-test with this

command:

“Write 3 paragraphs (± 150 words)

about your MOST MEMORABLE

MOMENT in your life!”

c. The teacher gave explanation about

recount text (definition, structure,

purpose and kinds of recount text).

d. The teacher gave 5 different pictures to

5 groups in the class.

e. Students should complete the story by

completing the sentences given by the

teacher in each picture.

f. Randomly, the teacher showed the

pictures one by one on the screen. The

group which got the picture shown must

present their work.

a. The teacher told her story when she was

studying in the school, then the teacher

asked 2 students to tell their stories in

previous school (junior high school).

b. The teacher asked students to make a

group consisted of 5 students and gave

recount text without title.

c. Students were asked to find the generic

3.

4.

September 1 2015

September 8 2015

10.30-12.00

10.30-12.00

structure and to guess the title. After

that, they should draw what the text

about.

d. Each group presented their work but

firstly, they asked the other students to

guess the title of the picture they had

drawn.

a. The teacher discussed about the latest

issue – “selfie” to start the experiment

that students should write by looking

their own photographs.

b. The teacher asked students to choose

their photo in their gadget.

c. The students were asked to write short

story about the picture by paying

attention to these questions:

1. What did you do at that time?

2. Why did you do that?

3. Where were you?

4. When did you take the picture?

d. The teacher asked 2 students to tell their

story behind the photo in front of the

class. Some students (if they wanted)

showed the photo on the screen, then

told the story.

a. The teacher showed a photo that had

been taken in the previous meeting.

b. Students were asked to write what

happened in the class last week based on

the photo.

c. 2 students were asked to tell their

writing. After that, they chose 2 other

students to tell their writing.

d. The teacher gave post-test with this

command:

“Write 3 paragraphs (± 150 words) about

your MOST MEMORABLE MOMENT

in your life!”

Controlled Class (X MIPA 5)

No. Date Time Description

1.

2.

August 19 2015

August 26 2015

10.30-12.00

10.30-12.00

a. The teacher introduced herself and

delivered her purpose.

b. The teacher gave pre-test with this

command:

“Write 3 paragraphs (± 150 words)

about your MOST MEMORABLE

MOMENT in your life!”

c. The teacher gave explanation about

recount text (definition, structure,

purpose and kinds of recount text).

d. The teacher asked students to write

down an example of recount text.

Students were allowed to find it via

internet or borrow English books in the

library.

e. Students were asked to make a mark for

each feature of recount text on their text.

a. Students translated the text they had

written in the previous meeting.

b. The task was collected to the teacher.

3.

4.

September 2 2015

September 9 2015

10.30-12.00

10.30-12.00

a. The teacher showed recount text on the

screen and students were asked to find

the verbs 2.

b. The verbs 2 which students had found

should be used to make a sentence for

each verb. They were free to make

sentence by using the verbs.

c. Some students wrote their sentence on

the whiteboard.

a. The teacher gave a task in form of essay

questions.

b. Students were asked to answer those

questions based on the texts given.

c. Students should underline the verb 2 in

the texts.

d. The teacher gave post-test with this

command:

“Write 3 paragraphs (± 150 words) about

your MOST MEMORABLE MOMENT

in your life!”