The Effectiveness of Picture Series towards Students’ Writing Skill in Narrative Text

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NARRATIVE TEXT

(A Quasi-Experimental Study at the Eleventh Grade of SMAN 4 Depok)

By:

DEWI AWALIAH

NIM: 109014000156

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS

’

TRAINING

“SYARIF HIDAYATULLAH”

STATE ISLAMIC UNIVERSITY

JAKARTA

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Eleventh Grade of SMA Negeri 4 Depok academic year 2013/2014. Skripsi of English Education Department at Faculty of Tarbiya and Teachers’ training of Syarif Hidayatullah State Islamic University Jakarta. 2014.

Keyword: Narrative Text, Pictures Series

The objective of this study is to find out the empirical data concerning whether Pictures series as media in writing narrative text is effective towards students’ writing skill in narrative text. The method used in this study was quantitative method. The design of this study was quasi – experimental design. The writer used quasi – experimental design of this study to see the effectiveness of pictures series towards students’ writing skill in narrative text. The result showed that the picture series as media in writing narrative text is effective

towards students’ writing skill in narrative text. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (5.514 > 1.992). According to the criteria of the test, the result showed that there is a significant difference between students’ writing skill in narrative text by using Pictures series as media and without Pictures series. It means that, the Pictures series is effective and applicable at the eleventh grade of SMA N 4 Depok towards students’ writing skill in narrative text.

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Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islan Negeri Syarif Hidayatullah Jakarta. 2014.

Kata kunci: Teks Naratif, Gambar Berseri

Tujuan penelitian ini adalah untuk menemukan data empiris mengenai apakah gambar berseri efektif terhadap keterampilan menulis siswa dalam teks naratif. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif. Desain penelitian ini adalah kuasi-eksperimental. Peneliti menggunakan desain kuasi-eksperimental untuk melihat keefektifan gambar berseri terhadap keterampilan menulis siswa dalam teks naratif. Hasil dari perhitungan menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt) (5.514 > 1.992). Ini menunjukkan hasil t-tes lebih tinggi dengan nilai 5.514 dari pada t-tabel. Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan antara kemampuan siswa dalam menulis teks naratif menggunakan gambar berseri dengan kemampuan siswa dalam menulis teks naratif tanpa menggunakan gambar berseri. Itu berarti bahwa, gambar berseri efektif dan dapat digunakan di kelas sebelas SMA Negeri 4 Depok terhadap kemampuan menulis siswa dalam teks naratif.

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Praise be to Allah Lord of the world who has bestowed upon the writer in completing this skripsi. Peace and blessing upon our prophet Muhammad SAW, his families, his companion and his followers.

This skripsi cannot be completed without a great deal of help from many people, especially Mr. Dr. Atiq Susilo, M. A and Mrs. Atik Yuliyani, M. A, TESOL as advisor who always gives his help, guidance, correction and suggestion for the completion of this Skripsi.

Her deepest gratitude also goes to those who have helped her in finishing this

skripsi, they are:

1. Nurlena Rifa’i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., the Head of English Education Department.

3. Nida Husna, M.Pd., MA TESOL as the writer’s academic advisor for her support and motivation for the writer during finishing this skripsi.

4. Zaharil Anasy, M. Hum., as the secretary of English Eduaction Department.

5. Dra. Hj. R. Laksmi Gantini, M. Si. as the Principal of SMA Negeri 4 Depok,

6. To any other persons whose are named cannot be mentioned one for their contribution to the writer during finishing his skripsi.

Hopefully, this skripsi can be useful to the readers, particularly to the writer. Also, the writer realized that this skripsi is far from being perfect. It is a pleasure for her to receive constructive critics and suggestion from anyone who read her

skripsi for valuable improvement.

Jakarta, May 2014 The Writer

Dewi Awaliah NIM. 109014000156

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ENDORSEMENT SHEET.. ... ii

SURAT PERNYATAAN KARYA SENDIRI ... iii

ABSTRACT.. ... iv

ABSTRAK... v

ACKNOWLEDGEMENT... vi

TABLE OF CONTENTS... vii

LIST OF TABLE... xi

LIST OF APPENDICES... x

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem... 3

C. Limitation of the Problem... 3

D. Formulation of the Problem... 3

E. Objective of the Study... 4

F. Significance of the Study... 4

CHAPTER II THEORETICAL FRAMEWORK A. Theoretical Description... 5

1.Writing... 5

a.The General Concept of Writing... 5

b.The Purpose for Writing... 7

2. Narrative Text... 7

a. General Concept of Narrative Text... 7

b. The Purpose of Narrative Text... 8

3. Writing Narrative Text... 9

a. Schematic Structures of Narrative... 10

4. Pictures series... 12

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e. Picture Sequences (Picture Series)... 15

B. Previous of the Study... 16

C. Conceptual of Framework... 17

D. Research Hypothesis... 19

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Study... 20

B. Method and Design of the Study... 20

C. Population and Sample... 21

D. Technique of Data Collecting... 21

E. Validity and Reliability of the Instrument... 22

F. Technique of Data Analysis... 26

G. Hypothesis Statistics... 28

CHAPTER IV RESEARCH FINDINGS A. Data Description... 29

1. The Data of Experiment Class... 29

2. The Data of Control Class... 31

B. Analysis of Data and Hypothesis Testing... 32

1. Analysis of Pretest and Posttest... 32

2. Homogeneity of the Data ... 36

3. Hypothesis Testing... 37

C. Interpretation of the Data... 40

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 42

B. Suggestion... 42

BIBLIOGRAPHY... 43 APPENDICES

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Table 3.1: Rating Scale of Wting Test... 22

Table 3.2: Categoritation of the Score... 26

Table 4.1: Scores of Pre-test and Post-test in the Experimental Class... 29

Table 4.2: Scores of Pre-test and Post-test in the Controlled Class... 31

Table 4.3: Normality of Pre-test in Experimental Class... 33

Table 4.4: Normality of Post-test in Experimental Class... 34

Table 4.5: Normality of Pre-test in Controlled Class... 35

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Appendix 1: Timeline of Research... 45

Appendix 2: Syllabus... 47

Appendix 3: Lesson Planning... 49

Appendix 4: The Instrument of Research... 98

Appendix 5: The Score of Test Validity and Realibility of the instrument.... 106

Appendix 6 : Worksheet for Control Class... 107

Appendix 7: The Score of Experiment Class... 113

Appendix 8: The Score of Control Class... 114

Appendix 9: Students’ Writing Test... 115

Appendix 10: Calculation of Pre-test Normality in Experiment Class... 118

Appendix 11: Calculation of Post-test Normality in Experiment Class... 119

Appendix 12: Calculation of Pre-test Normality in Controlled Class... 120

Appendix 13: Calculation of Post-test Normality in Controlled Class... 121

Appendix 14: Tabel Distribusi Probabilitas Normal Baku... 122

Appendix 15: Tabel Distribusi Probabilitas t-Student... 124

Appendix 16: Tabel Lylifors (Nilai Kritis Uji Lylifors)... 125

Appendix 17: Tabel Distribusi Sebaran F... 126

Appendix 18: Pengesahan Proposal Skripsi... 127

Appendix 19: Surat Bimbingan Skripsi... 128

Appendix 20: Surat Permohonan Izin Observasi... 130

Appendix 21: Surat Pemohonan Izin Penelitian... 131

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A. Background of the Study

Writing is one of skill which has to master by the eleventh grade students of senior high school. According to Heaton, writing skill is complex and sometimes difficult to teach, requiring mastery not only grammatical and rhetorical devices but also of conceptual and judgmental elements.1 Then, according to Harmer on his book The Practice of English Language Teaching, he states each skill has difficulties for student but writing has become the most complicated skill to be learned because writing is production skill and need a feedback.2 This case has led to the idea that learning to write or to communicate certain idea clearly and comprehensively is need time, effort, and concentration.

