THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.

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THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES

ON STUDENTS’ ACHIEVEMENT IN WRITING

NARRATIVE TEXT

A THESIS

Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

Hasanul Arifin Zul

Registration Number 2113321016

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LETTERS AND ARTS

MEDAN STATE UNIVERSITY

2016

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ABSTRACT

Zul, Hasanul Arifin, 2113321016. The Effect of Applying Animal Cartoon Pictures on Students’ Achievement in Writing Narrative Text. A Thesis. English Department. Faculty Languages and Arts, State University of Medan. 2016.

This thesis is focused on the investigation of the effect of applying animal cartoon pictures on students’ achievement in writing narrative text. This study aims to find whether applying animal cartoon pictures significantly affect the students’ writing achievement or not. The data in this study were obtained by administering a written test. The population was the 2015/2016 first year (grade XI) of SMA Swasta Nusantara Lubuk Pakam and 66 students were taken as the sample by using random sampling. The sample was divided into two groups, experimental and control groups. The experimental group was taught by applying animal cartoon pictures while the control group without animal cartoon pictures (x = lecturing). The data were taken from the pre-test and post-test to both experimental and control groups. These data were analyzed by using t-test. The result of computing the test obviously showed that observed is higher than t-table (5.21 >1,67) with the degree of freedom 64 (df =N-2) at the level significance 0,05 one tail test. It showed that the application of animal cartoon pictures significantly affected the students of SMA Swasta Nusantara Lubuk Pakam achievement in writing narrative text.

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ACKNOWLEDGEMENT

Alhamdullilahirobbil ‘alamin thanks to praise to almighty Allah S.W.T

who has blessed and given the ability to the researcher to accomplish his thesis

entitled “The Effect of Applying Animal Cartoon Pictures on Students’ Achievement in Writing Narrative Text” as a partial fulfillment of the requirement for the degree of sarjana pendidikan (S1) at the English Department of faculty Language and Arts, State University of Medan.

The researcher realizes that this thesis would not have been accomplished without generous help, supports, and advices from many people. Many people have helped and contributed their ideas and time in completing this thesis and it would be impossible to mention all of them. However, the researcher would like to express his sincerest gratitude and appreciation to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.hum., the Dean of Language and Arts Faculty, Vice Dean I, II, III, and all the administrative staff for their sincere assistance in the process of completing the academic procedures.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department and also his First Thesis Consultant, Dra. Meisuri, M.A., the Secretary of English Department and also his Reviewer, and Nora Ronita Dewi, S.Pd, S.S, M.Hum., the Head of English Education Study Program.

 Dra. Masitowarni Siregar, M.Ed., his Second Thesis Consultant.  Dr. Anni Holila Pulungan, M.Hum., his Reviewer.

 Indra Hartoyo, S.Pd, M.Hum., his Reviewer.

 All Lecturers who have taught him in this English Department, for giving great study experiences.

 Eis Sri Wahyuningsih, M.Pd., the academic staff and administrative staff who has helped the researcher in finishing the administration of conducting this research.

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 Dra. Dameria Marpaung, the Headmaster of SMA Swasta Nusantara Lubuk Pakam who allowed him to conduct the study in her school.

 Special thanks to his beloved father, Zulkifli. His beloved mother, Sri Wardani Rasyid. Also to his beloved elder sisters, Icha Khairunnisa Zul, M.E, Dwi Afriani Zul, S.Pd, Tri Rizki Nazla for their endless support, motivation, advices, prays, and love.

 His beloved nephew and nieces, Sultan Alfarabi Habibullah Daulay, Arriqoh Baqis Az-zahra Rangkuti, and Sakila Fakhirunnisa Rangkuti.  His bestfriend, Irfan Azhari, S.Pd, Andy Syahputra Nasution, S.E, Ahmad Ary Alkautsar, S.Pd, Arie Kurniawan, Safri Ramadhan Purba, who always give the writer supports and motivations.

Finally the researcher realizes that this thesis is far from being perfect. Therefore, the researcher will happily accept constructive criticism in order to make it better. The researcher hopes this thesis would be beneficial to everyone. Amin.

