The effectiveness of using pictures on students' writing of recount text
Negeri 9 Kota Tangerang Selatan)
By:
ROSYA KURNIATI
1111014000007
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
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The design of this study was quasi-experimental design to know the effectiveness of using picture on students’writing of recount text. The result could be seen that using pictures as media is effective and appropriate on students’ writing of recount text. It could be seen from the average of post-test result in experimental class was 81.02 and the average of gained score was 19.78. The average of post-test results in controlled class was 63.81 and the average of gained score was 11.35. The result of calculation showed that in the significance degree of 1% = 1.99 and 5% = 2.64 is 1.99 < 3.96 > 2.64. It means that to(t observation) was higher than tt(t table). According to the criteria of the test, it could be concluded that there was a progress in using pictures onstudents’ writing of recount text. In conclusion, using pictures on students’ writing of recount text at the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan was effective.
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kuantitatif. Rancangan penelitian ini adalahquasi-experimentaluntuk mengetahui keefektifan penggunaan gambar dalam tulisan recount text siswa. Hasilnya dapat dilihat bahwa penggunaan gambar sebagai media cocok dan efektif dalam tulisan recount text siswa. Ini dapat terlihat dari rata-rata hasil post test di kelas eksperimen yaitu 81.02 dan rata-rata nilai rentangnya yaitu 19.78. rata-rata hasil post test di kelas kontrol yaitu 63.81 dan rata-rata nilai rentangnya yaitu 11.35. Hasil penghitungan menunjukkan bahwa dalam derajat signifikansi 1% = 1.99 dan 5% = 2.64 adalah 1.99 < 3.96 > 2.64. Ini berarti bahwa to(t observasi) lebih tinggi disbanding tt(t table). Berdasarkan kriteria pengujian, dapat disimpulkan bahwa ada kemajuan dalam penggunaan gambar pada tulisan recount text siswa. Kesimpulannya, penggunaan gambar dalam tulisan recount text siswa di kelas X siswa SMA Negeri 9 Kota Tangerang Selatan adalah efektif.
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mercy in completing this research. Peace and blessing be upon our Prophet Muhammad SAW, his families, his companion and his followers.
This research can also not be completed without a great deal of help, guidance, correction and suggestion from Mrs. Dr. Farida Hamid, M.Pd. and Mrs. Yenny Rahmawati, M.Ed.as the writer’s advisors.
The deepest thank also goes to those who have helped the writer in finishing her research with their love, support and prayers, they are:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiya and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd., the Head of The Department of English Education. 3. Zaharil Anasy, M.Hum., as the secretary of The Department of English
Eduaction.
4. Sunardi (Alm.) and Surani as the writer’s parents and Romi Asriani, S.E., as her sister who always be her spirit to make them proud and happy.
5. The headmaster, the teachers, the staffs and the students of SMA Negeri 9 Kota Tangerang Selatan.
6. The writer’s long-life best friends: Afifatul, A.Md Kep., Bripda Bisma, Indah Yuni, Kartika Wulan, Kemas, S.T. and Bripda Windra, who always cheer me both in my happiness and sadness. Thanks for all crazy moments.
7. The writer’s high school-friends, Ita Rosita, A.Md, Gita, S.Sos., Eviyanti, S.S., Hendrianto, S.Si., Halfy Safitri, Syarafina, Pratiwi and Tonny. You are great.
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their contribution to the writer during finishing her research.
Hopefully, this research can be useful to the readers, particularly to the writer. Also, the writer realized that this research is far from being perfect. It is a pleasure for her to receive constructive critics and suggestion from anyone who read her research for valuable improvement.
Jakarta, The Writer
ROSYA KURNIATI NIM. 1111014000007
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ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI... iii
ABSTARCT ... iv
ABSTRAK... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS... viii
LIST OF TABLES ... xi
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION ... 1
A. The Background of the Study ... 1
B. Identification of Problem ... 3
C. Limitation of the Study ... 4
D. Formulation of the Study ... 4
E. Purpose of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II THEORETICAL FRAMEWORK ... 5
A. Writing ... 5
1. The Definition of Writing ... 5
2. Stages of Writing... 6
3. Purposes of Writing ... 11
B. Recount Text... 12
1. Definition of Recount Text ... 12
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1. Definition of Picture ... 14
2. Types of Picture ... 15
3. The Advantages of Picture... 16
D. Teaching Writing by Using Picture ... 17
1. Picture Sets for Writing ... 17
2. Picture for Whole-class Discussion of Writing ... 18
3. One Picture–Many Different Techniques for Writing.... 18
4. One Picture–A Sequence of Tasks for Writing ... 19
5. Teaching Writing by Using Picture Procedures ... 21
E. Previous Study ... 22
F. Thinking Framework ... 24
G. Research Hypothesis ... 24
CHAPTER III RESEARCH METHODOLOGY ... 25
A. Place and Time ... 25
B. Research Design ... 25
C. Population and Sample ... 26
D. Research Instrument ... 26
E. Technique of Data Collection ... 26
F. Technique of Data Analysis ... 27
G. Statistical Hypothesis... 29
CHAPTER IV FINDING AND DISCUSSION ... 30
A. Data Description ... 30
1. The Data of Experimental Class (X MIPA 1) ... 30
2. The Data of Controlled Class (X MIPA 5) ... 32
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3. Normality Test ... 42
4. Homogeneity Test... 43
5. Hypothesis Testing ... 43
C. Interpretation of the Result ... 47
CHAPTER V CONCLUSION AND SUGGESTION ... 49
A. Conclusion ... 49
B. Suggestion ... 49
REFERENCES ... 51
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Table 4.3 : Table of Data Description of Pre-test Result of Experimental Class ... 34 Table 4.4 : Table of Frequency Distribution of Pre-test Result of Experimental Class ... 35 Table 4.5 : Table of Data Description of Pre-test Result of Controlled Class
... 36 Table 4.6 : Table of Frequency Distribution of Pre-test Result of Controlled Class ... 37 Table 4.7 : Table of Data Description of Post Test Result of Experimental Class ... 38 Table 4.8 : Table of Frequency Distribution of Post Test Result of Experimental Class ... 39 Table 4.9 : Table of Data Description of Post Test Result of Controlled Class ... 40 Table 4.10 : Table of Frequency Distribution of Post Test Result of Controlled Class ... 41 Table 4.11 : Normality Pre-test Results between Experimental and Controlled Class ... 42 Table 4.12 : Normality Post Test Results between Experimental and Controlled Class ... 42 Table 4.13 : Homogeneity Pre-test Result between Experimental and..
Controlled Class ... 43 Table 4.14 : Homogeneity Post Test Result between Experimental and Controlled Class ... 43 Table 4.15 : The Comparison of Gained Score between Students in Experimental Class and Students in Controlled Class ... 44
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Appendix 3 : Syllabus ... 61
Appendix 4 : Lesson Planning(RPP) ... 74
Appendix 5 :Students’ Writings with the Picture ... 87
Appendix 6 : Research Documentation (photos) ... 93
Appendix 7 :Lembar Uji Referensi ... 94
Appendix 8 :Surat Pengesahan Proposal... 107
Appendix 9 :Surat Bimbingan Skripsi ... 108
Appendix 10 :Surat Pernyataan Jurusan ... 109
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1
Language as “a tool” to communicate cannot be separated in our lives has been taught since we were children, moreover since we were a baby – language was heard to us. What is a language? The meaning of language depends on where it occurs within a larger stretch of discourse.1 Language also has function, which is to achieve a purpose when you say or write something.2Today, language which is an international language–it is spoken by people around the world, is English.
English is used in almost every part of the world is important to learn, so many countries offer English as their lesson in schools to be learned by their students, whether in elementary schools, secondary schools or even kindergarten. In Indonesia, English is an obligatory subject in junior and senior high schools. It also becomes one of subjects tested in National Examination (Ujian Nasional). As in Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 pasal 70 ayat 3, ayat 5 dan ayat 7 “Pada jenjang SMA/MA/SMALB, atau bentuk lain yang sederajat, Ujian Nasional mencakup pelajaran Bahasa Indonesia, Bahasa Inggris, Matematika dan mata pelajaran yang menjadi ciri khas program pendidikan”(verse 5). Therefore, all of students need and learn English to achieve academic purposes. One of the academic purposes is to understand English texts and also to communicate when it is needed.