On the other hand, the objectives of writing for the students in senior high school are required to learn and to master the functional text. Kinds of functional texts in senior high school are narration, description and argumentation. Especially, procedure (description) and narrative (narration) text learned by the students in the eleventh grade of senior high school. In narrative text, students usually asked to write a story based on the themes which are the teacher given. Based on the situation, the writer‟s did an observation in SMA Negeri 4 Depok at the eleventh grade of students. Based on the writer‟s observation, the students got the low score in writing test. On the writing test, the students were asked to write a narrative text based on the topic that the writer given. The score of students‟ writing test was bad. That was happened because of some factors. The first factor was students have to be able to create their idea to make a narrative text. It was not interesting enough for the students. Second, the students were lack vocabularies. It made the students were difficulty in a writing narrative text.

J. B. Heaton, Writing English Language Test, ( New York: Longman Group, 1995), p. 135.

Jeremy Harmer, The Practice of English Language Teaching, (New York:Longman Group, 1991), p. 52.

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Because the teacher just asked the student to write a narrative text without media and realia. The last problem was students cannot make a good chronological order in writing narrative text because the teacher did not explain how to make a good paragraph in writing narrative text. The students have to express their idea on their mind into a good paragraph or passage. This task is not as easy as it seems. Students not only have to produce various sentences, but they also have to concern on three basic elements of paragraph structure: unity, clarity, and cohesive while constructing those sentences into a paragraph. It is evidences why writing become the most complicated skill for the students.

On the other hand, the specific problem faced by the students in writing narrative text is to create cohesive and systematic sentences when they write story. According to Oshima & Hogue, narration is story writing. When we write a narrative text, we write about events in the order that they happen. In other words, we use time order to organize our sentences.3 Hence, they need a media to help students in creating their ideas, making their writing cohesive or systematic and making series of events which is constructed in a chronological order.

Media is an object that can be touched, seen, heard, and observed. One of media which is used to help the students in writing narrative text is pictures series. Pictures can be used to help the students in making cohesive and systematic sentences to be the series of events which is constructed in a chronological order. Pictures series have a number of related composite pictures linked to form a series or sequences. It makes the students writing narrative text will be cohesive and systematic. Pictures series also have pictures with full color. It helps the students attracted to create their idea in writing narrative text. The students have imagination about pictures they saw. The pictures inspire the students in expressing their ideas into paragraph. Pictures series will be effective towards students‟ writing skill in narrative text because the students have motivation to increase their potential in writing narrative text after they imagine the pictures.

Alice Oshima & Ann Hogue, Introduction to Academic Writing, ( New York: Pearson Education, 2007), p. 24.

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Based on the explanation and problems above, the writer is interested in finding out the first and the third factors from the observation above which made the students got the low score in writing test. The factor is media to make a good paragraph in writing narrative text. The writer intends to conduct quasi-experimental study entitled, “The Effectiveness of Pictures Series towards Students’ Writing Skill in Narrative Text at the Eleventh Grade of SMA Negeri 4 Depok”.

B. Identification of the Problem

Considering the important of identification of the problem, the writer identifies the problem as follows:

1. Students are not interested in writing narrative text because of their lack of ideas.

2. Students are lack vocabularies in writing narrative text.

3. Students cannot make good chronological order in writing narrative text.

C. Limitation of the Study

As mentioned on the background of the study above, the Pictures series is one of the alternative solutions that can be used by the teachers in writing narrative text in the classroom. The problem is limited on the effectiveness of pictures series towards students‟ writing skill in narrative text. In addition, the writer focuses on the students at the eleventh grade of SMA Negeri 4 Depok.

D. Formulation of the Problem

Based on the background of the study, the writer would like to find out whether the use of pictures series is effective towards students‟ writing skill in narrative text. To put it into focus, the problem is formulated in a research question:

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E. Objective of the Study

Based on the formulation of the problem above, the objective of this study is to find out the effectiveness of pictures series towards students‟ writing skill in narrative text.

F. Significance of the Study

The result of this study is expected to be useful for: 1. The Teachers

The teacher, especially the English teacher will get information and description about the effectiveness of pictures series on the students‟ writing skill in narrative text as a media to produce better writing.

2. The Students

After the students are researched, they have motivation in writing narrative text using pictures series as a media to writing; and create the sentences which are cohesive and systematic.

3. The writer

By conducting the study, the writer knows the effectiveness of pictures series towards students‟ writing skill in narrative text.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Theoretical Description

In this chapter, the writer discussed and elaborated some theories which related to the study. The discussion focuses on writing narrative text and pictures series.

1. Writing

a. The General Concept of Writing

Writing is a skill of English language which requires students to represent and develop their own idea in a written form. Many students feel confuse on how to begin to write a paragraph or get stuck on constructing certain genre of the text. To be able to write well can be difficult even for the professionals. In writing skill, students have to be able to create their idea in writing. It was not interesting enough for the students. They did not have inspiration or idea in writing. When students write something while they are also collecting things like facts and concepts, it leads them to uncover something new. They know they will be making significant discoveries as they write. Yet, students tend to have problems when they started writing. Many students know they will solve problems if they can just get started and keep on going. They have all kinds of strategies to keep the writing flowing, particularly during early drafting since all students revise their first drafts. When students revise their writing, it is time to reflect on their draft and perhaps gotten comments from other people, they are ready to revise. According to Clouse, when we revise the writing remember that its really rewriting. Experienced writers work and rework drafts several times. With each revision, know that you are acting like an experienced writer.1

When we create an idea in writing, it is similar as we communicate with someone (the audience). We use our mind in communicating to other people

Barbara Fine Clouse, A Trobleshooting Guide for Writers, ( New York: McGaw-Hill, 2005), p. 4.

