USING PICTURE PHOTOS IN WRITING AT SMP MUHAMMADIYAH 6 DAU MALANG IN ACADEMIC YEAR 2012/2013
USING PICTURE PHOTOS IN WRITING AT SMP MUHAMMADIYAH 6
DAU MALANG IN ACADEMIC YEAR 2012/2013
THESIS
By:
Agustina Triandisasi
08360080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
ACKNOWLEDGEMENTS
Alhamdulillah, praise be to God for endless guidance and mercy in the
successful of this thesis. First of all, I would like to convey my deep thankfulness to
the Almighty God, Allah SWT.
To share my debt and thank, I would sincere gratitude appreciate the
following individuals from whom I received valuable things from the beginning up to
the last process of writing this thesis, they are:
1.
Sri Yuli Utami and my sister always gives mo love, advices, prays, supports.
2.
My first advisor Dra. Iswahyuni, M. Pd. the biggest to her for the worthy advice
and suggestion, helpful correction to complete and finish the thesis.
3.
My second advisor Santi Prastiyowati, S.Pd for the worthy advice and
suggestion, helpful correction to complete and finish the thesis.
4.
Many friends that the writer could not mention one by one for their help during
the preparation of this thesis.
Hopefully Allah SWT will give them in return all of the good things that have
been given to her. Amin.
Malang, November 8, 2013
The Writer
Agustina Triandisasi
TABLE OF CONTENTS
APPROVAL.........................................................................................................
i
LEGALIZATION ...............................................................................................
ii
MOTTO & DEDICATION ...............................................................................
iii
ACKNOWLEDGEMENTS ................................................................................
iv
ABSTRACT .........................................................................................................
v
TABLE OF CONTENTS ....................................................................................
vi
CHAPTER I: INTRODUCTION
1.1 Background of the Study...................................................................
1
1.2 Statement of the Problem .................................................................
4
1.3 Purpose of the Study .........................................................................
4
1.4 Hypothesis .........................................................................................
5
1.5 Significance of the Study ..................................................................
5
1.6 Scope and Limitation .......................................................................
6
1.7 Definition of Key Terms ..................................................................
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Language Teaching ...........................................................................
7
2.2 Teaching for Secondary Students......................................................
8
2.3 Teaching Writing ..............................................................................
10
2.3.1 Types of Classroom Writing Performance ......................................
11
2.3.2 Role of the Teacher in Teaching Writing ........................................
13
2.4 Picture ...............................................................................................
15
2.5 Syllabus for SMP ..............................................................................
17
2.6 SMP Muhammadiyah 6 Dau Malang .................................................
18
2.7 Previous Reseaches ............................................................................
18
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ................................................................................
20
3.2 Population ........................................................................................
21
3.3 Sample ...............................................................................................
21
3.4 Research Instrument ..........................................................................
21
3.5 Data Collection..................................................................................
22
3.5 Data Analysis ....................................................................................
23
CHAPTER IV: FINDINGS AND DISCUSSIONS
4.1 Findings .............................................................................................
25
4.2
28
Discussions.......................................................................................
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .......................................................................................
31
5.2 Suggestions .......................................................................................
31
REFERENCES
APPENDIXES
REFERENCES
Ary, D., Jacobs, and Razavieh, A. 2002. Introduction to Research in Education Sixth
Edition. US: Thomson Wadsworth Inc.
Aprilia, Rika. 2010 The Use of Chain Pictures as Medium for Developing Students’
Writing Skill of Narrative Texts (A Case of the Eighth Grade Students).
Unpublished Thesis. Semarang. Diponegoro University. Retrieved from
http/www.undip.ac.id. on 12/May/2012.
Brown, Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language pedagogy. Second Edition. Addison Wesley Longman, Inc.
Pearson Education Company. San Fransisco State University.
Cahyono, B.,Y. & Widiati, U. (Ed.). 2011. The Teaching of English as a Foreign
Language in Indonesia. Malang. State University of Malang press.
Cahyono, B.,Y. & Kusumaningrum, S.,R. (Ed). 2011. Practical Techniques for
English Language Teaching. Malang. State University of Malang Press.
Cahyani, H. & Cahyono, B.,Y. (Ed.). 2011. Best Practices in the Teaching of English.
Malang. State University of Malang Press.