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TABLE OF CONTENTS

Pages

ACKNOWLEDGEMENT ... i

ABSTRACT ... iii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I. INTRODUCTION ... 1

A. Background of the Study ... 1

B. The Problem of the Study ... 4

C. The Objective of the Study ... 4

D. The Scope of the Study ... 4

E. The Significance of the Study ... 4

CHAPTER II. REVIEW OF LITERATURE ... 5

A. Theoretical Framework ... 5

1. Students’ Achievement ... 5

2. Writing ... 6

3. Genre of Writing ... 8

a. Narrative ... 9

b. Types of Narrative ... 11

c. The example of Narrative text ... 12

d. The Assessment of Writing Narrative ... 14

4. Media ... 15

a. Definition of Media ... 15

b. Media in Language Teaching ... 16

c. Advantages of Applying Media in Language Teaching .. 17

5. Types of Media ... 18

a. Pictures ... 18

6. Animal Cartoon Pictures ... 18

a. Definition ... 18

b. The Characteristics of Animal Cartoon Pictures... 19

c. The Advantages of Applying Animal Cartoon Pictures .. 20

d. The Disadvantages of Applying Animal Cartoon Pict .... 21

e. The Purpose of Applying Animal Cartoon Picture ... 21

f. The Use of Animal Cartoon Picture ... 21

B. Relevant of Study ... 22

C. Conceptual Framework ... 24

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CHAPTER III. RESEARCH METHODOLOGY ... 26

A. The Research Design ... 27

B. Population and Sample ... 27

C. The Technique for Collecting Data ... 27

D. The Score of the Test ... 30

E. The Procedure of Treatment ... 30

1. Pre-Test ... 30

2. The Experimental Treatment ... 31

3. Post-Test ... 35

F. The Validity and The Reliability of the Test ... 35

1. The Validity of the Test ... 35

2. The Reliability of the Test ... 36

G. The Technique for Analyzing Data ... 36

CHAPTER IV. THE DATA AND DATA ANALYSIS ... 38

A. The Data ... 38

B. The Data Analysis ... 39

C. Testing Hypothesis ... 40

D. Research Findings ... 40

CHAPTER V. CONCLUSION AND SUGGESTION ... 41

A. Conclusion ... 41

B. Suggestion ... 41

REFERENCES ... 42

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LIST OF TABLES

Pages

Table 3.1. Research Design... 26

Table 3.2. The Scoring Rubric Guidance ... 28

Table 3.3. Scoring Guidance ... 30

Table 3.4. Teaching Procedures of Experimental Research ... 31

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vii

LIST OF APPENDICES

Pages

Appendix A. The Calculation of Experimental Group ... 45

Appendix B. The Calculation of Control Group ... 47

Appendix C. Lesson Plan ... 49

Appendix D. Instrument of the Test ... 102

Appendix E. Answer Sheets of Experimental and Control Group ... 104

Appendix F. Answer Sheets Pre-Test and Post-Test ... 109

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1 CHAPTER I INTRODUCTION

A. The Background of the Study

Human beings always need to interact with others to fulfill their needs. To achieve that, they use a means called language. Language is a system of choices by which people can communicate certain functions, allowing us to express their experiences of the world, to interact with others, and to create coherent messages (Hyland, 2004: 25). Through language we can store and transfer knowledge, transmit messages from one person to another person and from one generation to another. In short, almost human activities are conducted through the use of language. By using languages, human beings can narrate and share their experience to others and tell some information to others. One of languages is English.

In learning English there are four skills, they are listening, speaking, reading, and writing. The students must master the four of language skills so they can use English actively and also passively. Writing as one of the language skill seems to be a very difficulty skill to be mastered. However students have learnt English for years, they still find it difficult to master this skill. Al-khasawneh states that the students appeared to have many problems when writing in English, like not knowing how to organize their ideas, because it is a new experience for them. In learning writing, students are taught how to transform their ideas and messages into written form. Written products are often the result of the students’ writing activities.

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Nurussaniyah (2010) states that written product is influenced by some elements such as vocabularies, grammar, organization, spelling and punctuation. In the second year of junior high school, the basic competency that should be achieved in the writing English subject is that students have abilities in developing and producing written simple functional text in the form of recount, descriptive and narrative. Narrative is a kind of text which is appropriate to tell the activities or events happened in the past time that shows the problematic experience in order to amuse or entertain the readers. It is frequently used to give moral lesson to the readers. The students can use past tenses in writing narrative text.

In fact, based on researcher’s observation which had been done in SMA Nusantara Lubuk Pakam, not all students are able to write narrative text, students find some difficulties in building and developing their ideas, choosing the correct words, using the grammar and organizing the text. For instance: fish swim to sea bottom look for food every last days, Budi sleep late last night, the birds fly to sky high yesterday.