One of ways of communication is writing and students are asked to master this skill as it is a tool to assess their knowledge. Writing is one of productive skills which have to be taught to students in schools in Indonesia based on standard curriculum. The tasks which teacher usually gives for English subject are mostly in written form, for example making dialog, paragraphs, answering essay test, etc., therefore writing ability is important.3 Students are demanded to master
1
Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p. 59.
2
Ibid., p. 76.
3
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aspects of writing – content, structure and diction, in producing good writing.4 Readers of English text also expect a clear topic sentence and a unified paragraph that deals with one idea, so the writers are asked to achieve unity, to achieve coherence and to achieve concrete details in their texts.5In fact, we can find some students in Indonesia still have difficulties to write in English and do some errors because of the difference between the two languages, both in structure, spelling and lexical meaning.6 Besides, they lack of vocabularies to write although they have their main idea but they should write about their own experience as in recount text–one of kinds of text taught in Indonesia.
Kinds of text in Indonesia such as report, descriptive, procedure, narrative and recount are taught and stated in curriculum as parts of English lesson students should master. Recount as one of kinds of text taught in school is usually practiced by writing self experience in past time but students are seldom provided to use media. They usually lean upon their memory about the event. It can limit their vocabularies to put in text, therefore they can only write short text of recount. Therefore, they need interesting media, such as picture, to support their writing.
Picture is one of media which is usually used and it can be provided easily by teachers. The examples of picture are painting, sketch, photo, etc. Picture usually used is photo because it reminds and tells student about what happened at that time. Teachers are asked to use all of possible media to help students studying easily and fun. Picture is one of useful media to make it fun and easy because it can help them to build their ideas, to make cohesive and systematic sentence and to use more vocabularies based on the theme given because some of students are lack of vocabularies, and this is one of the causes students feel difficult to
4
Giyatno, Improving Students’ Writing Skill On Recount Text Using Questioning
Technique and Facebook Media, (Surakarta: Sebelas Maret University, 2011), p. 18.
5
Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw Hill Companies, 2005), p. 63.
6
Haryati,An Analysis on the Grammatical Errors in the Students’ Recount Text Writing, (Jakarta: UIN Syarif Hidayatullah Jakarta, 2012), p. 1.
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speaking and writing.7Picture also gives imagination to build their ideas based on the picture they see. As the writer’s experience, some students feel difficult in writing due to some factors.
The first factor students have less interest in writing. They think that the ideas they want to write are difficult to come into their mind and it makes them bored, so it causes the second factor. They usually feel confused how to start writing. They do not know which part should be the first thing to be written and what words they should put. The third, students lack of vocabularies. It happens in almost all of kinds of text – narrative, descriptive, report, procedure and recount and it may be caused the students’ reading motivation to improve their vocabulary is insufficient. In writing recount, when students are asked to write about their own experience, they still have difficulty to write it although it should be easier because they involved in that moment or experience but the problems above can limit students’ ability in writing, which is one of important skills in academic purposes.
Based on the problem and explanation above, the focus of this research can be stated to find that picture as one of media is effective to improve students’ writing of recount text. Therefore, this research will be conducted by the title “The Effectiveness of Using Pictures on Students’ Writing of Recount Text
(A Quasi-Experimental Research at the Tenth Grade Students of SMA
Negeri 9 Kota Tangerang Selatan)”.
B. Identification of Problem
Based on the object which was investigated in writing recount text, some problems were identified:
1. Students have less interest in writing.
2. Students usually feel confused how to start writing. 3. Students lack of vocabularies.
7
Dewi Awaliah, The Effectiveness of Picture Series Towards Students’ Writing Skill in Narrative, (Jakarta: UIN Syarif Hidayatullah Jakarta, 2014), p. 2.
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C. Limitation of the Study
Based on the identification of problem, the study was focused on the effectiveness of using pictures on students’ writing of recount text of the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan.
D. Formulation of the Study
As the limitation stated, the problem of this study could be formulated as: Was there any effectiveness of using pictures on students’ writing of recount text?
E. Purpose of the Study
Based on the formulation of the problem, the purpose of the study was to know the effectiveness of using pictures on students’ writing of recount text at the tenth grade students of SMAN 9 Kota Tangerang Selatan.
F. Significance of the Study
By conducting this study, some significances could be expected in contribution for students, teachers and further research.
Students.
This study will help them to use and adopt creative way in learning English, especially in writing recount, so that they can write easily and fun.
Teachers.
This study will give them information that picture can be useful to help students in writing so teachers can use it and make it more attractive in improving students’ recount writing skill. Teachers can also use other visual aids or media in their teaching and learning process.
Further Research.
For further research, this study can be one of references in research about writing recount, both in learning and teaching writing.
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text and picture. A. Writing Skill
1. Definition of Writing
Generally, writing is one of the English productive skills. Writing needs evidence that supports the idea with specific reasons or details.1 While in speaking, it is a spontaneous action and it does not challenge people to give reason of what people say.2 In order to make the skill develop better, people can learn it and practice extensively, and more crucial is belief to improve the skill.3 Harmer stated in How to Teach Writing: “Spoken language, for a child, is acquired naturally as a result of being exposed to it, whereas the ability to write has to be consciously learned”.4 There are some definitions about writing appear from educational experts. An action where we write something using some tools such as book or paper, pen or pencil, computer and other gadgets can be called as writing. Today, writing can not only be done by using paper and pencil but also gadgets.
In Barnet and Stubbs’s Practical Guide to Writing, writing is a physical act that needs material and energy and requires practice.5 While Rosen said, which restated in Writing by Hedge, writing is detached from the wide range of expressive possibilities in speech. It requires a number of things –high degree of
1
John Langan,Exploring Writing: Paragraphs and Essays, (New York: McGraw-Hill, 2008), p. 3.
2
Laidlaw Brothers, Composition and Grammar II: Steps in the Writing Process, (California: The Laidlaw Brothers Publishers, 1985), p. 13.
3
John Langan,Op. cit.,pp. 7—9 .
4
Jeremy Harmer,How to Teach Writing, (Essex: Pearson Education, 2004), p. 3.
5
Sylvan Barnet and Marcia Stubbs, Barnet & Stubbs’s Practical Guide to Writing: Fourth Edition, (Canada: Little, Brown & Company (Canada) Limited, 1983), p. 3.
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organization, accuracy, the use of complex grammatical devices, vocabulary selection, grammatical patterns and sentence structures.6
The other writing definition says that it is as human act. It means that writing as a way to communicate and the writer will speak through written form in their own words by reading other resources before.7 Writing is a way of remembering and a way of thinking as well because it makes ideas permanent, and thus expands the collective memory of human being than remember idea orally.8 In writing, idea is put on a medium so that it can be permanent, while in speaking there is no medium. Therefore, writing is used either as evidence of successful learning in schools or as a means of learning.9
From those definitions above, the difference between writing and speaking can be seen from the medium. Writing needs medium to put the ideas on it, such as paper, book, laptop, etc., while speaking the speaker only speak directly although they can use medium such as telephone, video call, etc. but it is just a connector between one speaker and the other, not a medium to put the ideas. Writing, like speaking, is productive a skill as a way of communication but it has special demands in communication as a complex process that consists of four stages – prewriting, organizing, writing and revising.10 The four stages help people arrange their writing well-organized because some people are confused to start writing and what ideas they will write.
2. Stages of Writing
There are some books which explain stages of writing. Here are stages of writing based on Composition and Grammar II by Laidlaw Brothers andWriting in Processby Binder and Lopez-Nerney.
6
Tricia Hedge,Writing, (Oxford: Oxford University Press, 1988), p. 5.
7
Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, (New
York, St. Martin’s Press Inc, 1985), pp. 2—3.
8
James C. Raymond, Writing (Is an Unnatural Act), (New York: Harper & Row Publishers, 1980), p. 2.
9
Jack C. Richards,The Language Teaching Matrix, (USA: Cambridge University Press, 1990), p. 100.