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through written form. According to Donough and Shaw on their book Materials and Methods in ELT: A Teacher’s Guide, they state that teacher should need, for instance, to call on kinds of communicative criteria; on the concepts of product and process; and on the role of formal language practice, to see how other skills are. Writing too has developed many insights into the nature of language and learning.2 It means that in writing skill the teacher has to make the concept of product and process in writing activities. Writing has developed and accumulated many insights in the language and learning.

It can be concluded that, writing is difficult language process because writing is more complex than other language skill. The writer must include the entire scope of information and provide the premises and content clearly so that a broad audience will be able to read and understand the message.

b. The Purpose for Writing

According to Mattix, she states that purpose refers to writer‟s aim or reason in writing which can be stated or implied. Identifying our purpose early can help us to keep our draft on track and select organizational strategies to fit ideas. Purpose can be divided into two terms: general and specific.3

 The General Purpose

Writing has four general purposes: to inform, to persuade, to express and to entertain. Those can be combined in various ways.4 For example, most writing is intended to express the writer‟s idea about something, but it directly leads to the secondary purpose that is to entertain the reader. Therefore, the general purposes could combine in various ways.

 The Specific Purpose

The specific purpose may be implied or stated. The purpose is invariably implied in a theme that permeates the piece. In expository writing, the purpose is

2Jo McDonough and Christopher Shaw, Materials and Methods in ELT : A Teacher’s

Guide (2nd Ed), (Oxford: Blackwell Publishing Ltd), 2003), p. 153.

Betty Mattix Dietsch, Reasoning&Writing Well : A Rhetoric, Research Guide, Reader,

and Handbook, (New York: Mc Graw Hill. 2006), p. 7.

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usually stated directly for clarity either in a topic sentence or in thesis.5 In order to be clear, writing should have a specific purpose. For clarity in our writing, we have to revise and edit our writing. If we edit and revise our writing it will help our paragraphs to be clear.

As what has been mentioned before, it can be concluded that the purposes of writing are to inform, to persuade, to express and to entertain as general purpose. As for specific purpose in writing, it is to make clarity in writing.

2. Narrative Text

a. General Concept of Narrative Text

Narrative is kinds of text which is learned in Senior High School. According to Oshima, narrative is the kind of writing that you do when you tell a story. Use time order words and phrases to show when each part of the story happens.6 Also according to Phar and Buscemi,theystate that the success of a personal narrative essay based on the search for significance. The narrative essay tells a story, to be sure, but the true value of the narrative comes from what the writer and reader learn from it.7 It means that, narrative gives the readers or listeners a moral value in every story. It is differentiate with other kinds of passages.

The purpose behind a story can give motive for readers or listeners. The purpose of narrative is very important because the purpose of narrative determine appropriateness of the narrative. It is easy to tell a good story, though some people have a something special for telling entertaining anecdotes or short stories. Everything you write has a purpose. According to Clouse, even something as simple as a grocery list is written for a purpose. Writers often combine purposes such as to relate experience, to inform, to persuade, and to entertain.

In addition, according to Regina et al., state that narrative paragraphs describe a sequence of events in the present time. Just as common-if not more so-is

Ibid., p. 8.

Alice Oshima & Ann Hogue, Introduction to Academic Writing, ( New York: Pearson Education, 2007), p. 35.

Donald Pharr, & Buscemi Santi V, Writing Today: Contexts and Options for the Real Word. (New York: The McGraw Hill-Companies, 2005), p. 174.

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narration that take place in the past.8 It means that when the students write narrative paragraph that explain a sequence of events, they have to use the present time. And when the students write a narration, they have to use the past time included only the sentences that related to the topic. Apart from that, according to Langan, he states that narration is storytelling, whether we are relating a single story or several related ones. Through narration, we make a statement clear by relating in detail something that has happened to us. In the story we tell, we present the details in the order in which they happened.9 It means that, if the story is detail, the reader will be able to see and understand just why the writer felt that way.

As what has been mentioned before, it can be concluded that narrative is to tell a story or a short story taken from personal experience, using a chronological sequence of events. Narrative has a moral value in the story so the reader can caught the moral value of the story. Narrative is a kind of story consisting of series of events which is constructed in a chronological order. A narrative presents an event ended with a revelation, insight, or lesson. It could be in the form of a funny story or even the serious one depended on writer‟s purpose in mind.

b. The Purpose of Narrative Text

Basically, a narrative is written to amuse the readers. The readers are expected to enjoy the text which is being read. According to Andersons, they state that the purpose of narrative is to present a view of the world that entertains or informs the reader or listener.10 In means that, the purpose of narrative to entertain or to inform the readers about the content of the story. Andersons also state that, the aim of narrative other than providing entertainment can be to make the audience thinks about an issue, teach them a lesson, or excite their emotions

Regina L. Smalley, Mary K. Ruettten, and Joann Rishel Kozyrev, Refining Composition Skills: Academic Writing & Grammar, ( Boston: Heinle Cengange Learning, 2012), p. 48.

John Langan, College Writing Skills with Reading, (5th Ed), (New York: McGrawHill, 2000), p. 195.

Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmilan,1997), p. 3.

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or feelings.11 In means that narrative not only used to entertain, but also to give moral value from the story to the readers. Moral value used to teach the reader a lesson from the story.

As it is mentioned before, it can be concluded that a narrative or narration is the chronological ordered story of past event consisting of the true value to be learned by both: the reader and writer. It can be conclude that constructing a successful narrative requires a good purposes, manageable ideas, and smooth chronological sequence to be integrated in the story.

3. Writing Narrative Text

According to Regina et al., on their book Refining Composition Skills: Academic Writing & Grammar, they state that narrative paragraphs usually organize events chronologically, moving from what happened first to what happened last.12 It means that narrative presents the events chronologically from the first event to the last event. The followings are a good narrative paragraph-coherent and unified according to them.

 The topic has been narrowed down;

 The sentences are arranged logically in chronological order;

 All the sentences discuss the topic.13

It means, a good narrative paragraph has a topic which is narrowed down, the sentences are chronological order, and all the sentences only discuss the topic. Usually the writer used time order to tell what happened first, what happened next, what happened after that, and so on. Notice the kinds of words and phrases used to show time order. These are called time order signals because they signal the order in which events happen.

In addition, according to Ruetten and Pavlik state that in a narrative, the topic in the story and the controlling idea is the writer‟s attitude or feeling about the event. A controlling idea helps to focus the paragraph and helps the reader

Ibid ., p. 6.

Regina, op. cit., p. 45.

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understand the writer‟s purpose and the writer‟s tell in the story.14 It means that the topic in narrative is event or problem in the story so that it needs the controlling idea of the writer to keeping the idea based on the topic discuss in the story. It makes the reader can catch the meaning of the story. Ruetten and Pavlik also states, “In narrative writing, the writer focuses on a particular incident to support the main point. The incident consists of events that are linked in time. All the events should support the controlling idea. The writer also includes words and details that support the controlling idea”.15

It means that in narrative writing, the writer has to focus on particular of events to support the main point. The events in narrative are chronological and it should support the controlling idea. According to Clouse, narrative details are arranged in chronological (time) order. We start with what happened first, and then we move to what happened next, and so forth. Or we can also begin at the end and then flash back to the first event and proceed in chronological order from there. Similarly, we can begin somewhere in the middle of a story and then flash back to the beginning.16 It means that narrative has chronological order in the story. It can start from first event to the last event or start from the last event to the first event as flash back of the happened.