Cahyono, B.,Y. (Ed.). 2009. Techniques in Teaching EFL Writing. Malang. State
University of Malang Press.
Callahan & Clark. 1988. Teaching in the Middle and Secondary Schools. Seventh
Edition. New York. Macmillan Publishing Company.
Celce & Murcia. (Ed.). 2001. Teaching English as a Second or Foreign Language.
Third Edition. USA. Heinley & Heinley.
Harmer, Jeremy. 2007. How to Teach English. New Edition. Edinburgh. Pearson
Longman.
Richards, J.,C. & Rodgers, T.,S. 1992. Approaches and Methods in Language
Teaching: A Description and Analysis. Cambridge. Cambridge University
Press.
Royanti. 2007. The Use of English Comics to Improve Students’ Ability in Story
Retelling (the Case of Eighth Year Students of SMPN I Bojong Pekalongan in
the Academic Year 2006/2007). Unpublished Thesis. Semarang. Diponegoro
University. Retrieved from http/www.undip.ac.id. on 12/May/2012.
CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and definition
of the key terms.
1.1 Background of the Study
English is an international language, meaning that it is used for
communication among people in the world. It has seen a massive increase in English
language teaching all over the world because English has become international
language, not only in schools but also in factories and elsewhere. The knowledge of
English is required by many employers and in many other parts of people’s life.
However, learning and understanding English are not easy as learning and
understanding our own language because English is purely a foreign language for
Indonesian learners. That makes important to understand English well in the future
and this is the reason for finding better and more enjoyable ways how to teach
English, especially teaching young learners, such as secondary and high students.
Teaching secondary or high students needs an enjoyable ways because
secondary and high students are in the process of changing from children to adults,
where the students undergo a period of instability and insecurity. In this stage, the
students are generally like to try independently opportunities which are available,
1
2
which means schools and teachers should provide opportunities for them to explore
and experiment by giving them a supportive condition and situation (Callahan and
Clark, 1988: 6).
According to Brown (2001: 232), there are four skills in English, namely:
listening, speaking, reading and writing as the paramount importance in English
teaching. It means learners can be judged as good in English language when they
master those four skills. In learning language, writing places the most difficult level.
Celce and Murcia (2001: 207) explain, within the communicative of language
teaching, the skill of writing places special place because through writing the person
can convey a variety of messages. A major achievement in writing is when the person
can express his or her ideas in foreign language with reasonable coherence and
accuracy. Therefore, teaching writing is not an easy task for the teacher. Teacher also
should be creative and innovative in teaching writing.
Since teaching for secondary students should provide opportunities much
more for the students, the researcher is interested in teaching them using picture to
narrate the story in writing. As a common knowledge that the students at this age are
generally desiring to tell their feeling or ideas more often. Therefore, the researcher is
going to conduct experimental study using picture, in this case, the students are
expected to narrate the story based on the pictures.
According to Raimes, in Cahyono (2009; 6), pictures such as drawings,
photos, posters, slides, cartoons, advertisements, diagrams, graphs, tables, charts, and
maps, can be valuable resources for teaching writing. It is because everybody likes to
3
look at pictures, so the use of picture can give the stimulus students’ attention in the
classroom. The students will get inspirations from the pictures which are mixed with
their thought and ideas, then expressed in their writing.
Related to the research using story, there was previous research conducted
by Royanti (2007). She focused on whether there was any significant difference in the
improvement of students’ mastery in story retelling using comics and without using
comics and identifying the effectiveness of English comics as a medium of teaching
story retelling. She found that there was significant difference in the achievement
between the students who were taught using comics and students who were taught
without comics. It was concluded that English comics was an effective medium of
teaching story retelling.
Another research about using picture was conducted by Aprilia (2010). Her
research was to find out whether or not the use of chain pictures was effective for
developing students’ writing skill of narrative text. She found that the use of chain
pictures is effective for developing students’ writing skill of narrative texts. Chain
pictures are very beneficial for the students in order to facilitate them in learning
English especially writing narrative texts. Therefore, a teacher should always give an
interesting atmosphere in teaching-learning process to make the students enjoy
learning English more.