10
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Stages of writing stated by Laidlaw Brothers11: a. Prewriting
First of all, in order to make writing easier and organized, someone needs to take this stage, which is prewriting, also known as idea-generating stage. In morphology the prefixpre- means ‘before’, therefore prewriting is an activity we should do before take writing. It is a process in collecting idea that may include experience or something someone has ever been as bases or sources of their writing. It is free flowing and spontaneous.12Writers may take a note or a journal about idea and everything they want to write.
In prewriting stage, one thing might be added to make their writing is recording impressions. It means that sources of writing come from people (including the writer itself), places, objects, events, situations and ideas. The writer can use their journal to discover, capture and preserve for later use.13
b. Organizing
After writer has done with the first stage, the next is organizing. It means that writer generates ideas which one will be included or discovered for their writing.14 In this step, writer should be aware of the purpose for writing. Bring it for writing into sharp focus and identifying the audience.
c. Writing
In the next step of writing, which is writing itself, writer gathers all pieces of the ideas and information then creates meaningful and satisfying writing.15 This process is “the real writing” because writer should gather all of the ideas he/she gets then creates the important and meaningful point for their writing.
d. Revising
The last step, revising, writer should be the reader position. The writer should evaluate his/her writing – it is better and easier waiting for the next day after writing, from the reader’s point of view. It is to find out how what the writer has
11
Ibid., p. 17.
12
Ibid., p. 17.
13
Ibid., p. 19.
14
Ibid., p. 25.
15
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written will strike the readers.16 This process is important to be done because writer should look from both two sides–as the writer itself and as the reader.
While Binder and Lopez-Nerney stated there are three stages of writing – planning, writing and finalizing which are divided into some parts in each stage. Planning is divided into four steps –formulating a question, determining purpose and audiences, generating ideas and organizing/outlining. Writing is divided into drafting and revising, and the last stage, finalizing, is divided into editing and formatting and documenting.17
a. Planning
1. Formulating a question
Generally, writing is an extended response to a question, so the writer should give wide information. It can be said that planning is a process which basically begins with a question. Instead, a topic may be set as“a question” for writers to be formulated into their writing.18
2. Determining Purpose and Audience
After the planning has been arranged, writer should take some time to understand purpose and readers of his/her writing. Therefore, before writers write something in a piece of paper, they should consider two things – purpose and audience.
To consider the purpose of writing, it is necessary to know why someone is writing, so he/she can choose appropriate information, language and style. Some examples of why people write are to inform, to express an opinion, to convince, to argue, to entertain, etc. If writers have identified the purpose, it will help them how to present their idea.
Besides the reason to know why someone writes, it is good to know for him/her who they are writing for. It is essential to remember that writers are always writing for specific readers because it helps to decide the suitability of the
16
Ibid., p. 35.
17
Carol A. Binder and Susan Lopez-Nerney, Writing in Process: Second Edition, (Singapore: Pearson Prentice Hall, 2005), p. 6.
18
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topic and level of difficulty of their writing in terms of vocabulary, style and tone.19
3. Generating Ideas
In generating ideas, writers should bring ideas which come to their mind into “a note”.They spend more time thinking about and writing down ideas that can be used in their writing. This stage helps writers to identify the ideas will be put properly for their writing.
There are two ways in generating ideas. First is brainstorming and the second is mind-mapping. In brainstorming, writers list down everything that comes into their mind about a topic. The objective is to allow ideas just come and flow onto paper. The other step is mind-mapping, which is in form of drawing of branches. Mind-mapping not only helps in generating ideas but also in organizing them. This method helps writers develop new ideas by finding connections to their original thoughts.20
4. Organizing/Outlining
When the first three stages are done, the next stage is to choose information which writers want to put in their writing. By noticing ideas which best respond to the question writers formulated, this stage can be done. After that, categorize the different types of information and organize them so the readers can follow writers’ thought easily.21
b. Writing 1. Drafting
Draft is an attempt of the first complete writing based on the outline. Additional drafts continue to build on the foundation of the first draft. At final writing, a number of drafts may be produced.22 While making a draft, writers should concern about the ideas and the organization of them and should not spend much time worrying about grammar.23
19
Ibid., p. 8.
20
Ibid., p. 9.
21
Ibid., p. 10.
22
Jeremy Harmer,Op.cit.,p. 5.
23
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2. Revising
Revising is to check organization of the paragraphs and the clarity of the ideas which should be explained logically and clearly. From revising stage, writers should get feedback from another reader. It can be gotten from teacher, students or someone who is equal to the writers. The way to get feedback from someone who has equal information or knowledge is called peer feedback or peer review.24
c. Finalizing 1. Editing
Editing is checking process for spelling, punctuation and grammar errors. Besides, writers should check the flow of their idea. Writers can read their writing aloud to help spot any errors and check for any sections or parts.25 More skilled writers tend to look at issues of general meaning and overall structure before concentrating on detailed features–individual words and grammatical accuracy.26 2. Formatting and Documenting Information Sources
Along with editing, writers should do a final check the format of their writing which means visual presentation. It is called as formatting.
Documenting indicates the source of writers’ information. It is usually used for essay writing because the writers need to acknowledge the source for their writing. Several documentation styles are APA (American Psychological Association), MLA (The Modern Language Association), The Chicago Manual of Style, etc.27
3. Purposes of Writing
Writing includes the ability to organize ideas, to construct correct sentences, to use tenses and to choose appropriate words. Students are demanded to master aspects of writing – content, structure and diction, in producing good writing.28
24
Ibid., p. 12.
25
Ibid., p. 13.
26
Jeremy Harmer,Op.cit.,p. 5.
27
Carol A. Binder and Susan Lopez-Nerney,Op.cit., p. 13.
28
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However, writing has purposes as a way of communicating to deliver ideas to the readers. Based on Miller, the purposes of writing are29:
1. To describe what a writer hopes to accomplish. 2. To amuse the readers.
3. To persuade the readers (like in hortatory exposition)
While Carol A. Binder and Susan Lopez-Nerney, stated the purposes of writing as follow30:
1. To inform. It means that writing can help readers to know what they do not know before they read the text. Writing gives information in many forms, such as newspaper, articles, books, magazines, etc.
2. To express an opinion. It means that writing can express what the writer feels or thinks and express their idea or response about something.
3. To convince. To convince is same as to persuade. Writer can convince reader through their writing in discussing an issue. Today, there are some writers, moreover journalists, who write their writing to convince so many people in form of internet article, newspaper, magazine and books.
4. To argue. Besides to persuade, writing has also a purpose to argue an issue which is being talked by some people.
5. To entertain. It means that writing entertains readers from the text written. The examples of entertaining text are short story, novel, entertainment news, etc. It gives such refreshment for mind and imaginative idea and is included in the two kinds of text–narrative and recount text.
B. Recount Text
1. Definition of Recount Text
Recount text recount is a piece of text that retells past events, usually in the order in which they happened.31 It tells significance event happened to the writer
29
Robert Keith Miller, Motives for Writing Fifth Edition, (New York: McGraw-Hill, 2006), p. 4.
30
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and it usually uses the first person as recount tells about writer’s lives.32Recount, as the other text types, has purpose to deliver what writer wants to share with readers.
2. Purpose of Recount Text
The purpose of recount text is to tell what and when something happened to the audience. Miller stated goals of recount text are to make the writers more understand about them, and for the readers, it makes them understanding of their own experience and the writer’s.33 While in Adibah’s book, she wrote social function of recount text is to retell events for the purpose of informing or entertaining.34 In order to achieve the purpose, recount text has generic structure as a base for the writing.
3. The Generic Structure of Recount Text
In order to create well-organized recount text, students should pay attention to the features (past tense, proper nouns, word order of events) and the generic structure. The generic structure of recount text should be known by students to characterize between recount text and the other kind of texts. This structure, as Hall stated in Writing Well: 2ndEditionwhich restated by Haryati in her research, and Hyland inWriting Text Types: A Practical Journal, is orientation, event and reorientation.35
a) Orientation : setting and participants.
b) Event : what happened in what sequence. c) Reorientation : closure of events (optional).
31
Mark and Katy Anderson,Text Types in English, (South Yara: MacMillan Education, 1997), p. 48.
32
Robert Keith Miller,Motives for Writing Fifth Edition, (New York: McGraw-Hill, 2006), p. 47.
