xiii
LIST OF CHARTS
Chart page
4.1 The Score Percentage of Experimental Group
……………. 42
4.2 The Score Percentage of Control Group
...………………… 43
xiv
LIST OF APPENDICES
Appendix page
1. List of Students’ Names of the Control Group……………... 62
2. L
ist of Students’ Names of the Experimental Group………. 63 3.
Pretest Score of the Control Group …………………………. 64
4. Pretest Score of the Experimental Group
…………………… 66 5.
Postest Score of the Control Group …………………………. 68
6. Postest Score of the Experimental Group
…………………… 70 7.
Normality of Pretest of the Control Group ………………….. 72
8. Normality of Pretest of the Experimental Group
…………… 73 9.
Normality of Posttest of the Control Group ………………… 74
10. Normality of Pretest of the Experimental Group
…………… 75 11.
Homogeneity Levene’s Test for Pretest and Posttest……….. 76 12.
Syllabus………………………………………………………. 77 13.
Lesson Plan…………………………………………………… 85 14.
Screenshoots from Facebook………….……………………… 117 15.
Students’ Work……………………………………………….. 126 16.
Table r Product Moment……….……………..……….………. 132
17. t-
Table…………………………………………………………. 133
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CHAPTER I INTRODUCTION
In this chapter, the researcher would like to present the introduction of the study. It consists of background of the study, reasons for choosing the topic, statement of
the problem, objective of the study, significance of the study, limitation of the
study, and outline of the study.
1.1 Background of the Study
Language is a communication tool to make an interaction among people. Language helps people to express their feelings, ideas, knowledges, and opinions.
Nowadays, people are required to be able to speak not only in their first languages, but also in other languages to communicate with people around the
world. However, each country has its own native language used as a means of communication among people. To be able to communicate with people all around
the world, people need to master a language which is considered as an international languageboth in written and spoken.English, as an international
language,is needed by many people in the world to communicate. English has an important role in our life not only for science, but also
technology. Ramelan 1992:2 states that “English as an international language is
used to communicate, to strengthen, and to fasten relationship among all countries in all fields, for example; tourism, business, science, technology, etc”. Based on
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the statement above, English has a very important role as an international language. Indonesian government has chosen English as the first foreign language
to be taught inschools. It has been taught as one of compulsory subjects in high schools.
Based on the current curriculum, English has been taught as one of compulsory subjects in senior high school level. In Indonesia, teaching and
learning English should be based on the system which is arranged by government. It is named Kurikulum Tingkat Satuan Pendidikan KTSP or School Based
Curriculum SBC. According to School Based Curriculum KTSP, learning English in senior high school level is targeted to reach the informational literacy
of the students to be able to communicate both spoken and written. The ability to communicate both spoken and written is realized into four language skills. They
are listening, speaking, reading, and writing. Writing is one of the important skills which has to be mastered by the
students of Senior High School in learning English. Writing is assumed as the most difficult skill because it is a combination of a process and product. The
process is a stage in which the students are about to make a product text and when they start to write. The product is the text as a result from the process of
writing. Before producing a text, students need a long process starting from planning until producing. In the process of writing, it is important to master
language components such as grammar, vocabulary, and etc. Since teaching writing is not easy, a teacher should have an interesting method for teaching and
learning process. Based on the findings from the observation in SMA Islam Sultan
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Agung 2 Jepara, the researcher found students’ difficulties in teaching learning process, especially in writing. The teacher only used blackboard, textbook, and
pieces of paper while teaching writing. Students’ looked so bored with the
teacher’s explanation. Because of the difficulties, the researcher got an idea to use photographs.
Since all of the students are familiar and almost all of them have Facebookaccounts, the researcher used photograph in Facebook as a medium in
teaching writing in the classroom. Based on the previous study held by Fatroni 2012,
”using 3D images to help students to be able to catch the idea by looking at the images that they should
describe ”. 3D images are effective since they can simulate the students’ interest in
writing. Yoga 2012 states that “using blog in teaching writing descriptive text,
the students had fun w ith the lesson”. Her finding was the students had good
improvement after being taught by using blog. Considering the previous studies, the researcher used photographs in
Facebook to teach descriptive text to improve students’ writing skill in tenth year
student of SMA Islam Sultan Agung 2 Jepara. The researcher used photographs in Facebook in order to help the students develop their writing skill, especially in
writing descriptive text.
1.2 Reasonsfor Choosing the Topic
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