Different from the previous researches above, this research is going to be
done at SMP Muhammadiyah 6 Dau Malang. The school was chosen because writing
skill gets less time allocation in teaching learning process of English subject. It is
4
only given in two sessions. The most often taught in English subject in this school is
reading skill. Based on the Annual Program of the Syllabus in the first semester,
writing skill is given in four sessions. Moreover, this school never gets particular
achievement in writing skill. Based on the previous interview to the English teacher,
the researcher got the information that the school never gives students opportunities
to perform their writing ability by holding contests. Thus, the researcher is going to
do a research in using picture in writing class for the students in SMP
Muhammadiyah 6 Dau Malang.
1.2 Statement of the Problem
Based on the background of the study above, the researcher formulates the
problem as follows:
“Do picture implemented in writing give better achievement to the students
at SMP Muhammadiyah 6 Dau Malang?”
1.3 Purpose of the Study
Relating to the statement of the problem, the purpose of the study is as
follows:
“To know whether picture implemented in writing give better achievement
to the students at SMP Muhammadiyah 6 Dau Malang.”
5
1.4 Hypothesis
In this research, the researcher uses two hypotheses that have to be tested,
namely null hypothesis and alternative hypothesis.
1.4.1
Alternative Hypothesis (Ha)
Picture implemented in writing gives better achievement to the students at
SMP Muhammadiyah 6 Dau Malang.
1.4.2
Null Hypothesis (Ho)
Picture implemented in writing does not give better achievement to the
students at SMP Muhammadiyah 6 Dau Malang.
1.5 Significance of the Study
This research has theoretical and practical significance for students and
teachers. Theoretically, this research can give valuable input for teachers in teaching
writing in English language. Practically, the researcher hopes this study gives
feedback to the teachers especially at SMP Muhammadiyah 6 Malang, so the teachers
will try to improve their method, technique, and media in teaching writing. For
students, it will motivate students to improve their interest in writing using English
language since they will find out that writing is easy to do by using picture, that it
will help them to write English fluently.
6
1.6 Scope and Limitation
The scope of this research is using picture in writing. In this case, the pictures
used here are about traveling. The subjects of this research are limited on the second
year students at SMP Muhammadiyah 6 Dau Malang in Academic Year 2012/2013.
1.7 Definition of the Key Terms
Definition of key term is made in order to avoid misunderstanding of the concept
that is used in this study. The researcher defines the key term as follows:
Picture in this research is pictures related to “traveling” which then narrated by
students to improve their writing skill.
DAU MALANG IN ACADEMIC YEAR 2012/2013
THESIS
By:
Agustina Triandisasi
08360080
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
ACKNOWLEDGEMENTS
Alhamdulillah, praise be to God for endless guidance and mercy in the
successful of this thesis. First of all, I would like to convey my deep thankfulness to
the Almighty God, Allah SWT.
To share my debt and thank, I would sincere gratitude appreciate the
following individuals from whom I received valuable things from the beginning up to
the last process of writing this thesis, they are:
1.
Sri Yuli Utami and my sister always gives mo love, advices, prays, supports.
2.
My first advisor Dra. Iswahyuni, M. Pd. the biggest to her for the worthy advice
and suggestion, helpful correction to complete and finish the thesis.
3.
My second advisor Santi Prastiyowati, S.Pd for the worthy advice and
suggestion, helpful correction to complete and finish the thesis.
4.
Many friends that the writer could not mention one by one for their help during
the preparation of this thesis.
Hopefully Allah SWT will give them in return all of the good things that have
been given to her. Amin.
Malang, November 8, 2013
The Writer
Agustina Triandisasi
TABLE OF CONTENTS
APPROVAL.........................................................................................................
i
LEGALIZATION ...............................................................................................
ii
MOTTO & DEDICATION ...............................................................................
iii
ACKNOWLEDGEMENTS ................................................................................
iv
ABSTRACT .........................................................................................................
v
TABLE OF CONTENTS ....................................................................................
vi
CHAPTER I: INTRODUCTION
1.1 Background of the Study...................................................................
1
1.2 Statement of the Problem .................................................................
4
1.3 Purpose of the Study .........................................................................
4
1.4 Hypothesis .........................................................................................
5
1.5 Significance of the Study ..................................................................
5
1.6 Scope and Limitation .......................................................................
6
1.7 Definition of Key Terms ..................................................................
6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Language Teaching ...........................................................................