33
Robert Keith Miller,Op. cit.,p. 47.
34
Adibah,Bank Soal Bahasa Inggris SMA Kelas X, XI dan XII, (Yogyakarta: Pustaka Edukasi, 2013), p. 3.
35
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Recount also focuses on individual participants, past tenses, temporal sequence of events and action clauses.36
4. Sample of Recount Text
My First Experience to Ride Motorcycle
One day, when I was ten years old, my father bought an old motorcycle. That was "Honda 75". I think it was small light object and easy to ride it. I persuaded my father to teach me to ride "Honda 75". Firstly, my father refused my request and promised that he would teach me two or three years later, but I still whimpered. Finally, my father surrendered and promised to teach me.
He began to teach me riding the motorcycle around a field in my village. My father was very patient to give me some directions. I was very happy when I realized my ability to ride a motorcycle. "Yes, I did it!"
One day after that, when I was alone at home, I intended to try my riding ability. So, I tried bravely. All ran fluently in the beginning, but when I was going back to my home and I must pass through a narrow slippery street, I got nervous. I lost my control and I fell to the ditch.
After that, I told my father about the last accident. I imagined my father would be angry and never let me ride a motorcycle anymore. But the reality was exactly on the contrary, my father was very proud of me. He just gave me some advice and since that accident, I got my father's permission to ride motorcycle.
Based on the sample above, it can be found that the purpose is to tell the readers about the writer’s first experience in riding a motorcycle. From the first paragraph, it is known as the orientation of this recount text. The second to the
36
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third is the event of this recount text which is the story how the writer had the experience. As the closure, it is in the fourth paragraph.
5. Kinds of Recount Text
Texts which included as recount are diary, journal and everything tells personal experiences. Personal experience also included as narrative but it is not fully narrative as in novels, historical occurrences, or even myths, therefore it belongs to recount text.37 Narrator tries to communicate through his/her writing about what happened in the event the narrator included and nothing is artificial about the event.38 So that, by writing recount text, students are hoped to write easily and enjoyably.
C. Picture
1. Definition of Picture
Picture in teaching technique, based on Raimes, is drawings, photographs, posters, slides, cartoons, magazine advertisements, diagrams, graphs, tables, charts and maps can be valuable resource for teaching writing. Pictures provide a shared experience for the students in the class, a common base that leads to a variety of language activities.39
In addition, Schwartz’s opinion about picture which rewritten by Yusnita, Sada and Novita is a great incentive for language production and can be used in many ways in the classroom to interest and to motivate a sense of language context and stimulus.40Moreover, picture can bring the world outside the students have not known before into the class in a concrete way, as it provides41:
a) A shared experience in the classroom.
b) A need for common language forms to use in the classroom.
37
Sylvan Barnet and Marcia Stubbs,Op.cit., p. 178.
38
Sylvan Barnet and Marcia Stubbs,Op cit., p. 181.
39
Ann Raimes, Techniques in Teaching Writing, (Oxford: Oxford University Press, 1983), p. 27.
40
Enny Yusnita, Clarry Sada and Dewi Novita, Improving Students’ Recount Writing Text by Using Picture Series, (Pontianak: Tanjungpura University, 2011), p. 5.
41
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c) A variety of tasks.
d) A focus of interest for students.
2. Types of Picture
As Wright stated in his book, there are twenty types of picture can be used in teaching and learning process.42
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
42
Andrew Wright,Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p. 193.
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3. The Advantages of Picture
Picture is one of visual and printed media and it is widely used for educational purposes. Picture as one of media can be used by teacher in teaching learning process has some advantages. Based on Gerlach and Ely, restated in research by Dwi Nur Indah, the advantages of picture are43:
a) Picture is inexpensive and widely available. b) Provide common experiences for an entire group.
c) Visual details make it possible to study subject that would otherwise be impossible.
d) Picture after stimulus to further study reading and research. e) Pictures help to focus attention and develop critical judgment. f) Pictures are easily to manipulate.
In Wright’s book, Pictures for Language Learning, he wrote some advantages of pictures:44
a) Easy to prepare. b) Easy to organize. c) Interesting.
d) Meaningful and authentic. e) Sufficient amount of language.
Besides the five advantages above, Wright also said that picture can be used for teachers and students in whatever syllabus they are following.
There are some suggestions for general strategies for teachers using any picture in a classroom45:
a) Whole-class discussion–it can lead to writing by giving any type of pictures. b) Changing information–it can lead to speaking by dividing 2 groups in a class.
One group one picture, then they share and exchange their information about the picture.
43
Dwi Nur Indah, Improving Writing Recount Text by Using Photographs, (Semarang: IKIP PGRI Semarang, 2010), p. 10.
44
Andrew Wright,Op.cit., p. 3.
45
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c) Working in pairs or small groups – the teacher gives each student of the pair or give each group different picture to work with.
d) Real communicative tasks –students provide themselves their own pictures. It has advantage that teacher is relieved of the task of finding a picture and students can share their personal moments.
D. Teaching Writing by Using Picture
Teaching writing by using picture can lead to interesting learning for students.46 As the writer’s experience when she was in school, her friends were more interested in book which has so many pictures. Here are some ways to teach writing by using picture.
1. Picture Sets for Writing
Picture sets is pair of pictures or pictures in sequence provide variety of guided and free writing. It provides the subject matter about the story in the picture.47It is usually used for narrative writing but it can be flexible for any kinds of text. For recount writing, these pictures can be sequenced photographs from students itself. This can help students in offering vocabulary, sentence structure and organization about new subject matter.48
By using picture sets, students are hoped to produce more words and various vocabularies which can be put in their writings.
2. Picture for Whole-class Discussion of Writing
Teacher can provide two pictures while he/she is teaching in the classroom if some pictures are not possible. Give a half class one picture and the other half another.49 The teacher can give a task to write all the information about the picture, then, each group will share or exchange the information about their own picture.
46
Dwi Nur Indah,Improving Writing Recount Text by Using Photographs, (Semarang: IKIP PGRI Semarang, 2010), p .9.
47
Ann Raimes,Op.cit, p. 36.
48
Ibid., p. 36.
49
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3. One Picture–Many Different Techniques for Writing
For example, a teacher has a sketch as the picture for students’ writing and the sketch can be used for many types of writing – description, sentence combining, role-play, questions and answers, etc.50
For writing description, firstly students need to label some parts in the sketch with word or phrase. After that, in small groups, students discuss and write down what other words and phrases they will need to describe it.51 If the sketch is drawn by the teacher on the board, he/she can erase it and ask students to write description paragraphs from their memory. If it is in a piece of paper, exchange it to other groups/students.
Combining sentence by using picture may be shorter than a paragraph or if it is continued, can be as long as paragraph. For example, there are two pictures which contain a sentence that can be combined each other to make new sentence. They are given to two students randomly. Example sentences52:
a) Debbie Johnson’s room is small. and
b) Debbie Johnson’s room is practical.
Each student in the class should find partner whose sentence will combine with the one he/she has. Therefore, students are asked to find the sentence which has same meaning. Some of the possibilities with the two sentences above are: a) Debbie Johnson’s room is smalland practical.
b) Debbie Johnson’s room is smallbut practical. c) Debbie Johnson’s room is small yet practical.
d) Although Debbie Johnson’s room is small, it is practical. e) Though small, Debbie Johnson’s room is practical. f) Debbie Johnson’s room, though small, is practical.
50
Ibid., p. 30.
51
Ibid., p. 30.
52
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With the new sentences above, students can discuss to organize those sentences to make a paragraph.
Role-play demands practical action in a classroom. In writing by using picture, teacher asks students to work in pairs groups to make attractive writing about the picture then discuss the details about the picture given. After that, students are asked to write it in a paragraph. Final step, they read their own aloud to each other and discuss which one works the best and why.53
In questions-answers session, a class is divided into four groups. The teacher gives one picture with a word for each group. For example, the teacher has pictures of Debbie Johnson’s“bedroom, garden, kitchen and house”which given to four groups. Then, ask the students to compile some questions about it, pretend that they will stay there and do not know the house. After that, the teacher collects them from each group and redistribute to other groups. Each group of students writes a letter from Debbie that answers those questions.54
4. One Picture–A Sequence of Tasks for Writing
Using a picture can give teachers opportunity to develop not only wide variety of tasks but also a sequence of tasks, so that students can move from one level of difficulty to another, gathering more vocabulary, knowledge of idiom and sentence structure and organizational skill. The picture can be discussed by the students for cultural phenomenon and their own experience related to it.55
The example of one picture for a sequence of tasks56:
1. Divide class into some groups and ask students to answer: “What is happening in this picture?” The picture is about Debbie’s wedding. They should write down related words or phrases then the teacher compares the result and writes necessary vocabularies on the board.