From the preliminary data above, the researcher found some incorrect words and grammar where the right sentence must be, fish swam deeper to the bottom of the sea in order to find foods last days, Budi slept late last night, the birds flew high to the sky yesterday. There were still lack of vocabularies and grammar found but the most common problem was the difficulty to find something to write about. They didn’t have any idea of what to be written. This kind of problem was also found by Kitchakarn (2012:111) in Thailand that students could not choose the right words and they did not know how to start their

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writing. Therefore, acquiring writing skill seems to be more laborious that acquiring the other skills.

There are many factors that cause the problems, and the common factor comes from the English teacher. They do not have sufficient and suitable teaching medias which is applied in teaching writing is traditional teacher-centered, which makes boring and ineffective teaching and learning process. Besides, English teachers lack appropriate materials in their classes (Kitchakarn, 2012:111).

To enable the students to master narrative text, teachers of English should provide materials which are appropriate with the curriculum and find suitable media in teaching and learning process. One of the most interesting media is by using picture.

Picture is one of the visual aids that can be used in teaching writing. It makes something clearer. It also can be used to create situation for writing classes more clearly. Harmer (1983: 3) explains that pictures are clearly indispensable for the language teacher since they can be used in so many ways. Picture is a new approach introduced by the government. Carol (1965: 1) states that visual aids can be useful for the language teachers.

The topic of this study is not a new topic. There are several studies with the same media, but different accordance with researcher’s custom and background. There were many researcher who applied media picture in their study, two of them was: Arroyani conducted a research entitled the effectiveness of teaching using comic strips to facilitate students and Dwi Ariningisih (2010) conducted a research entitled the effectiveness of using picture series to improve the students’ writing skills. Both of researcher found the effectiveness of using

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pictures on students’ achievement in writing narrative text that the picture can help students to memorize easily based on the visualization contain in the picture and have a complete story from beginning until the end so the students just need to translate the story into English.

So, by using pictures, teacher can give an exciting writing class to the students. From this, the students will like writing narrative text, be interested in writing, and they can write narrative text easily.

B. The Problem of the Study

Based on the background of the study, the problem of this study can be formulated as follows: “is there any significant effect of applying animal cartoon pictures on students’ achievement in writing narrative text?”

C. The Objective of the Study

This study was intended to find out the effect of applying animal cartoon pictures on students’ achievement in writing narrative text.

D. The Scope of the Study

There are four modes of writing; they are descriptive writing, narrating writing, and exposition writing and argumentative. The scope of the study was focused in writing narrative paragraph especially on fiction fable by applying animal cartoon pictures in teaching.

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5 E. The Significance of the Study

The study is useful for:

1) Theoretically, to help teacher/researcher find out the way of teaching writing, especially narrative text.

2) Practically, it can be used animal cartoon pictures as a media in teaching to increase students’ ability in writing narrative text.

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44 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The main objective of this study was to determine whether there is any difference in improvement of students’ ability in narrative text between the group using animal cartoon pictures and without using animal cartoon pictures.

Based on the result of this study, the researcher found that the students’ achievement taught by using animal cartoon pictures is higher than the students’ achievement taught without animal cartoon pictures. It is indicated from analyzing the data statistically that the result of calculation of t-test that t-observed value 5.21 is higher than t-table value 1.67 at the level of significant of 0.05, which implies that the alternative hypothesis (Ha) is accepted.

B. Suggestions

The study showed that the applying animal cartoon pictures could improve

the students’ achievement in writing narrative text. Based on the conclusion given

the researcher suggests that:

1) English teachers are recommended to use animal cartoon pictures as media in teaching writing narrative text because it can stimulate students’ imagination and attract students’ interest and make the students feel new atmosphere in teaching and learning process. So, it motivates students and it can affect the students’ writing achievement.

2) Those who are interested in carrying out further research related to this study providing them with some valuable information needed.

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REFERENCES

AL-khasawneh, F.M.S.2011. Writing for academic Purposes : Problem Faced by Arab Post Graduate students of the Collage of Business. UUM. http://.esp-world.info. Accessed on 1 September, 2015.

Arikunto, S. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta.

Arroyani, F.2010. The Effectiveness of Teaching Using Comic Strips to facilitate students’ Reading Comprehension Skill on Narrative Text. Unpublished Thesis. Semarang: Walisongo State Institute for Islamic Studies

Arsyad, A. 2009. Media Pembelajaran. Jakarta : PT. RajaGrafindoPersada

Brown, D. 2001. Teaching by Principles. An Interactive Approach to Language Pedagogy 2ndEdition. San Fransisco, California : Longman.