Narrative tells about actual experiences to make the reader feels what happened in the story and feels the experience vicariously. It means that, effective narrative provide a logical sequence of events and appropriate sensory impressions. In writing narrative text, the author also needs to pay attention to the schematic structures and elements of a narrative text.

a. Schematic Structures of Narrative

In constructing narrative text, there are several steps that should be considered by the author. The elements of it are also provided to guide the readers in reading the text. The schematic structures of narrative are:

Mary K. Ruetten and Cheryl Pavlik, Developing Composition Skills: Academic Writing and Grammar (3rd Ed), (Boston: Heinle Cengange Learning, 2012), p. 32.

Ibid., p. 35.

Barbara Fine Clouse, The Student Writer: Editor and Critic (6th Ed), (New York: McGrawHill, 2004), p. 177.

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 Orientation

This is a part in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening.17 It can also be called as introductory part of a story. Therefore, the reader can figure out what will happen next and who are involved in it.

 Complication

This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger.18 From this part, the story begins. This is the part where the characters totally play their role. This part also tells about the events with the conflict or problem in the story.

 Resolution

This is the part that can be found in the end of the story. This is the part of the narrative where the complication is sorted out or the problem is solved.19 In some narratives, the narrator includes the part which is called by „coda‟ if there is a moral or message to be learned from the story. That is only the optional part of a story.

As it has been mentioned before, it can be concluded that in writing narrative text a writer has to pay attention to the schematic structures. It is very important because a good narrative text has to consist of several parts. Schematic structures consist of orientation, complication and resolution. In elements of narrative, there are: point of view, characters, action and conflict, and dialogues.

Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmilan,1997), p. 8.

Ibid ., p. 12.

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4. Pictures series

a. Definition of Pictures series

According to Wright on his book Pictures for Language Learning states that, “pictures are not just an aspect of method, but through their representation of places, objects, and people they are essential part of the overall experience”.20

It means that, pictures can help the learners to understand the meaning of a word because it represents the meaning of it. According to Raimes, pictures will bring everything the outside world into the classroom in a vividly concrete way. So a picture is a valuable resource as it provides:

1. a shared experience in the classroom;

2. a need for common language forms to use in the classroom; 3. a variety of tasks;

4. a focus of interest for students.21

Based on the theory, students will be focus and interested in writing using picture. Students have imagination about the picture that they saw. Therefore, it can influence to the students‟ writing skill because they write many sentences based on the picture and their imagination.

From the explanation above, it can be concluded that pictures series is one of a media in study which can be used to help the teacher in delivering a material which is given to the student. This media is used to stimulate the participation of the student in learning process. It is needed to make learning process more attractive. It makes the material easier to be accepted by the student. Media is mediator between teacher and student in teaching and learning process. As one of a media in learning process, pictures series is also intended to make student‟s motivation in study be increase. Pictures series are an art which is used to draw are unmovable goods if they are arranged well.

Picture is a drawing object. It is one of visual aids that are very useful in teaching, especially for English teaching. Pictures can really help the learners to

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p. 2.

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), pp. 27—28.

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ease them in comprehending the meaning of a word, a sentence, or a paragraph. By using picture, the learners can get the imagination about the objects or the situations. Picture consists of lines and shapes which are drawn, painted, or printed on a surface. It also shows a person, thing, or scene.

b. Types of Picture and Types of Use

Andrew Wright explained in his book Pictures for Language Learning states that, there are 20 types of picture that can be found, they are:22

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

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As it is mentioned above, it can be concluded that the activities which use of the different types of pictures are given and referred to their activity number. It is very important that these are not seen as exclusive. The same pictures can often be used for purposes other than those listed here. Indeed, with imagination, pictures can be used in such a variety of ways that no definitive guide could be given.

c. Function of Picture

After identifying the definition and the types of pictures, it is also necessary to know what the functions of pictures are. Here are some functions of picture for the teaching-learning activity. According to Andrew Wright some functions of pictures are:23

 Structures and Vocabulary

Pictures are very useful for presenting new grammatical and vocabulary entries. They also help to provide the situations and the contexts that light up the meaning of words or utterances, and help the teachers to avoid giving a long translation that might confuse the learners.

 Function and Situation

Pictures can be used for the revision from one lesson to another. Pictures also can be used as the basis of the written work, for example question writing. Pictures also can increase the learners‟ motivation and provide a useful practice material.

 Skills

Pictures can be useful to give the learners an opportunity to practice the language in real context or in the situations in which they can use it to communicate their ideas.

Based on the statements above, it can be concluded that pictures can be used by teachers and students whatever the emphasis of the syllabus they are following. Pictures have some functions that related to structure and vocabulary, function and situation, and skills.

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d. Criteria for Good Picture

According to Andrew Wright, there are some characteristics for selecting the good pictures for the learners as follows:24

 The aid must be easy to prepare and organized by the teacher

 The aid must be interesting for the learners, especially for the young learners.

 The aid must be meaningful and authentic

 The aid must be sufficient amount language

The teachers should consider those four criteria to choose a good picture in the teaching learning for the learners.

e. Picture Sequences (Picture Series)

According to Wright, he states that picture sequence consists of cartoon strips and instruction strips. Cartoon strips and instruction strips are potentially useful. The strips can be kept as they are and used to contextualize a story on description of a process.25 It means that, picture sequence need to use by the teacher to make students think chronologically on their writing based on which describe of a process. Another statement comes from Rimes on her book Techniques in Teaching Writing, she states that pairs of pictures or pictures in sequences provide for a variety of guided and free writing exercise. A picture sequences, such a comic strip, provides the subject for writing narrative and for speculating about the story beyond the pictures in the strip.26 It means that, picture sequences (pictures series) provide to use in writing narrative. Because in pictures sequences have related number to make the students create the cohesive paragraph.

Whereas, according to Scrivener, traditionally pictures stories have been used as a starting point for writing exercises, but they are also very useful for focusing on specific language points or as material for speaking and listening activities. Most pictures stories seem inevitably to involve practice of the past simple and

Ibid,. p. 3.

Ibid,. p. 201.

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 36.

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past progressive”.27 It means that pictures stories as a starting point in writing exercises. Sometimes, it is also useful in focusing other skills, like speaking and listening activities.