2. Still in groups, students are asked to answers such questions: a) How old are the two people getting married?
b) Do their parents want them to get married? 53
Ibid., p. 33.
54
Ibid., p. 33.
55
Ibid, p.34.
56
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c) What jobs do the two people have?
d) Will the people have children? When? How many? e) Have you ever been to a wedding? Was it like Debbie’s?
The groups share the result and the teacher write necessary words and idioms, again on the board.
3. The class reads a paragraph describing Debbie Johnson’s traditional wedding: Debbie Johnson and Frank Willett had a traditional wedding last Saturday.
The bride wore her grandmother’s veil and her mother’s wedding dress, which was made of white satin. She wore her sister’s necklace and carried a bouquet of blue flowers – so she had the bride’s traditional “something old, something new, something borrowed something blue”. She had six bridesmaids. They wore long dresses of flowered blue lace. The bridegroom and the bride’s father were wearing traditional morning suits –a black jacket and grey pants. The couple was married in church and the bride’s parents held a reception for 100 guests at their home.
The students examine the paragraph and determine which sentence makes the main point.
4. Then, students imagine that they are Debbie Johnson writing a letter a friend abroad, six month before, telling her what the wedding will be like. Students can take sentences from the paragraph before and change the subjects. For example,the couplebecomeswe,the bride’s parentsbecomesmy parents, etc. 5. Small groups discuss and write a description about the wedding for a local
newspaper, and then the other groups make comments and suggestions.
6. After discussion, students are asked to describe a typical traditional wedding in their country, or in Indonesia, in provinces.
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5. Teaching Writing by Using Picture Procedures
The writing task can be approached in two ways – students select a previous piece that they can rewrite or enhance and students create a new piece. Students are led to follow basic steps57:
1. Talk the picture. Teachers give each student one to three sheets of paper. Students talk with each other and the teacher, discussing what they can draw to tell their story. Teachers coach and support students in providing rich description and they ask questions that will lead to detailed illustrations and a coherent story line.
2. The picture. Students illustrate the story they have described and are reminded to include the key elements. The richer details, the richer the conversation and the writing will be.
3. Talk the writing. Students discuss, describe and “read” the picture story. Teachers model and support students in formulating sentence to make a story. Students practice saying the story aloud.
4. The writing. Students then write the picture story. They are reminded to utilize the rich and descriptive language they practiced.
5. The share. Students read their story to the group. Students ask questions and compare the completed story to the previous discussion.
Some ways of using picture in teaching writing also stated by Harner through “drills”, which is in form of grammar items for cueing different sentences or practicing vocabulary, “(communication) games” for creative writing, where teachers give some pictures to be written by the students then practice it in speaking, and “understanding” which is an easy way of explaining the meaning of words by having a picture.58
57
Teresa Walter,Teaching English Language Learners, (New York: Pearson Education, 2004), p.77.
58
Jeremy Harmer, The Practice of English Language Teaching: 3rd edition, (Essex: Pearson Education, 2001), p.134.
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E. Previous Study
Some researches had been conducted related to the use of pictures on writing of recount text. There were so many kinds of picture used by the researchers. The first research was entitled “Improving Students’ Recount Text Writing by Using Picture Series (A Classroom Action Research to the Tenth Grade Students of SMK Panca Bhakti Kubu Raya in Academic Year 2011/2012)” written by Eni Yusnita, Clarry Sada and Dewi Novita had problem that students felt difficult to get ideas in recount text paragraph, so that the writers decided to use picture series to improve students’ recount text. The result found that by using picture series, students’ recount text writing could be improved. The result of first cycle was 61,5 (less than 65, not achieved), while the second cycle was 66 (achieved, higher than KKM score). The differences between this research and the writer’s are the writer will conduct an experimental research which is different from the research above– a classroom action research, the writer will not use picture series and the place of the research is also different.
The second research was entitled “The Use of Picture Series to Improve Students’ Ability in Writing Recount Texts (A Classroom Action Research on the Eight Grader of SMPN 3 Kartasura in 2009/2010 Academic Year)” by Muhammad Luqman Hakim stated the problem that students felt difficult in making correct grammatical sentences, developing paragraph and finding appropriate vocabulary. Moreover, the teacher seldom taught writing process and only asked for writing production. Based on the questionnaire, 73.5% of students felt that writing was difficult, 61,8% of students felt that the time for writing was not enough, 55,9% said that they felt difficult to start writing, 52,9% students seldom paid attention to appropriate vocabularies and 52,9% students did not arrange an outline or draft before writing. The result said that there was an improvement of students’ ability in writing recount text, an improvement in teaching learning situation and an improvement in students’ personal competence. The differences between this research and the writer’s are the writer will conduct an experimental research which is different from the research above–a classroom action research, the writer will not use picture series and questionnaire as the
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instrument of data collection. The other difference is the place and the population of the research.
The third research was entitled “Improving Writing Recount Text by Using Photographs: A Case Study of the Eleventh Year Students of SMA Negeri 1 Batangan Pati in the Academic Year of 2009/2010” written by Dwi Nur Indah. She thought that writing is more complex and difficult to teach because it needs grammatical mastery and theoretically devices and also the conceptual and judgment. The purpose was improving students’ recount writing by using photograph as it guided students to generate idea into a meaningful composition. The result of the improvement was very good which was 62,07 from pre-test became 76,8 from post-test. It meant that teaching writing recount text by using photographs in experimental class was successful. The differences between this research and the writer’s are the writer will use not only photographs but also illustration picture during the experiment process and the place and the population of the research is also different.
F. Thinking Frameworks
Writing as a skill which is needed to be mastered for students in Indonesia seems to be improved because some students do not interested in writing, feel confused to start writing and they lack of vocabularies. Students need interesting way to learn producing good writing.
Recount is one of kinds of text which should be mastered by students because it is taught in high school. Writing recount means that students should write their own experience in written form. They should put their ideas in well-ordered writing.
After reviewing theories about teaching writing by using picture, especially writing recount text, the writer could see that students’ were more interested in writing if they had clue such as picture as visual aid. It made them easier in organizing paragraphs for their writings. So that, the writer was interested in conducting research to know the effectiveness of using pictures on students’
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writing of recount text at the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan.
G. Theoretical Hypothesis
The hypothesis of the study can be formulated as follows:
Ha: There was effectiveness of using pictures on students’ writing of recount text.
Ho: There was no effectiveness of using pictures on students’ writing of recount text.
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CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time
This research was held at SMAN 9 Kota Tangerang Selatan for students at the tenth grade during the first semester starting from August 18 – September 9 2015.
B. Research Design
This research is categorized as quantitative research with experimental study. The design of this study is a quasi-experimental research to know the effectiveness of using pictures on students’ writing of recount text. The independent variable in this study is picture while the dependent variable is writing recount text.
In this research, pre-test and post-test were used for both experimental class and controlled class. The experimental class received treatment which was using pictures in their recount writing while the controlled class did not receive the treatment. The effectiveness in recount writing improvement would be seen from the post-test score in experimental class. Below is the explanation of experimental design by Cresswell.1
Table 3.1
Types of Experimental Designs True
Experiment
Quasi-Experiment
Factorial Time Series Repeated Measures Single Subject Random assignment?
yes no may be
used
no no no
Number of groups compared? Two or more Two or more Two or more
One group One group One
individual studied at a
time Number of
intervention used?
One or more intervention
s
One or more intervention s Two or more interventi ons One or more interventi ons
Two or more interventions One or more intervention s 1
John W. Creswell, Educational Research: 4th edition, (Boston:Pearson Education Inc., 2012), p. 307.
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True Experiment
Quasi-Experiment
Factorial Time Series
Repeated Measures
Single Subject Number of times
the dependent variable observed?
