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who are taught by using photographs in Facebook and those who are taught by conventional technique.
1.5 Significance of the Study
The significance of this study will be useful for both English teachers and students.
a Students
This study will help students to develop their writing skill by express their ideas, especially in describing thing. It will make the teaching and learning
process more interesting and effective. b
Teacher The result of this study will be useful for the teachers so that they will
recognize the importance of using media in teaching learning process.
1.6 Limitation of the Study
The study is limited on using photographs in Facebook in teaching descriptive text to improve students’ writing skill. The researcher will conduct a
research for this study to the 10
th
year students of SMA Islam Sultan Agung 2 Jepara.
1.7 Outline of the study
This study consists of five chapters.Chapter I consists of introductionof the study. It discusses background of the study, reasons for choosing the topic, statements of
the problem, objectiveof the study, significance of the study, limitation of the study, and outline of the study.
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Chapter II consists of the review of related literature. It discusses the review of previous study, definitions of writing, components of writing, steps of writing,
features of descriptive text, discussions of photograph, Facebook, teaching writing in senior high school, and teaching writing using real phenomenon photographs in
Facebook in senior high school. Chapter III consists of methods of investigation. It discusses experimental
design, procedure of experimental design, subject of the study, instrument of the study, procedure of collecting data, and method of data analysis,.
Chapter IV shows the findings from try-out test, test result, normality, and homogeneity, different gain between pretest and posttest, t-test result, and the
discussion of research finding. Chapter V presents the conclusion from the findings and some suggestions.
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CHAPTER II REVIEW OF RELATED LITERATURE
In chapter II, the researcher would like to present review of related literature. It consists of review of previous study, review of theoretical background, teaching
writing in senior high school, teaching writing using photographs in Facebook in
senior high school, and framework of the study.
2.1 Review of Previous Study
The researcher reviews two previous studies. The first study was conducted by Nur Anas Fatroni 2012. The study was entitled “The Use of 3D Images in
Improving Students’ Ability in Writing Descriptive Text An Experimental Research of the seventh Grade Students of SMPN 1 Ungaran in the Academic
Year 20112012 ”. The result of the study shows that using 3D images in teaching
writing descriptive was effective since it could simulate the students’ interest in
writing. Second, the study of Rohmah Tri Yoga 2012 entitled ‘The Use of Blog to
Improve Descriptive Writing Skill The Classroom Action Research at the Seventh Graders of State Junior High School 21 Semarang in the Academic Year
of 20112012 ”. According to her research, there was a significant improvement
of student s’ ability of writing descriptive text after being taught by using blog.
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From those reviews of previous studies above, using media in teaching writing descriptive text is very effective. The researcher would like to use
photographs in teaching writing descriptive text. The researcher would like to use the things around students and give them new information in this world.
Nowadays, many people use online network,especially social network, soheconducts a research about teaching writing descriptive text in different
medium, i. e.Facebook.
2.2 Review of Theoretical Background
The researcher provides writing, descriptive text, and media discussions as the review of theoretical background.
2.2.1 Writing
To know the concept of writing, the researcher mentions definitions of writing, components of writing, and steps of writing.
2.2.1.1 Definitions of Writing
There are several definitions of writing that can be studied. Hyland 2004:5 states that “to get things done such as; describing something, telling a story, requesting
an overdraft, drafting an essay, and so on ”. One must follows certain social
conventions for organizing messages, and these conventions can be described and taught.
Meyers 2005:2 states that “writing is a way to produce language, which you do naturally when you speak. It is partly a talent, but it is mostly a skill, and
like any skill, it improves with practice. Writing is also an action-a process of
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discovering and organizing your ideas, putting them on paper, and reshaping and revising them
”. We can say writing as the most sophisticated skill because in writing itis not
only about the meaning and structure but also punctuation, spelling, and capitalization. According to Vallete 1977:217,
“the student learning a foreign language follows a series steps in developing the writing skill. People have used
many tools for writing including paint, pencils, pens, typewriters, and computers. The writing can be formed on the wall of a cave, a piece of paper, or a computer
screen ”.
From definitions above, it can be concluded that writing is a way to produce language containing ideas, feelings, and experiences which through a long process
with a specific purpose into written form and somehow can be applied into a medium.
2.2.1.2 Components of Writing
Writing is not only developing words into sentences, but it also deals with how to communicate ideas through written text. If a writer would like to produce a good
writing, shehe needs to pay attention in components of writing which are stated by Boardman 2002: 31-44. They are:
1 Topic sentences
A topic sentence is the most important sentence in a paragraph because it contains the main idea of paragraph. A good topic has two parts: the topic
and the controlling idea.