B. Previous of the Study

The writer has found three relevant studies which related to this research. The first study was taken from Mansur (2011) who studied the teaching English entitled “Improving the Students Ability in Writing Narrative Text through Series Picture at the Tenth Grade of SMA PGRI I Tuban”. The research was a classroom action research that dealt with the use of picture series to improve the students‟ ability in writing narrative text at the tenth grade of SMA PGRI I Tuban. The writer analyzed the data in a descriptive way. The result of the study showed that (1) the implementation of picture series in teaching narrative text is effective to use because it can attract the students and motivate them in writing. It is also mentioned that through picture series, the students can get enough stimuli. The students also could show their opinion about the picture so they can express their ideas, (2) the students‟ writing ability in narrative text after using picture series was improved in each aspect. The students could develop the content of the story and organized it based on the generic structure. They also used the proper vocabularies. It made the reader understood with the whole of the story. The average score in the first cycle was 65, and the average score in the second cycle was 71.

The second was taken from Sarinten (2010) which entitled “Improving Students’ Skill in Writing Narrative Text through Picture Series at the Eighth Grade of SMP Negeri 1 Cawas, Klaten in the Academic Year of 2009/2010”. The study was a classroom action research. It aimed at finding out whether or not picture series can improve the students‟ skill and motivation in writing narrative text. The result of the study, the writer found that picture series can improve students‟ motivation and students‟ skill in writing narrative text. Picture series can

Jim Scrivener, Learning Teaching : The Essential Guide to English Language Teaching (3rd ed), (New York: MacMillan, 2011), p. 350.

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improve students‟ skill in writing narrative text and it became one of appropriate ways in teaching writing.

The third was taken from Lihnawati (2012) which entitled “The Use of Picture Series to Improve the Writing Ability in Writing Narrative Text of the Eleventh Students of MA. Mathalibul Huda Mlonggo”. The study was action research which consisted of two cycles. Each cycle consisted of one meeting. Every learning process of these cycles consisted of three stages: pre-teaching, whilst teaching, and post-teaching. The result shows the effectiveness of picture series in improving writing ability in narrative. It is suggested that English teachers can use picture series as an alternative media to teach writing narrative. They also should pay attention to size, color and attractiveness of picture series which are used.

Those previous studies above used as references for the writer in conducting this study and also as the comparison between those relevant studies with the study conducted by the writer this time. The study was the effectiveness of pictures series towards students‟ writing skill in narrative text. The differences between this study and previous studies were the objective of this study and the method of this study. The objective of this study was to find the effectiveness of pictures series towards students‟ writing skill in narrative text. The method of this study was quantitative method and the design of this study was quasi experimental design. The effectiveness of pictures series can be seen from the increasing of students‟ post-test scores in writing test.

C. Conceptual of Framework

Writing skill is one of skills which require students to represent and develop

their own idea in a written form. Many students feel confuse on how to begin writing a paragraph or get stuck on constructing certain genre of the text. Narrative is kinds of text which learned in Senior High School. Narrative presents the events chronologically from the first event to the last event. When the students write narrative paragraph that explain a sequence of events, they have to use the present time. As the students write narration, they have to use the past time

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including only the sentences that relate the topic. A good narrative paragraph has a topic which is narrowed down; the sentences are chronological order, and all the sentences which only discuss the topic. Therefore, it needs the controlling idea of the writer to keeping the idea based on the topic discussed in the story. It also makes the reader can catch the meaning of the story. The writer needs a media to control the idea.

Media is mediator between teacher and student in teaching and learning process. One of media to help the students controlled their idea in writing narrative text is pictures series. This media is used to stimulate the participation of the student in learning process. It is needed to make learning process more attractive. It makes the material easier to be accepted by the student. Pictures series is also intended to make students‟ motivation in study increased. Pictures series are an art which is used to draw are unmovable goods if they arranged well. Picture is a drawing object. It is one of visual aids that are very useful in teaching, especially for English teaching. A picture series not only provide the students with the basic material for their composition but stimulates their imaginative powers. Pictures can really help the learners to ease them in comprehending the meaning of a word, a sentence, or a paragraph. By using picture, the learners can get the imagination about the objects or the situations. Picture consists of lines and shapes which are drawn, painted, or printed on a surface. It also shows a person, thing, or scene. It helps the students attracted to create their ideas in writing narrative text. The students have imagination about pictures they saw. Pictures series have a number of related composite pictures linked to form a series or sequences. It makes the students‟ writing skill in narrative text will be cohesive and systematic.

The writer thought that those definitions have close connection to one another. It can be supported from some theories stated in this chapter by linguists. One of the writer‟s purposes in conducting this study is to help students solving their problem in writing narrative text. Many linguists agreed that pictures series is effective to be used as the media in writing narrative text. Some teachers only

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order the students to write narrative text without a media and the students feel confused to start writing.

Apart from that, the pictures inspire the students in expressing their ideas into paragraph. Pictures series is suitable as a media in writing narrative text. Based on the explanation above, the writer thought that pictures series as an alternative writing media is effective towards students‟ writing skill in narrative text.

D. Research Hypothesis

The hypothesis of the study can be formulated as follows:

Ha : There is a significant difference between students‟ writing skill in narrative text by using pictures series and without pictures series.

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CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The study was held at SMA Negeri 4 Depok. It located at Jl. Jeruk Raya No. 1 Komplek Sukatani Permai, Tapos, Depok. The writer conducted the studyabout one month. The study was held in November 11th - 28th, 2013 at the first semester of the year 2013/2014.

B. Method and Design of the Study

The method of this study was quantitative method. The design of this study was quasi – experimental design. The writer used quasi – experimental design of this study to see the effectiveness of pictures series towards students’ writing skill in narrative text. According to Millan, the purpose of quasi experimental design is to determine cause and effect between independent and dependent variable. A common situation for implementing quasi-experimental study involves several classes or schools that can be used to determine the effect of curricular materials or teaching methods.1 In this study, pictures series was the independent variable which may cause/influence students’ writing skill in narrative text as the dependent variable.

The writer used pre-test and post-test on the control and experiment class, to see the effectiveness of pictures series by looking pre-test, and post-test measurement and comparing the gained scores between both classes. The effectiveness can be seen from the improvement of students’ score of experiment class in the post-test. The score was taken by the writer after student had been given some treatments and from the comparison of both classes. The experiment class was given the technique by using pictures series in the classroom and the controlled class without using pictures series.

James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6th Edition, (Boston: Allyn and Bacon, 2006), p. 24.

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C. Population and Sample

The population of this study was eleventh grade of SMA Negeri 4 Depok. It was consist of ten classes and each class consists of 40 students. The writer used the purposeful sampling technique. Millan stated that, “purposeful sampling (sometimes called purposive, judgment, or judgmental sampling), the researcher selects particular elements from the population that will be representative or informative about the topic of interest”.2 This sampling used the researcher’s knowledge of the population that a judgment made the samples should be selected to provide the best information to address the purpose of the study. The samples are selected because of certain characteristic. In this study, the writer took average level in their writing skill to all population as the sample. The writer has done the pre-test in all classes of eleventh grade. Then, the sample was taken from the score of pre-test which had average level in score of their pre-test. It was characteristic which the writer means of the sample. Students will be purposively selected because they have a certain characteristic. The classes for sample were XI. IPA-6 and XI. IPS-3. Thus, the samples consist of 80 students. The XI IPS-3 as an experiment class and XI IPA-6 as a control class.