Brown, D. 2003. Language Assessment: Principles and Classroom Practices. San Francisco , California : Longman

Deporter, B. And Heracky. M. 2009. Quantum Learning. Bandung : Penerbit Kaifa

Dwi, A. 2010. The Effectiveness of Using Picture Series to Improve the Students’ Writing Skill Viewed from Their Learning Motivation. Unpublished Thesis. Surakarta: Sebelas Maret University

Espada, W.J.G 2003. Integrating Physical Science and Graphic Arts: Rationale, Decription, Implementation. Journal Revista Electronica de Esenanza de las Ciencas. Volume 2, number 1, 58-66.

Freenglishcourse. 2012. Example of narrative text . September 15th, 2015. Retrieved from http://freeenglishcourse.info/narrative-text-definisi-generic-structure-contoh-nya/

Gerlach, and D.P. Ely. 1980. Teaching and Media, Systematic Approach. New Jersey: Prentice Hall.

Hadfield, J. 1999. Presenting New Language. New York: Oxford University Press.

Harmer, J. 1983. The Practice of English Language Teaching. Longman Handsbooks for Language Teachers. General Editor: Donn Byrne. London and New York.

Harmer, J. 2001. the Practice of English Language Teaching (rev. ed). London: Longman.

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Harris, D P. 1969. Testing English as a second Language. McGraw-Hill Book Company, New York, St Louis, San Fransisco.

Heaton, J.B. 1975. Writing English Language Test. London: Longman.

Hornby. 1974. Oxford Advanced Learner Dictionary of Current English. London: Oxford University Press.

Hyland, K. 2004. Genre and Second Language Writing.USA: The University of Michigan Press.

Kitchakarn, O. 2012. Developing Writing Abilities Of Efl Students.

http://dergipark.ulakbim.gov.tr/tojde/article/view/5000102148. Accessed on November 10th, 2015.

Maharani, M.M. 2009. Using Animal Cartoon Pictures on Teaching Writing Narrative Texts. English Department, State University of Semarang. Megawati, F & Anugerahwati. M. 2012. Comic Strips. Study on the Teaching of

Writing Narrative Texts to Indonesian EFL Students. TEFLIN Journal, 23 (2), 183-205.

Nurussaniyah, H. 2010. Improving students’ ability in writing.

http://universityofibnkhaldunbogorindonesia.blogspot.com/2011/02/impro ving-students-ability-in-writing_8737.html. Accessed on December 15th, 2015.

Oshima, A & Hogue, A. 2007. Introduction to Academic Writting. New York : Longman.

Pardiyono. 2007. Pasti Bisa!.Teaching Genre – Based Writing. Yogyakarta: Andi. Permana, D & Zuhri, F. The implementation of Picture Series as Media in Teaching Writing of Narrative Text of the Tenth Graders of Senior High School. State University of Surabaya:

http://ejournal.unesa.ac.id/index.php/retain/article/view/1355. Accessed on September 15th, 2015.

Richard-Amato, P.A. and Snow, M.A. 2005. Acadeic Success for English Language Learners: Strategies for K-12 Mainstream Teachers. NewYork: Pearson Education

Ruth, G.J.P. 2013. Improving Students’ Achievement in Writing Narrative Paragraph Through Pictures. Unpublished Thesis: State University of Medan.

Sihombing, J. 2010. The Effect of Applying Pictures on Students’ Achievement in Writing Narrative Paragraph. Journal. English Department. State University of Medan.

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Troyka. 1987. Definition of Writing Ability.

http://teachingenglishonline.net/definition-of-writing-ability. Accessed on 15th September 2015.

Yang, G. 2003 Pictures in Education. (online)

(http://www.humblecomics.com/comicsedu/index.html, retrieved March 28rd, 2016.

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B. The Problem of the Study

C. The Objective of the Study

This study was intended to find out the effect of applying animal cartoon pictures on students’ achievement in writing narrative text.

D. The Scope of the Study

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E. The Significance of the Study The study is useful for:

1) Theoretically, to help teacher/researcher find out the way of teaching writing, especially narrative text.

2) Practically, it can be used animal cartoon pictures as a media in teaching to increase students’ ability in writing narrative text.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

B. Suggestions

The study showed that the applying animal cartoon pictures could improve the students’ achievement in writing narrative text. Based on the conclusion given the researcher suggests that:

2) Those who are interested in carrying out further research related to this study providing them with some valuable information needed.