7
2.2 Teaching for Secondary Students......................................................
8
2.3 Teaching Writing ..............................................................................
10
2.3.1 Types of Classroom Writing Performance ......................................
11
2.3.2 Role of the Teacher in Teaching Writing ........................................
13
2.4 Picture ...............................................................................................
15
2.5 Syllabus for SMP ..............................................................................
17
2.6 SMP Muhammadiyah 6 Dau Malang .................................................
18
2.7 Previous Reseaches ............................................................................
18
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ................................................................................
20
3.2 Population ........................................................................................
21
3.3 Sample ...............................................................................................
21
3.4 Research Instrument ..........................................................................
21
3.5 Data Collection..................................................................................
22
3.5 Data Analysis ....................................................................................
23
CHAPTER IV: FINDINGS AND DISCUSSIONS
4.1 Findings .............................................................................................
25
4.2
28
Discussions.......................................................................................
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions .......................................................................................
31
5.2 Suggestions .......................................................................................
31
REFERENCES
APPENDIXES
REFERENCES
Ary, D., Jacobs, and Razavieh, A. 2002. Introduction to Research in Education Sixth
Edition. US: Thomson Wadsworth Inc.
Aprilia, Rika. 2010 The Use of Chain Pictures as Medium for Developing Students’
Writing Skill of Narrative Texts (A Case of the Eighth Grade Students).
Unpublished Thesis. Semarang. Diponegoro University. Retrieved from
http/www.undip.ac.id. on 12/May/2012.
Brown, Douglas. 2001. Teaching by Principles: An Interactive Approach to
Language pedagogy. Second Edition. Addison Wesley Longman, Inc.
Pearson Education Company. San Fransisco State University.
Cahyono, B.,Y. & Widiati, U. (Ed.). 2011. The Teaching of English as a Foreign
Language in Indonesia. Malang. State University of Malang press.
Cahyono, B.,Y. & Kusumaningrum, S.,R. (Ed). 2011. Practical Techniques for
English Language Teaching. Malang. State University of Malang Press.
Cahyani, H. & Cahyono, B.,Y. (Ed.). 2011. Best Practices in the Teaching of English.
Malang. State University of Malang Press.
Cahyono, B.,Y. (Ed.). 2009. Techniques in Teaching EFL Writing. Malang. State
University of Malang Press.
Callahan & Clark. 1988. Teaching in the Middle and Secondary Schools. Seventh
Edition. New York. Macmillan Publishing Company.
Celce & Murcia. (Ed.). 2001. Teaching English as a Second or Foreign Language.
Third Edition. USA. Heinley & Heinley.
Harmer, Jeremy. 2007. How to Teach English. New Edition. Edinburgh. Pearson
Longman.
Richards, J.,C. & Rodgers, T.,S. 1992. Approaches and Methods in Language
Teaching: A Description and Analysis. Cambridge. Cambridge University
Press.
Royanti. 2007. The Use of English Comics to Improve Students’ Ability in Story
Retelling (the Case of Eighth Year Students of SMPN I Bojong Pekalongan in
the Academic Year 2006/2007). Unpublished Thesis. Semarang. Diponegoro
University. Retrieved from http/www.undip.ac.id. on 12/May/2012.
CHAPTER I
INTRODUCTION
This chapter presents background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and definition
of the key terms.
1.1 Background of the Study
English is an international language, meaning that it is used for
communication among people in the world. It has seen a massive increase in English
language teaching all over the world because English has become international
language, not only in schools but also in factories and elsewhere. The knowledge of
English is required by many employers and in many other parts of people’s life.
However, learning and understanding English are not easy as learning and
understanding our own language because English is purely a foreign language for
Indonesian learners. That makes important to understand English well in the future
and this is the reason for finding better and more enjoyable ways how to teach
English, especially teaching young learners, such as secondary and high students.
Teaching secondary or high students needs an enjoyable ways because
secondary and high students are in the process of changing from children to adults,
where the students undergo a period of instability and insecurity. In this stage, the
students are generally like to try independently opportunities which are available,
1
2
which means schools and teachers should provide opportunities for them to explore
and experiment by giving them a supportive condition and situation (Callahan and
Clark, 1988: 6).
According to Brown (2001: 232), there are four skills in English, namely:
listening, speaking, reading and writing as the paramount importance in English
teaching. It means learners can be judged as good in English language when they
master those four skills. In learning language, writing places the most difficult level.