D. Technique of Data Collecting

In collecting the data, the writer used writing test. Test as the instrument of the study. The writer asked the students to write narrative text using pictures series. The students had to make a narrative text that consists of minimum three paragraphs. Each paragraph consists of eight sentences and they may use two pictures in a paragraph. They must think the cohesive, unity, and clarity in their writing.

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E. Validity and Reliability of the Instrument

According to Hughes, to be valid a test must provide consistently accurate measurements. It must therefore be reliable.3 Reliable based on Heaton, if the test administer to the same candidates on different occasions, then, to the extent that it produces differing results, its reliable.4 To make the test more valid, the writer made commands for the tes writing. First, the writer write explicit specifications for the test which take account of all that is known about the constructs that are to be measured. The writer also included a representative sample of the content of these in the test. Second, the writer use direct testing. Its reference should be made to the research literature to confirm that measurement of the relevant underlying construct has been demontrated using the testing techniques that are be employed.

As a writing test, the writer could require candidates to write down a narrative text based on the picture series. There are some requirements : minimal three paragraphs, each paragraph consists of eight sentences and the candidates must think the cohesive, unity, and clarity in their writing.

To administered the writing test, the writer used as analytic score in order to be more reliable in scoring students’ writing. The following rating scale desived by Jacob, et al.’s (1981):5

Arthur Hughes, Testing for Language Teachers. (Cambridge: Cambridge University Press, 2003), p. 50.

J. B. Heaton, Writing English Language Test. (New York: Longman Inc., 1995), p. 162.

op. cit., p. 104.

Scoring Element Scale Quality Description

Content

30-27

26-22

Excellent to Very Good

Good to Average

Knowledge – substantive – thorough development of thesis – relevant to assigned topic.

Some knowledge of subject – adequate range – limited development of thesis –

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21-17

16-13

Fair to Poor

Very Poor

mostly relevant to topic, but lack detail.

Limited knowledge of subject – little substance – inadequate development of topic.

Does not show knowledge of subject – non substantive – not pertinent – OR not enough to evaluate.

Organization

20-18

17-14

13-10

9-7

Excellent to Very Good

Good to Average

Fair to Poor

Very Poor

Fluent expression – ideas clearly stated/supported – succinct – well organized – logical sequencing – cohesive.

Somewhat choppy – loosely organized but main ideas stand out – limited support – logical but incomplete sequencing.

Non fluent – ideas confused or disconnected – lacks logical sequencing and development.

Does not communicates – no organization – OR not enough to evaluate.

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Vocabulary

20-18

17-14

13-10

9-7

Excellent to Very Good

Good to Average

Fair to Poor

Very Poor

Sophisticated range – effective word/idiom choice and usage – word form mastery – appropriate register.

Adequate range – occasional errors of word/idiom form, choice, usage – meaning confused or obscured.

Limited range – frequent errors of word/idiom form, choice usage – meaning confused or obscured.

Essentially translation – little knowledge of English vocabulary, idioms, word form – OR not enough to evaluate.

Language Use

25-22

21-18

17-11

Excellent to Very Good

Good to Average

Fair to Poor

Effective complex constructions – few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions.

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.

Major problems in simple/ complex constructions – frequent errors of negation, agreement, tense, number, word

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SCORE:

Content:__ + Organization:__ + Vocabulary:__ + Language Use:__ + Mechanics:__ = (TOTAL SCORE)

10-5 Very Poor

order/function, articles, pronouns, prepositions and/or fragments, run-ons, deletions – meaning confused or obscured.

Virtually no mastery of sentence construction rules – dominated by errors – does not communicate – OR not enough to evaluate.

Mechanics

Excellent to Very Good

Good to Average

Fair to Poor

Very Poor

Demonstrates mastery of conventions – few errors of spelling, punctuation, capitalization, paragraphing.

Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured.

Frequent errors of spelling, punctuation, capitalization, paragraphing – poor handwriting – meaning confused or obscured.

No mastery of conventions – dominated by errors of spelling, punctuation, capitalization, paragraphing – handwriting illegible – OR not enough to evaluate.

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Categorization Score EXECELLENT 80 – 90

GOOD 70 – 80

FAIR 60 – 70

POOR 50 - 60

F. Technique of Data Analysis

In analyzing the data, the writer used ttest formula. The two classes are compared to the independent variable, the experiment class is X variable and the control class is Y variable. The formula of ttest is expressed as follows:6

Where:

Mx = Mean of Variable X My = Mean of Variable Y SE = Standard Error

Afterwards, the calculation goes to several processes as follows:7 1. Determining Mean of Variable X

∑

2. Determining Mean of Variable Y

∑

Anas Sudijono, Pengantar Statistik Pendidikan. (Jakarta: PT. Raja Grafindo Persada, 2008), p. 324.

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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 coefficient correlation “rxy” Product Moment

∑

( )

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

√ ( )( )( )

9. Determining to

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

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G. Statistical Hypothesis

The statistical hypothesis of this study can be seen as:

Ho : There is no significant progress in using picturess series towards students’ writing skill in narrative text.

Ha : There is a significant progress in using pictures series towards students’ writing skill in narrative text.

Ho : µ1 = µ2 Ha : µ1 ≠ µ2

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 controlled group. The using of pictures series is effective towads students’ writing skill in narrative 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 controlled group. The using of pictures seriesis is not effective towards students’ writing skill in narrative text.

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A. Data Description

The data were collected from students pre-test and post-test of both classes. The data which is obtained is described into two tables. The table 4.1

showed the students’ score and achievement in experiment class and the table

4.2 showed the students’ score and achievement in control class. Each table has 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 Experiment Class

Table 4.1

The Students’ Scores of Experiment Class

(Using Media Pictures Series)

Students Pre Test Score

Post Test Score

Gained (d) Score Categorization in Post Test Score

(X) (Post Test-Pre Test)

1 50 78 28 Good

2 60 78 18 Good

3 63 80 17 Excellent

4 56 80 24 Excellent

5 66 78 12 Good

6 61 78 17 Good

7 56 80 24 Excellent

8 61 78 17 Good

9 55 79 24 Good

10 61 80 19 Excellent

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12 51 80 29 Excellent

13 62 78 16 Good

14 63 80 17 Excellent

15 59 78 19 Good

16 62 80 18 Excellent

17 65 80 15 Excellent

18 66 78 12 Good

19 62 79 17 Good

20 65 78 13 Good

21 65 80 15 Excellent

22 65 80 15 Excellent

23 62 80 18 Excellent

24 66 80 14 Excellent

25 62 80 18 Excellent

26 60 78 18 Good

27 62 78 16 Good

28 48 79 31 Good

29 60 75 15 Good

30 50 80 30 Excellent

31 61 79 18 Good

32 51 75 24 Good

33 48 75 27 Good

34 59 80 21 Excellent

35 62 79 17 Good

36 58 78 20 Good

37 62 78 16 Good

38 58 74 16 Good

39 58 80 22 Excellent

∑ 2312 3066 754

X (Mean) 59.28 78.61 19.33

According to the result of pre-test and post-test from the experiment class, it shows that the lowest score of pre-test was 48 and the highest score was 66. And the lowest score of post-test was 74 (Good) and the highest score was 80 (Excellent). The average of pre-test was 59.28 and post-test 78.61. The average of post-test from the students who got treatment using pictures series was higher than

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the students from control class. In this class, student who did not pass the minimum score was one student.