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2 Supporting sentences
The supporting sentences support the topic sentence. The common ways to support a topic sentence are to use facts or statistics, example, and personal
experiences. 3
Coherence All good paragraphs have some characteristics in common. The first of this
is called coherence. A coherence paragraph is made up of sentences that are ordered according to a principle. The principle changes depending on the
type of paragraph that you are writing. The three types of ordering are chronological ordering, spatial ordering, and logical ordering.
4 Cohesion
One of the components of a good paragraph is cohesion. A paragraph has cohesion when all the supporting sentences “stick together” in their support
of the topic sentence. The methods of connecting sentences to each other are called cohesive devices. Five important cohesive devices are linking words,
personal pronouns, definite articles, demonstrative pronouns, and synonyms. 5
Unity A paragraph has unity when all the supporting sentences relate to the topic
sentence. With unity, the product of writing will be easier to understand because from the beginning to the end it only talks about one topic.
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6 Completeness
Another component of paragraph is completeness. A paragraph is complete when it has all the major supporting sentences. It needs to fully explain the
topic sentence and all the minor supporting sentences. It needs to explain each major supporting sentence.
2.2.1.3 Steps of Writing
They are generally six steps of writing that we need to reach a good product of writing which are stated by Meyers 2004:3-12 as follows:
1 Explore ideas
Before starting to write, a writer has to explore as many ideas as possible since writing involves discovering ideas as much as possible, then heshe
records it to save the idea. In this step, a writer has also to focus the ideas systematically by considering three questions: first, the subject which means
the material that heshe intends to write about. Second, the purpose which means the
writers’ intention from hisher writing toward the reader. Third is the audience; in this case is the reader. The audience influences the language
used in conveying the writing subject and the purpose that a writer’s wants to achieve.
2 Pre-write
Writing process involves writing the idea on a piece of paper or on a computer. In this step, a writer does not have to worry about the grammar,
diction, spelling or punctuation because heshe will revise ot later. There are
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three steps in pre-writing: first, brainstorming, i.e. listing thought as they come in mind. Second is clustering. In this step, a writer may write the
subject in the middle of the page, circle it, and then write related ideas around the main circle. And free writing. In this step, a writer simply writes
about the subject without worrying about the sentence structure, spelling, logic, and grammar.
3 Organize
In this step, a writer begins to organize ideas after putting hisher ideas into words. This process involves selecting, subtracting, and adding ideas, and
then outlining them. 4
Write a first draft In this step, a writer writes as fast as possible, as if heshe was speaking to
hisher readers to record hisher thoughts. If an idea occurs to himher that belongs earlier in the draft, make a note about it in the margin and write on a
sheet of paper. 5
Revise the draft In this step, a writer may add or omit material, move and remove ideas that
have no fitted, revise it several times until produce a good composition of the text. It is considering as the part of writing process that may take the
most time. 6
Produce the final copy Finally, a writer can edit it and carefully check the correction after heshe
had revised the draft. Notice that this final draft is more entertaining than
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the original. All of its content develops the main point. Its sentences are clear and it has plenty of details.
2.2.2 Descriptive Text
In this part, the researcher mentions definition of descriptive text and features of descriptive text.
2.2.2.1 Definition of Descriptive Text
Descriptive is one genre which must be learned by students of senior high school. According to Anderson and Anderson 1997:48, “descriptive text is a text which
says what a person or thing is like”. Another definition about descriptive text comes from Broadman 2002:6, he state
s that“descriptive text is kind of paragraph which is used to describe what something looks like. It means
descriptive text can be formed into two types; they are speaking and writing description
”. So, descriptive text is a kind of genre which is used to describe a particular person, place, activity, idea or thing which is drawn in word form both
speaking and writing.
2.2.2.2 Features of Descriptive Text
According to Gerot and Wignell 1995:208, descriptive has “two generic
structures; they are identification which introduces the participants, such as the person who, place or thing to be described what and description which
describes part, qualities, and characteristics ”.
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G e r o t a n d
W i gn e l l a l s o
s t a t e t h a t
t h e r e a r e
f o u r s i gn i f i c a n t lexicogrammatical features of descriptive text. They are:
1 Focus on specific participants.
2 Use of attributive and identifying processes.
3 Frequent use of epithets and classifiers in nominal groups.
4 Use of simple present tense.
2.2.3 Media
In this part, the researcher mentions the discussions of photograph and Facebook in teaching writing.