Celce and Murcia (2001: 207) explain, within the communicative of language
teaching, the skill of writing places special place because through writing the person
can convey a variety of messages. A major achievement in writing is when the person
can express his or her ideas in foreign language with reasonable coherence and
accuracy. Therefore, teaching writing is not an easy task for the teacher. Teacher also
should be creative and innovative in teaching writing.
Since teaching for secondary students should provide opportunities much
more for the students, the researcher is interested in teaching them using picture to
narrate the story in writing. As a common knowledge that the students at this age are
generally desiring to tell their feeling or ideas more often. Therefore, the researcher is
going to conduct experimental study using picture, in this case, the students are
expected to narrate the story based on the pictures.
According to Raimes, in Cahyono (2009; 6), pictures such as drawings,
photos, posters, slides, cartoons, advertisements, diagrams, graphs, tables, charts, and
maps, can be valuable resources for teaching writing. It is because everybody likes to
3
look at pictures, so the use of picture can give the stimulus students’ attention in the
classroom. The students will get inspirations from the pictures which are mixed with
their thought and ideas, then expressed in their writing.
Related to the research using story, there was previous research conducted
by Royanti (2007). She focused on whether there was any significant difference in the
improvement of students’ mastery in story retelling using comics and without using
comics and identifying the effectiveness of English comics as a medium of teaching
story retelling. She found that there was significant difference in the achievement
between the students who were taught using comics and students who were taught
without comics. It was concluded that English comics was an effective medium of
teaching story retelling.
Another research about using picture was conducted by Aprilia (2010). Her
research was to find out whether or not the use of chain pictures was effective for
developing students’ writing skill of narrative text. She found that the use of chain
pictures is effective for developing students’ writing skill of narrative texts. Chain
pictures are very beneficial for the students in order to facilitate them in learning
English especially writing narrative texts. Therefore, a teacher should always give an
interesting atmosphere in teaching-learning process to make the students enjoy
learning English more.
Different from the previous researches above, this research is going to be
done at SMP Muhammadiyah 6 Dau Malang. The school was chosen because writing
skill gets less time allocation in teaching learning process of English subject. It is
4
only given in two sessions. The most often taught in English subject in this school is
reading skill. Based on the Annual Program of the Syllabus in the first semester,
writing skill is given in four sessions. Moreover, this school never gets particular
achievement in writing skill. Based on the previous interview to the English teacher,
the researcher got the information that the school never gives students opportunities
to perform their writing ability by holding contests. Thus, the researcher is going to
do a research in using picture in writing class for the students in SMP
Muhammadiyah 6 Dau Malang.
1.2 Statement of the Problem
Based on the background of the study above, the researcher formulates the
problem as follows:
“Do picture implemented in writing give better achievement to the students
at SMP Muhammadiyah 6 Dau Malang?”
1.3 Purpose of the Study
Relating to the statement of the problem, the purpose of the study is as
follows:
“To know whether picture implemented in writing give better achievement
to the students at SMP Muhammadiyah 6 Dau Malang.”
5
1.4 Hypothesis
In this research, the researcher uses two hypotheses that have to be tested,
namely null hypothesis and alternative hypothesis.
1.4.1
Alternative Hypothesis (Ha)
Picture implemented in writing gives better achievement to the students at
SMP Muhammadiyah 6 Dau Malang.
1.4.2
Null Hypothesis (Ho)
Picture implemented in writing does not give better achievement to the
students at SMP Muhammadiyah 6 Dau Malang.
1.5 Significance of the Study
This research has theoretical and practical significance for students and
teachers. Theoretically, this research can give valuable input for teachers in teaching
writing in English language. Practically, the researcher hopes this study gives
feedback to the teachers especially at SMP Muhammadiyah 6 Malang, so the teachers
will try to improve their method, technique, and media in teaching writing. For
students, it will motivate students to improve their interest in writing using English
language since they will find out that writing is easy to do by using picture, that it
will help them to write English fluently.
6
1.6 Scope and Limitation
The scope of this research is using picture in writing. In this case, the pictures
used here are about traveling. The subjects of this research are limited on the second
year students at SMP Muhammadiyah 6 Dau Malang in Academic Year 2012/2013.
1.7 Definition of the Key Terms
Definition of key term is made in order to avoid misunderstanding of the concept
that is used in this study. The researcher defines the key term as follows:
Picture in this research is pictures related to “traveling” which then narrated by
students to improve their writing skill.