2. The Data of Control Class

Table 4.2

The Students’ Scores of Control Class (Without Media Pictures Series)

Students (Y)

Pre Test Score

Post Test Score

Gain Score (Post Test-Pre Test)

Categorization in Post Test Score

1 58 72 14 Good

2 68 82 14 Excellent

3 59 72 13 Good

4 60 79 19 Good

5 62 76 14 Good

6 59 75 16 Good

7 55 79 24 Good

8 57 79 22 Good

9 57 78 23 Good

10 60 80 20 Excellent

11 67 78 11 Good

12 61 77 16 Good

13 68 80 12 Excellent

14 59 72 13 Good

15 61 82 21 Excellent

16 52 73 21 Good

17 62 72 10 Good

18 58 73 15 Good

19 52 75 23 Good

20 60 72 12 Good

21 59 75 16 Good

22 54 75 21 Good

23 60 79 19 Good

24 61 72 11 Good

25 61 72 11 Good

26 60 80 20 Excellent

27 63 79 16 Good

28 61 73 12 Good

29 59 75 16 Good

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31 61 72 11 Good

32 59 79 20 Good

33 71 82 11 Excellent

34 60 75 15 Good

35 63 78 15 Good

36 71 81 10 Excellent

37 62 75 13 Good

38 61 80 19 Excellent

39 62 79 17 Good

∑ ₂₃₇₃ ₂₉₈₇ ₆₁₆

(Mean) 60.84 76.58 15.79

Based on the table 4.2 above, it shows that the lowest score in pre-test was 52 and the highest score was 71 with the average of pre-test score was 60.84. Beside that, the average of post-test score increased with the value 76.58. The highest score of post-test was 82 (Excellent) ; the lowest score was 72 (Good) . The result of post-test indicated that only 28 students who passed the standard of minimum score of English Subject (KKM), and the rest got fewer than 75.

B. Analysis of Data and Hypothesis Testing

1. Analysis of Pre-test and Post-test

Before the writer calculated the value of ttest 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 has 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 is homogeneous or heterogeneous. The writer used the Lyllifors formula to test the normality. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen by comparing the value of Tmax to Ttable.

The criterion of hypothesis is:

H1 : T > Ttable Ho : T < Ttable

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a.) Normality of Experiment Class 1.) Normality of Pre-test

Hypothesis:

H0 : Data of X is normally distributed. H1 : Data of X is not normally distributed.

Table 4.3 Normality of Pre-test

∑ [∑ ]

[ ]

= 3541.12 – [59.28]2

= 3541.12 –3514.11 = 27.01

S2 = 27.01 SD = √

Mx = 59.28 Lob = 0.123587 Ltab = 0.161

Criteria of the test:

In the significant degree of 0.05, the value in the table of Lillyfors shows: T (0,05)(30) = 0.161 (Because n=39 is not mentioned in the table of Lillyfors, the writer used the closer value to n=39 that is n=30)

H1 : T > 0.161 Ho : T < 0.161

The result showed that Tmax < Ttable (0.123587 < 0.161).

Conclusion: In the significant degree of 0.05, H0 is accepted. It means that the data is normally distributed.

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2.) Normality of Post-test Hypothesis:

Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed.

Table 4.4 Normality of Post-test

∑ [∑ ]

[ ]

= 6182.87 – [78.61]2

= 6182.87 –6179.53 = 3.34

S2 = 3.34 SD = √ Mx = 78.61 Lob = 0.160318 Ltab = 0.161

Criteria of the test:

H1 : T > 0.161 Ho : T < 0.161

The result showed that Tmax < Ttable (0.160318 < 0.161).

Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

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b.) Normality of Control Class 1.) Normality of Pre-test

Hypothesis:

H0 : Data of Y is normally distributed. H1 : Data of Y is not normally distributed.

Table 4.5 Normality of Pre-test

∑ [∑ ]

[

]

= 3721.56 – [60.84]2

= 3721.56 – 3701.50 = 20.06

S2 = 20.02 SD = √

My = 60.84 Lob = 0.160359 Ltab = 0.161

Criteria of the test:

H1 : T > 0.161 Ho : T < 0.161

The result showed that Tmax < Ttable (0.160359 < 0.161).

Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

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2). Normality of Post-test Hypothesis:

Ho : Data of Y is normally distributed. H1 : Data of Y is not normally distributed.

Table 4.6 Normality of Post-test

∑ [∑ ]

[

]

= 5877.20 –[76.58]2

= 5877.20 – 5864.49 = 12.71

S2 = 12.71 SD = √

My = 76.58 Lob = 0.155467 Ltab = 0.161

Criteria of the test:

H1 : T > 0.161 Ho : T < 0.161

The result showed that Tmax < Ttable (0.155467 < 0.161).

Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.

2. Homogeneity of the Data

Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and controlled class have been normally distributed. The next step of the calculation was finding the homogeneity of the data. The purpose of this calculation was to see whether the data / sample in both classes were homogenous or heterogeneous.

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Hypothesis:

Ho: The condition of experiment class is not different from controlled class. H1: The sample of experiment class is different from controlled class.

The criteria of the test: α = 0.05

H0: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2) H1: F > Fα(n1-1, n2-2)

The formula used can be seen as follows:

The calculation can be seen as follows:

n1-1 = 39-1 = 38 n2-1 = 39-1 = 38

F0.05(n1-1, n2-1) = 1.69 (Ftable)

From the calculation, it can be seen that F < Fα(n1-1, n2-2) (0.26 < 1.69). Based on the criteria, it can be conclude that H0 is accepted. It means that the sample in experiment class and controlled class were homogenous.

3. Hypothesis Testing

In this part, the writer calculated the data to test the hypothesis that whether there is significant different between students’ writing skill in narrative text in experiment class which pictures series and students’ writing skill in narrative text in control class without pictures series. The writer calculated the data using T-test

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formula. Two classes were compared, the experiment class was X variable and the controlled class was Y variable.