Once Once Once After each
interventi on After each intervention Multiple points Controls typically used? Pre-test, matching, blocking, covariates Pre-test, matching, blocking, covariates Pre-test, matching, blocking, covariates Group becomes its own control
Covariates Individuals become their own
control
C. Population and Sample
The population of this study was the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan. The total of class X was ten classes which were divided into five sciences and five social. Each class consisted of 37 students. The sampling technique used was sample random sampling to choose experimental and controlled class based on the same characteristic because there were so many classes could be the participant, so two classes were chosen randomly. The classes for the sample were X MIPA 1 as the experimental class and X MIPA 5 as the controlled class. Therefore, the total of students as the sample in this research was 74 students.
D. Research Instrument
The instrument the writer used was test in form of imperative sentence “Write
about your memorable moment in your life, minimum 3 paragraphs!”. The
requirements students should have in writing by using picture were:
a. Students should have minimum 3 paragraph as recount generic structure (orientation, event, reorientation),
b. Students should pay attention to the cohesive, unity, and clarity in their writing.
E. Technique of Data Collection
In collecting the data, the writer used writing test. The students should make recount writing by using their own picture, which is a photograph of their own activity, and should pay attention to the cohesive, unity, and clarity in their writing.
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The steps the writer conducted were as follows:
1. Chose control class and experimental class based on the English teacher’s recommendation.
2. Gave pre-test to both classes to write their memorable moment in 3 paragraphs (for minimum).
3. Taught to both classes about recount text. Gave treatment for experimental class and no treatment for control class. Experimental class was taught to write recount by using pictures. First, the picture was given by the writer. Next, the picture was their own photo (students’ photo).
4. Gave post-test to both classes to write their memorable moment in 3 paragraphs (for minimum).
5. The writer calculated and compared the scores from pre-test and post-test to find the effectiveness of using pictures on students’ writing of recount text.
In calculating the scores, the scoring would be used was rating scale by Weigle which can be seen in appendix 1.2
F. Technique of Data Analysis
In calculating the data, the writer used t-test formula. The two classes are compared to the independent variable, the experiment class is X variable and the control class is Y variable. T-test formula is as follow:
Where:
= Mean of Variable X = Mean of Variable Y
= Standard Error
2
Sara C. Weigle, Assessing Writing, (Cape Town: Cambridge University Press, 2002), p. 116.
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Afterwards, the calculation goes to several processes 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 of Mean of Variable X.
√ 6. Determining Standard Error of Mean of Variable Y.
√
7. Determining Standard Error of Difference of Mean of Variable X and Y. √
8. Determining to.
9. Determining ttable in significance level 5%, with df (degrees of freedom).
df or db =(Nx+Ny )-2
Where:
M = the average of students score SD = standard deviation
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SE = standard errors X = experimental class Y = controlled class N = number of students df = degree of freedom G. Statistical Hypothesis
The statistical hypothesis of this study could be seen as: Ho : µ1 = µ2
Ha : µ1≠ µ2
Ho: There was effectiveness of using pictures on students’ writing of recount text.
Ha: There was no effectiveness of using pictures on students’ writing of recount text.
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 control group. The using of pictures is effective on students’ writing of recount 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 control group. The using of pictures is not effective on students’ writing of recount text.
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CHAPTER IV
RESEARCH FINDING AND INTERPRETATION A. Data Description
The data were collected from the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan for pre-test and post-test. The experimental class was X MIPA 1 and the controlled class was X MIPA 5. The data which was obtained described into two tables. Each table had 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 Experimental Class (X MIPA 1) Table 4.1
Pre-test and Post-test of Experimental Class
Name Pre-test score Post-test
score
Gained score
Categorization in post test
Student 1 50 62 12 Fair
Student 2
67 79 12 Good
Student 3
65 79 14 Good
Student 4
46 78 32 Good
Student 5
66 88 22 Excellent
Student 6
38 72 34 Good
Student 7
88 90 2 Excellent
Student 8
90 90 0 Excellent
Student 9
78 87 9 Excellent
Student 10
49 80 31 Excellent
Student 11
52 77 25 Good
Student 12
80 85 5 Excellent
Student 13
77 90 13 Excellent
Student 14
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Name Pre-test score Post-test score
Gained score
Categorization in post test Student 15
47 75 28 Good
Student 16
65 80 15 Excellent
Student 17
34 74 40 Good
Student 18
49 75 26 Good
Student 19
71 88 17 Excellent
Student 20
65 86 21 Excellent
Student 21
52 76 24 Good
Student 22
67 80 13 Excellent
Student 23
47 78 31 Good
Student 24
47 75 28 Good
Student 25
51 85 34 Excellent
Student 26
77 88 11 Excellent
Student 27
37 74 37 Good
Student 28
45 76 31 Good
Student 29
66 89 23 Excellent
Student 30
67 77 10 Good
Student 31
47 79 32 Good
Student 32
67 80 13 Excellent
Student 33
64 86 22 Excellent
Student 34
64 72 8 Good
Student 35
78 87 9 Excellent
Student 36
72 89 17 Excellent
Student 37
79 90 11 Excellent
TOTAL 2266 2998 732
∑ 61,24 81,02 19,78
Based on the Table 4.1, it could be seen the lowest and the highest score of the experimental class consists of 37 students. The lowest score in pre-test was 34 and the highest score was 90. After the writer gave the treatment by using pictures
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in teaching writing recount text, the writer gave the students post-test. The data showed in the post-test that the lowest score was 62 and the highest was 90. 2. The Data of Controlled Class (X MIPA 5)
Table 4.2
Pre-test and Post-test of Controlled Class
Name Pre-test
score
Post test
score
Gained score Categorization in post test
Student 1 37 44 7 Very poor
Student 2
68 72 4 Good
Student 3
55 60 5 Fair
Student 4
36 46 10 Very poor
Student 5
54 66 12 Fair
Student 6
72 69 -3 Fair
Student 7
35 47 12 Very poor
Student 8
42 74 32 Good
Student 9
44 60 16 Fair
Student 10
56 59 3 Poor
Student 11
58 71 13 Good
Student 12
39 65 26 Fair
Student 13
39 60 21 Fair
Student 14
65 68 3 Fair
Student 15
48 60 12 Fair
Student 16
39 65 26 Fair
Student 17
57 66 9 Fair
Student 18
59 68 9 Fair
Student 19
36 55 19 Poor
Student 20
46 65 19 Fair
Student 21
79 85 6 Excellent
Student 22
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Name Pre-test score
Post-test score
Gained score Categorization in post test Student 23
49 68 19 Fair
Student 24
37 44 7 Very poor
Student 25
45 62 17 Fair
Student 26
49 66 17 Fair
Student 27
72 70 -2 Good
Student 28
42 59 17 Poor
Student 29
34 47 13 Very poor
Student 30
56 65 9 Fair
Student 31
34 48 14 Very poor
Student 32
54 62 8 Fair
Student 33
80 83 3 Excellent
Student 34
69 75 6 Good
Student 35
78 79 1 Good
Student 36
60 66 6 Fair
Student 37
70 80 10 Excellent
TOTAL 1941 2361 420
∑ 52,46 63,81 11,35
Based on the Table 4.2, it could be seen the lowest and the highest score of the controlled class consists of 37 students. The lowest score in pre-test was 34 and the highest score was 80. The data showed in the post-test that the lowest score was 44 and the highest was 85.
B. Analysis of Data and Hypothesis Testing
1. Results of Pre-test of Experimental and Controlled Class
The result of pre-test of experimental and controlled class based on SPSS 22 version software was gained from the steps as follows: Analyze >> Description Statistic >> Frequencies. Then put post-test into variables >> Click Statistic >> Checklist the entire menu >> Click OK.
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Table 4.3
Table of Data Description of Pre-test Result of Experimental Class Statistics
Experimental
N Valid 37
Missing 37
Mean 61.24
Median 65.00
Mode 47a
Variance 210.967
Range 56
Minimum 34
Maximum 90
Sum 2266
a. Multiple modes exist. The smallest value is shown
Table 4.3 showed that the data of X MIPA 1 as the experimental class consisted of 37 students. The total of all data which was divided with the number of data determined as mean score from the experimental class was 61.24. Median score was 65.00. The median is the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. The mode is defined as the element that appears most frequently in a given set of elements. The mode score from the table was 47. The set of scores constituted a population determined a variance score was 210.967. The highest score of the experimental class was 90 and the lowest was 34. The sum gained from the total scores was 2266.