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REFERENCES

AL-khasawneh, F.M.S.2011. Writing for academic Purposes : Problem Faced by

Arab Post Graduate students of the Collage of Business. UUM.

http://.esp-world.info. Accessed on 1 September, 2015.

Arikunto, S. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta.

Arroyani, F.2010. The Effectiveness of Teaching Using Comic Strips to facilitate students’ Reading Comprehension Skill on Narrative Text. Unpublished

Thesis. Semarang: Walisongo State Institute for Islamic Studies Arsyad, A. 2009. Media Pembelajaran. Jakarta : PT. RajaGrafindoPersada

Brown, D. 2001. Teaching by Principles. An Interactive Approach to Language

Pedagogy 2ndEdition. San Fransisco, California : Longman.

Brown, D. 2003. Language Assessment: Principles and Classroom Practices. San Francisco , California : Longman

Deporter, B. And Heracky. M. 2009. Quantum Learning. Bandung : Penerbit Kaifa

Dwi, A. 2010. The Effectiveness of Using Picture Series to Improve the Students’

Writing Skill Viewed from Their Learning Motivation. Unpublished

Thesis. Surakarta: Sebelas Maret University

Espada, W.J.G 2003. Integrating Physical Science and Graphic Arts: Rationale, Decription, Implementation. Journal Revista Electronica de Esenanza de

las Ciencas. Volume 2, number 1, 58-66.

Freenglishcourse. 2012. Example of narrative text . September 15th, 2015. Retrieved from http://freeenglishcourse.info/narrative-text-definisi-generic-structure-contoh-nya/

Gerlach, and D.P. Ely. 1980. Teaching and Media, Systematic Approach. New Jersey: Prentice Hall.

Hadfield, J. 1999. Presenting New Language. New York: Oxford University Press.

Harmer, J. 1983. The Practice of English Language Teaching. Longman Handsbooks for Language Teachers. General Editor: Donn Byrne. London and New York.

Harmer, J. 2001. the Practice of English Language Teaching (rev. ed). London: Longman.

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Harris, D P. 1969. Testing English as a second Language. McGraw-Hill Book Company, New York, St Louis, San Fransisco.

Heaton, J.B. 1975. Writing English Language Test. London: Longman.

Hornby. 1974. Oxford Advanced Learner Dictionary of Current English. London: Oxford University Press.

Hyland, K. 2004. Genre and Second Language Writing.USA: The University of Michigan Press.

Kitchakarn, O. 2012. Developing Writing Abilities Of Efl Students.

http://dergipark.ulakbim.gov.tr/tojde/article/view/5000102148. Accessed on November 10th, 2015.

Maharani, M.M. 2009. Using Animal Cartoon Pictures on Teaching Writing

Narrative Texts. English Department, State University of Semarang.

Megawati, F & Anugerahwati. M. 2012. Comic Strips. Study on the Teaching of

Writing Narrative Texts to Indonesian EFL Students. TEFLIN Journal, 23

(2), 183-205.

Nurussaniyah, H. 2010. Improving students’ ability in writing.

http://universityofibnkhaldunbogorindonesia.blogspot.com/2011/02/impro ving-students-ability-in-writing_8737.html. Accessed on December 15th, 2015.

Oshima, A & Hogue, A. 2007. Introduction to Academic Writting. New York : Longman.

Pardiyono. 2007. Pasti Bisa!.Teaching Genre – Based Writing. Yogyakarta: Andi.

Permana, D & Zuhri, F. The implementation of Picture Series as Media in

Teaching Writing of Narrative Text of the Tenth Graders of Senior High School. State University of Surabaya:

http://ejournal.unesa.ac.id/index.php/retain/article/view/1355. Accessed on September 15th, 2015.

Richard-Amato, P.A. and Snow, M.A. 2005. Acadeic Success for English

Language Learners: Strategies for K-12 Mainstream Teachers. NewYork:

Pearson Education

Ruth, G.J.P. 2013. Improving Students’ Achievement in Writing Narrative

Paragraph Through Pictures. Unpublished Thesis: State University of

Medan.

Sihombing, J. 2010. The Effect of Applying Pictures on Students’ Achievement in

Writing Narrative Paragraph. Journal. English Department. State

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Troyka. 1987. Definition of Writing Ability.

http://teachingenglishonline.net/definition-of-writing-ability. Accessed on

15th September 2015.

Yang, G. 2003 Pictures in Education. (online)

(http://www.humblecomics.com/comicsedu/index.html, retrieved March 28rd, 2016.

THE EFFECT OF APPLYING ANIMAL CARTOON PICTURES ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.