2.2.3.1 Photograph
Sudjana and Rivai 2007:71 state that “photograph is a kind of flat opaque picture including picture and printed paintin
g”. Photograph belongs to graphical media or two-dimensional media, which can also be transferred into transparent
picture by using opaque projector. 2.2.3.1.1
Characteristics of Photograph Sudjana and Rivai 2007:72-73 state that there are five characteristics of
photograph. They are: 1
Photograph is two-dimensional media and belongs to still opaque picture that is very important for the teaching purpose.
2 Photograph can give the impression of moving activity, a man who is riding
a motorcycle for instance.
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3 Photograph focuses on topic and impression, thus photograph can be
valuable media in teaching and learning process. 4
Photograph enables students to observe object, person, place or situation presented in detail and individually.
5 Photograph can be used in all subjects of study.
2.2.3.1.2 Criteria in Selecting Photograph as Media
According to Sudjana and Rivai 2007:72-73, there are criteria in selecting photograph as media for teaching. Those are:
1 Photograph has to cover the instructional goal.
2 Photograph has to cover artistically sense properly.
3 Photograph for teaching and learning process has to be clear and have
proper size. 4
Photograph should be valid. 5
Photograph should be interesting for students.
2.2.3.2 Facebook
Facebook is an effective website for engaging young people in social issues. Many students communicate with other students through profile pages on daily
basis. By creating classroom Facebook assignments, the researcher can help the students to learn collaboratively, use the internet for educational, as well as social
purposes and learn internet etiquette. Facebook has much impact on learning. It is kind of sites for online collaboration; an integral tools in the live of students
nowadays. Like other media, Facebook function as online diary.
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2.2.4 Teaching Writing in Senior High School
Senior high school students are expected to reach informational level because they are prepared to university. They are expected to produce knowledge using their
own language. In this case, the students should be able to create a text using their own words. In senior high school, literacy is the focus of development of learning
English in the curriculum. One of the goals is developing communication skill in English both spoken and written. It means that they have to master four skills;
they are listening, speaking, reading, and writing. Students who have mastered those four skills are regarded to be able to use the language at production level.
There are 13 text types in senior high school curriculum which are learned by students. They are procedure, descriptive, recount, narrative, report, news item,
analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking. Descriptive is the one of text types which must be taught.
The following are competencies in teaching writing descriptive text in senior high school in line with School Based Curriculum KTSP:
Standard competence: Mengungkapkan maknadalam teks tulis fungsional pendek dan esei
sederhana berbentuknarrative, descriptive dan news item dalam konteks kehidupan sehari-hari.
Basic competence:
Mengungkapkan makna dalam bentuk teks tulis fungsional pendek misalnya pengumuman, iklan, undangan dll. resmi dan tak resmi secara
akurat, lancar dan berterima yang menggunakanragam bahasa tulis dalam konteks kehidupan sehari-hari.
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk narrative, descriptive, dan news item.
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Teaching writing is not easy. There is a requirement for the teacher if he or she
would like to teach writing. He or she must find out students’ background knowledge. It will not easy for them to find out. At least, they understand about
elements in writing.There are five elements in writing should be mastered by students. They are:
1 Content
Content refers to the sentences that flow easily and not too hard to understand although it is a simple writing. The reasonable sentences that
should be arranged into a good story. 2
Organization It refers to reasonable sentences which support the topic of the writing. The
students’ idea is well organized and can be understood by the reader. 3
Grammar A text cannot stand without grammar. Characteristic of a good text also
depends on its grammar. The employment of grammatical patterns in writing influences the meaning of what the writer will write.
4 Vocabulary
It is necessary to keep writing product clear, concise, and make sure that the ideas over in comprehensible form.
5 Mechanic
Mechanics include matters such as spelling, punctuation, and capitalization.
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2.2.5 Teaching Writing Using Photographs in Facebook in Senior High
School
Internet is really important for our daily life. Almost all people are dependent on internet and cannot live without it especially in social media. By using social
media, we caninteract among people around the world. People usually use social media to share pictures, videos, music, and also as a medium of writing among
people. Facebook and photograph can be an interesting medium for teaching.
Photograph is more contextual and situational so that it can give real impressions of object, person, place, and situation outside the classroom and bring it up into
the class to give students an interesting, meaningful, and playful experience. Students hopefully will be able to write descriptive text more clearly, concrete,
and detail.
2.3 Framework of the Present Study