According to the table, it could be made a table of frequency distribution which is presented as follows:
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Table 4.4
Table of Frequency Distribution of Pre-test Result of Experimental Class
Experimental
Frequency Percent Valid Percent
Cumulative Percent
Valid 34 1 1.4 2.7 2.7
37 1 1.4 2.7 5.4
38 1 1.4 2.7 8.1
45 1 1.4 2.7 10.8
46 1 1.4 2.7 13.5
47 4 5.4 10.8 24.3
49 2 2.7 5.4 29.7
50 1 1.4 2.7 32.4
51 1 1.4 2.7 35.1
52 2 2.7 5.4 40.5
62 1 1.4 2.7 43.2
64 2 2.7 5.4 48.6
65 3 4.1 8.1 56.8
66 2 2.7 5.4 62.2
67 4 5.4 10.8 73.0
71 1 1.4 2.7 75.7
72 1 1.4 2.7 78.4
77 2 2.7 5.4 83.8
78 2 2.7 5.4 89.2
79 1 1.4 2.7 91.9
80 1 1.4 2.7 94.6
88 1 1.4 2.7 97.3
90 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
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Table 4.4 was tool of presentation consisting of columns and rows and there were numbers which describe the division and the percentage of frequency distribution.
Results gained from a pre-test in class X MIPA 5 as the controlled class of this research were presented in a table below:
Table 4.5
Table of Data Description of Pre-test Result of Controlled Class Statistics
Controlled
N Valid 37
Missing 37
Mean 52.46
Median 49.00
Mode 39
Variance 195.755
Range 46
Minimum 34
Maximum 80
Sum 1941
Table 4.5 showed that the data of X MIPA 5 as the controlled class was 37 students. The total of all data which was divided with the number of data determined as mean score from the controlled class was 52.46. Median score was 49.00. The median is the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. The mode is defined as the element that appears most frequently in a given set of elements. The mode score from the table was 39. The set of scores constituted a population determined a variance score was 195.755. The highest score of the controlled class was 80 and the lowest is 34. The sum gained from the total scores was 1941.
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Table 4.6
Table of Frequency Distribution of Pre-test Result of Controlled Class Controlled
Frequency Percent Valid Percent
Cumulative Percent
Valid 34 2 2.7 5.4 5.4
35 1 1.4 2.7 8.1
36 2 2.7 5.4 13.5
37 2 2.7 5.4 18.9
39 3 4.1 8.1 27.0
42 2 2.7 5.4 32.4
44 1 1.4 2.7 35.1
45 1 1.4 2.7 37.8
46 1 1.4 2.7 40.5
48 2 2.7 5.4 45.9
49 2 2.7 5.4 51.4
54 2 2.7 5.4 56.8
55 1 1.4 2.7 59.5
56 2 2.7 5.4 64.9
57 1 1.4 2.7 67.6
58 1 1.4 2.7 70.3
59 1 1.4 2.7 73.0
60 1 1.4 2.7 75.7
65 1 1.4 2.7 78.4
68 1 1.4 2.7 81.1
69 1 1.4 2.7 83.8
70 1 1.4 2.7 86.5
72 2 2.7 5.4 91.9
78 1 1.4 2.7 94.6
79 1 1.4 2.7 97.3
80 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
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2. Results of Post-test of Experimental and Controlled Class
The result of post-test of experimental and controlled class based on SPSS 22 version software was gained from the steps as follows: Analyze >> Description Statistic >> Frequencies. Then put post-test into variables >> Click Statistic >> Checklist the entire menu >> Click OK.
Table 4.7
Table of Data Description of Post-test Result of Experimental Class Statistics
Experiment
N Valid 37
Missing 37
Mean 81.03
Median 80.00
Mode 80a
Variance 44.416
Range 28
Minimum 62
Maximum 90
Sum 2998
a. Multiple modes exist. The smallest value is shown
Table 4.7 showed that the data of X MIPA 1 as the experimental class consisted of 37 students. The total of all data which was divided with the number of data determined as mean score from the experimental class was 81.03. Median score was 80.00. The mode score from the table was also 80.00. The set of scores constituted a population determined a variance score was 44.416. The highest score of the experimental class was 90 and the lowest was 62. The sum gained from the total scores was 2998.
According to the table, it could be made a table of frequency distribution which was presented as follows:
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Table 4.8
Table of Frequency Distribution of Post Test Result of Experimental Class Experiment
Frequency Percent Valid Percent
Cumulative Percent
Valid 62 1 1.4 2.7 2.7
72 2 2.7 5.4 8.1
74 2 2.7 5.4 13.5
75 3 4.1 8.1 21.6
76 2 2.7 5.4 27.0
77 2 2.7 5.4 32.4
78 2 2.7 5.4 37.8
79 3 4.1 8.1 45.9
80 4 5.4 10.8 56.8
82 1 1.4 2.7 59.5
85 2 2.7 5.4 64.9
86 2 2.7 5.4 70.3
87 2 2.7 5.4 75.7
88 3 4.1 8.1 83.8
89 2 2.7 5.4 89.2
90 4 5.4 10.8 100.0
Total 37 50.0 100.0
Missing System 37 50.0
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Table 4.9
Table of Data Description of Post Test Result of Controlled Class Statistics
Control
N Valid 37
Missing 37
Mean 63.81
Median 65.00
Mode 60a
Variance 108.602
Range Minimum
41 44
Maximum 85
Sum 2361
a. Multiple modes exist. The smallest value is shown
Table 4.9 showed that the data of X MIPA 5 as the controlled class consisted of 37 students. The total of all data which was divided with the number of data determined as mean score from the controlled class was 63.81. Median score was 65.00. The mode score from the table was also 60.00. The set of scores constituted a population determined a variance score was 108.602. The highest score of the experimental class was 85 and the lowest is 44. The sum gained from the total scores was 2361.
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Table 4.10
Table of Frequency Distribution of Post Test Result of Controlled Class Control
Frequency Percent Valid Percent
Cumulative Percent
Valid 44 2 2.7 5.4 5.4
46 1 1.4 2.7 8.1
47 2 2.7 5.4 13.5
48 1 1.4 2.7 16.2
55 1 1.4 2.7 18.9
59 2 2.7 5.4 24.3
60 4 5.4 10.8 35.1
62 3 4.1 8.1 43.2
65 4 5.4 10.8 54.1
66 4 5.4 10.8 64.9
68 3 4.1 8.1 73.0
69 1 1.4 2.7 75.7
70 1 1.4 2.7 78.4
71 1 1.4 2.7 81.1
72 1 1.4 2.7 83.8
74 1 1.4 2.7 86.5
75 1 1.4 2.7 89.2
79 1 1.4 2.7 91.9
80 1 1.4 2.7 94.6
83 1 1.4 2.7 97.3
85 1 1.4 2.7 100.0
Total 37 50.0 100.0
Missing System 37 50.0
Total 74 100.0
Before the writer calculated the value of t-test 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 had 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 was homogeneous or heterogeneous.
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3. Normality Test
The normality test is performed using Kolmogorov Smirnnov and Shapiro-Wilk. The test is for the two groups, both post-test and pre-test group, to determine if the distribution of the data from the sample is normal. Thus, the researcher used SPSS version 22 software. If the normality is more than the level of significance α (0.05), scores will be normally distributed.
Table 4.11
Normality Pre-test Results between Experimental and Controlled Class Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pretest Experiment .143 37 .054 .957 37 .160
Control .111 37 .200* .933 37 .027
*. This is a lower bound of the true significance. a. Lilliefors Significance Correction
Table 4.12
Normality Post Test Results between Experimental and Controlled Class Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Posttest Experiment .130 37 .118 .929 37 .021
Control .108 37 .200* .966 37 .319
*. This is a lower bound of the true significance. a. Lilliefors Significance Correction
In normality test based on Kolmogorov-Smirnov, data were stated as distributed normal when sig. score was above 0.05. In the table above, it showed that both experimental and controlled class had normal distribution data. The sig. score in pre-test in controlled and experimental class were 0.054 and 0.200. Meanwhile the sig. score in post-test between both of the class were 0.118 and 0.200.