The formula of T-test was expressed as follows:

The calculation can be seen 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 Mean of Variable X:

√

6. Determining Standard Error Mean of Variable Y:

√

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7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

√ √ √

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

The value of df 76 at the degrees of significance 5% or ttable is 1.992. 10. The Testing of Hypothesis

The statistical hypothesis of this research can be seen as:

Ho : There is no significant difference between students’ writing skill in narrative text by using pictures series and without pictures series.

Ha : There is a significant difference between students’ writing skill in narrative text by using pictures series and without pictures series.

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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.

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

C. Interpretation of the Data

In the description of the data which was taken from 39 students of experimental class, the writer could explain briefly about the data got from the students before they were analyzed. The description of the experimental class which has the mean of pre-test 59.28 before using pictures series. After giving 4 times treatments for experimental class using pictures series, the writer got the mean of post-test 78.61. So, the writer got the mean of gain score 19.33. The smallest score in the pre-test was 48 and the highest score was 66. The data showed in post-test that the smallest score was 74 and the highest score was 80. It can be summarized that the lowest and the highest scores in post-test were higher than pre-post-test.

Meanwhile, from the description of score in controlled class which was the writer got the mean of pre-test 60.84. In this class, the writer did not give the students pictures series, but the writer only give a theme to writing narrative text. After giving 4 times treatments without using pictures series, the writer got the mean of post-test 76.58. The writer got the mean of gain score was 15.79. It means that the gain score of experimental class was higher in the value 16 than controlled class. The smallest score in the pre-test was 52 and the highest score was 71. The data showed in post-test that the smallest score was 72 and the highest score was 82. It can be summarized that the lowest and the highest score in post-test were also higher than pre-test.

Before testing the hypothesis, the writer analyzed the normality and homogeneity of the data. The purpose of analyzing the normality was to see whether the data got in the research has been normally distributed or not. The result of normality can be seen by comparing the value of Tmax to Ttable.

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Meanwhile, the purpose of analyzing the homogeneity was to see whether the data / sample in both experimental and controlled class were homogenous or heterogeneous. In the analyzing the normality, the result showed that both the data of pre-test and post-test in controlled class were distributed normally. According to criteria of the test, it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.123587 and 0.160318 < 0.161). Both the data of pre-test and post-pre-test in experimental class also showed that they were distributed normally. According to criteria of the test, it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.160357 and 0.155467 < 0.161). It means that all the data in both pre-test and post-test of experimental and control class were distributed normally. The next result that the writer got was from the calculation of homogeneity. The result showed that F < Fα(n1-1, n2-2) (5.514 > 1.992). Based on the criteria, it means that the sample in experiment class and control class were homogenous.

The final calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there is significant different between students’ writing skill in narrative text at controlled class without using pictures series and students’ writing skill in narrative text at experiment class which using pictures series. The writer used T-test formula in the significance degree (α) of 5%. The result showed that t-test (to) > t-table (tt) (5.514 > 1.992). It means that t-test was higher in the value 5.514 than t-table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that there is a significant difference between students’ writing skill in narrative text by using pictures series and without pictures series.

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A. Conclusion

Based on the analysis result of this research, showed that the result of T-test formula to T-test the hypothesis of this research. The result showed that in significance degree of 5%, ttest (t0) > ttable (tt) (5.514 > 1.992). It means that the result of ttest was higher than the result of ttable. So, the null hypothesis (H0) is rejected. It means that the answer of research problem was proven that there is a significant difference between students’ writing skill in narrative text by using pictures series and without using pictures series.

B.

Suggestion

After the writer carried out the research, she would like to give some suggestion related to the research findings and discussion. The result of this study showed that it is effective to be applied in teaching and learning process. There are some points that the writer might suggest:

1. The teacher should use pictures series towards students’ writing skill in narrative text as a media to use in their writing. So students can produce better writing.

2. The teachers should motivate their students to keep learning and writing use a media. It is make the students more interested to create the sentences in writing narrative text which is unity, cohesive and clarity based on the pictures series.

3. The teacher should be more creative to find out the various themes of the narrative text. The narrative text is not only found at students’ guide book, but the teacher can also find it out in the narrative text collection in internet. It is better if the teacher select the story in narrative text that is interesting for students.

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Timeline of Research

No. Date Time Description of the Activities 1. November 11th, 2013

07.00-08.30

11.00-12.30

Pre-test

 Students write narrative text which the title “Cinderella”. (Control class)

 Students write narrative text which the title “Cinderella”. (Experiment class) 2. November 14th, 2013 07.00-08.30

11.00-12.30

 Students write narrative text which the title “The Tale of Peter Rabbit”. (Control class)

First treatment

 Students write narrative text using pictures series which the title “The Tale of Peter Rabbit”. (Experiment class) 3. November 18th, 2013 07.00-08.30

11.00-12.30

 Students write narrative text which the

title “Hop-O’-My-Thumb”. (Control

class) Second treatment

 Students write narrative text using pictures series which the title “Hop-O’

-My-Thumb”. (Experiment class)

4. November 21st, 2013 07.00-08.30

11.00-12.30

 Students write narrative text which the title “The Tale of Squirrel Nutkin”. (Control class)

Third treatment

 Students write narrative text using pictures series which the title “The Tale of Squirrel Nutkin”. (Experiment class) 5. November 25th, 2013 07.00-08.30  Students write narrative text which the

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11.00-12.30

title “Puss in Boots”. (Control class) Fourth treatment

 Students write narrative text using pictures series which the title “Puss in Boots”. (Experiment class)

6. November 28th, 2013 07.00-08.30

11.00-12.30

Post-test

 Students write narrative text which the title “Beauty and the Beast”.

 Students write narrative text using pictures series which the title “Beauty and the Beast”.

The Effectiveness of Picture Series towards Students’ Writing Skill in Narrative Text

NARRATIVE TEXT

By:

DEWI AWALIAH

NIM: 109014000156

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS

’

TRAINING

“SYARIF HIDAYATULLAH”

STATE ISLAMIC UNIVERSITY

JAKARTA

A.

Background of the Study

B.

Identification of the Problem

C.

Limitation of the Study

D.

Formulation of the Problem

E.

Objective of the Study

F.

Significance of the Study

CHAPTER II

THEORETICAL FRAMEWORK

A.

Theoretical Description

B.

Previous of the Study

C.

Conceptual of Framework

D.

Research Hypothesis

CHAPTER III

RESEARCH METHODOLOGY

A.

Place and Time of the Study

B.

Method and Design of the Study

C.

Population and Sample

D.

Technique of Data Collecting

E.

Validity and Reliability of the Instrument

F.

Technique of Data Analysis

G.

Statistical Hypothesis

A.

Data Description

B.

Analysis of Data and Hypothesis Testing

C.

Interpretation of the Data

A.

Conclusion

B.

Timeline of Research

Appendix

2

SILABUS

Mata

Pelajaran

:

Bahasa

Inggris

Kelas/Program

:

XI

(Sebelas)

Semester

:

1

(Satu)

Standar

Kompetensi

Kompetensi

Dasar

_Teks

_tulis