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4. Homogeneity Test
Homogeneity test is used to test whether the data from the two groups have the same variant in order that the hypotheses can be tested by t-test. Like normality test, this kind of test also uses SPSS version 22 software. Homogeneity test was calculated by using Levine. The following tables contained the result of test of homogeneity between both of the class.
Table 4.13
Homogeneity Pre-test Result between Experimental and Controlled Class
Test of Homogeneity of Variances Pretest
Levene Statistic df1 df2 Sig.
.098 1 72 .755
Table 4.14
Homogeneity Post Test Result between Experimental and Controlled Class
Test of Homogeneity of Variances Posttest
Levene Statistic df1 df2 Sig.
3.421 1 72 .068
In the test of homogeneity, data were stated as homogeny distribution when sig. score was above 0.05. Sig. Score in these columns were 0.755 and 0.068. These are bigger than 0.05 which means that these data had homogeny distribution data.
5. Hypothesis Testing
In this part, the writer calculated the data to test the hypothesis that whether there was effectiveness on students’ writing of recount text in experimental class which used pictures and students’ writing of recount text in controlled class without pictures. The writer calculated the data using T-test formula. Two classes
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were compared, the experiment class was X variable and the controlled class was Y variable. The formula of T-test was expressed as follows:
Here is the table of calculation between experimental class and controlled class:
Table 4.15
The Comparison of Gained Score between Students in Experimental Class and Students in Controlled Class
No. Eks X ctrl Y x=Mx-X y=My-Y x² y²
1 12 7 -7.78 -4.35 60.53 18.92
2 12 4 -7.78 -7.35 60.53 54.02
3 14 5 -5.78 -6.35 33.41 40.32
4 32 10 12.22 -1.35 149.33 1.82
5 22 12 2.22 0.65 4.93 0.42
6 34 -3 14.22 -14.35 202.21 205.92
7 2 12 -17.78 0.65 316.13 0.42
8 0 32 -19.78 20.65 391.25 426.42
9 9 16 -10.78 4.65 116.21 21.62
10 31 3 11.22 -8.35 125.89 69.72
11 25 13 5.22 1.65 27.25 2.72
12 5 26 -14.78 14.65 218.45 214.62
13 13 21 -6.78 9.65 45.97 93.12
14 20 3 0.22 -8.35 0.05 69.72
15 28 12 8.22 0.65 67.57 0.42
16 15 26 -4.78 14.65 22.85 214.62
17 40 9 20.22 -2.35 408.85 5.52
18 26 9 6.22 -2.35 38.69 5.52
19 17 19 -2.78 7.65 7.73 58.52
20 21 19 1.22 7.65 1.49 58.52
21 24 6 4.22 -5.35 17.81 28.62
22 13 14 -6.78 2.65 45.97 7.02
23 31 19 11.22 7.65 125.89 58.52
24 28 7 8.22 -4.35 67.57 18.92
25 34 17 14.22 5.65 202.21 31.92
26 11 17 -8.78 5.65 77.09 31.92
27 37 -2 17.22 -13.35 296.53 178.22
28 31 17 11.22 5.65 125.89 31.92
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30 10 9 -9.78 -2.35 95.65 5.52
31 32 14 12.22 2.65 149.33 7.02
32 13 8 -6.78 -3.35 45.97 11.22
33 22 3 2.22 -8.35 4.93 69.72
34 8 6 -11.78 -5.35 138.77 28.62
35 9 1 -10.78 -10.35 116.21 107.12
36 17 6 -2.78 -5.35 7.73 28.62
37 11 10 -8.78 -1.35 77.09 1.82
∑ 732 420 0.14 0.05 3904.27 2212.43
Mean 19.78 11.35
From Table 4.15, it could be seen that the average of gained score of experimental class was higher than controlled class. It meant that there was effectiveness of using pictures in experimental class in students’ writing of recount text.
The data were calculated based on the step of the test. The formulation as followed:
1. Determining mean of variable X(Mx), with the formula:
2. Determining1 mean of variable Y(My), with the formula:
3. Determining of standard of deviation X(SDx), with the formula:
√ √
√
4. Determining of standard of deviation Y(SDy), with the formula:
√ √
√
5. Determining of standard errors mean of variable X(SEmx), with the formula:
√ √
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6. Determining of standard errors mean of variable Y(SEmy), with the formula:
√
√
7. Determining of standard errors of different mean of variable X and mean of variable Y, with the formula:
√
√
√ √
= 2.13 8. Determining with the formula:
df = (N1+N2)-2
= (37+37)-2 =72
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Based on the hypothesis that had been explained in chapter III, which was: Ho: There was effectiveness of using pictures on students’ writing of recount
text.
Ha: There was no effectiveness of using pictures on students’ writing of recount text.
To prove the hypothesis, the data obtained from experimental and controlled class were calculated by using t-test formula with assumption as follows:
If to ≥ ttable the Null Hypothesis (Ho) is rejected, it means that there was
effectiveness of using picture on students’ writing of recount text. In the other hand, if to ≤ ttable the Null Hypothesis is accepted, it means that there was no
effectiveness of using picture on students’ writing of recount text.
Based on the description of the calculation above, it could be concluded that: a) The value of ttable in the significance 1% was 2.63 and 5% was 1.99
b) The value of t0 was 3.96
c) So, the result was 1.99 < 3.96 > 2.63. It meant that to (t observation) was
higher than tt (t table).
C. Interpretation of the Result
The discussion of the research was based on the research question, which was to know whether there was effectiveness of using pictures on students’ writing of recount text at the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan. Based on the post-test result was known that the students’ writing of recount text showed difference in both experimental class and controlled class. The average of pre-test score in experimental class was 61.24 and in controlled class was 52.46. Comparing with the average score of post-test, experimental class had 81.02 and controlled class had 63.81. The post-test in experimental was higher than the controlled class.
Each class had 37 students, so the degree of freedom (df) was (37 + 37) – 2 = 72. The critical value with df 78 in significance of 5% was 1.99 while in
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significance 1% was 2.63. The towas 3.96. Therefore, to = 3.96 was higher that the degree of significance 5% and 1%, 1.99 < 3.96 > 2.63, which meant that the null hypothesis was rejected and the alternative hypothesis was accepted.
Related to the theories in chapter II about writing, recount text and picture, picture can be used in a class because of the two advantages of picture for teaching and learning, which are sufficient amount of language and help students to focus attention and develop critical judgment. Therefore, in teaching writing of recount text by using pictures was effective based on the result of the study and the theory. It could be concluded that using pictures was effective on students’ writing on recount text at the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan.
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49
After conducting the research and calculating the data, conclusion could be stated thatit was effective of using pictures on students’ writing of recount text. It could be seen from the average of post-test result in experimental class was 81.02 and the average of gained score was 19.78. The average of post-test result in controlled class was 63.81 and the average of gained score was 11.35.
Statistically, it was proven that in significance degree of 5% is 1.99 < 3.96 > 2.63. It meant that to (t observation) was higher that tt (t table). So, the null hypothesis (H0) was rejected. The answer of research problem was proven that
there was effectiveness of using pictures on students’ writing of recount text, wherethere is a significant progress in students’ recount writing.
Students’ writing of recount text got higher score if students used pictures to help them in writing as it can help to build their ideas. Students who did not receive treatment got lower score than students who received treatment.
B. Suggestion
The result of this study showed that it is effective to be applied in teaching and learning process. After the writer conducted the research, suggestion could be appeared related to research findings and discussion. The points are:
1. Students should use picture to help them improve their writing skill as picture has so many advantages.
2. Students who have skill in drawing can use it to improve language skills, such as writing, so that they can increase their writing ability, especially for academic purposes in school.
3. The teachers should develop students’ idea by using pictures (or other media) and make it come easier when students should write. By using picture–in this case students’ photo, their memory will appear about what to write.
4. The teachers should motivate students to develop their writing by using media, and the simplest one is picture, because it makes students’ visualization
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refreshed. So, they do not only see their writing but also pictures as their tool for writing recount text.
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