The effectiveness of picture sequence in teaching narrative text writing: a quasi experimental study at the eighth grade students of SMP Islam Al Syukro Universal Ciputat
Syukro Universal Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training in A Partial Fulfillment of the Requirement for the Degree of Strata1 (Bachelor of Art) in English
Language Education
By:
NURDINA MECCA ZATHIRA 1110014000111
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY JAKARTA
2014
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Department of English Education, The Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
Advisor I : Dr. M. Farkhan, M. Pd Advisor II : Devi Yusnita, M. Pd
Key Word: Picture Sequence, and Narrative Text Writing.
The purpose of this research is to investigate the effectiveness of picture sequence in the teaching of narrative text writing, specifically it is written on the title of this research that is “The Effectiveness of Picture Sequence in the Teaching of Narrative Text Writing, An Experimental Study at the Eighth Grade Students of SMP Islam Al Syukro Universal, Ciputat.”
Experimental research was used as a method in this study. The study was carried out in two classes, one as the controlled class and the other as the experimental class. The data were gathered through tests. The test consisted of the pre-test and post-test.
The research was conducted at the eight grade of SMP Islam Al Syukro Universal Ciputat on September 1st until September 22nd 2014 of the school year 2014/2015. The sample used were the student class VIII A and VIII B which consist of 24 students in each class, the experimental class of class VIII A is taught by using picture sequence, whereas in controlled class VIII B is taught narrative text as usual, without it. After giving the treatment on experimental class and without it on controlled class, the data collected and analyzed by using t-test. According to the result of statistical calculation, it is obtained the value of to
(t-observation) is 3.42 and the value of “tt”(t-table) from the df (68) on degree of
significant of 5% = 1.7 and 1% = 2.4, as known “to” is higher than “t” table as 1.7
< 5.758 > 2.4. It means that the null hypothesis (Ho) is rejected and the alternative
Hypothesis (Ha) is accepted.
Based on the finding this study it can be concluded that picture sequence is effective in the teaching of narrative text writing, that showed by t-score above.
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Syarif Hidayatullah, Jakarta. Advisor I : Dr. M. Farkhan, M. Pd Advisor II: Devi Yusnita, M. Pd
Kata kunci: Gambar berseri, dan Menulis Teks Naratif
Tujuan penelitian ini adalah untuk meneliti keefektifan dari gambar berseri terhadap menulis narrative teks siswa. Penelitian ini berjudul “The Effectiveness of Picture Sequence in The Teaching of Narrative Text Writing, An Experimental Study at the Eight Grade Students of SMP Islam Al Syukro Universal Ciputat”.
Eksperimental adalah metode yang digunakanl. Penelitian ini dilakukan di dua kelas, yakni kelas control dan kelas eksperimen. Data dikumpulkan melalui dua tes. Tes terdiri dari pre-test dan post-test.
Penelitian ini dilaksanakan di kelas delapan SMP Islam Al Syukro Universal pada tanggal 1 September sampai dengan tanggal 28 September 2014 tahun akademik 2014/2015, sampel yang digunakan adalah kelas VIII A dan VIII B dan terdiri dari 24 siswa pada masing-masing kelas. Kelas eksperimen adalah kelas VIII A yang mendapatkan perlakuan yaitu gambar berseri dalam menulis teks narratiive dan kelas control adalah kelas VIII B yang tidak mendapatkan perlakuan. Setelah diberikan perlakuan terhadap kelas eksperimen dan tanpa perlakuan di kelas control dan setelah dilakukan pre-test dan post-test maka data yang sudah di dapatkan kemudian di analisa menggunkan t-test. Berdasarkan hasil dari kalkulasi statistic, nilai to atau t-observasi adalah 3.42 dan nilai t-table
(t-tabel) dengan derajat kebebasan 46 dalam signifikansi 5 persen adalah 1.7 dan dalam signifikansi 1 persen adalah 2.4. maka diketahui bahwa to (observasi) lebih tinggi nilainya dari t-tabel, 1.7<3.42>2.4 berdasarkan data hasil penghitungan statistic diatas maka dapat disimpulkan bahwa Null Hipotesis (Ho) ditolak, sedangkan Alternatif Hipotesis (Ha) dapat diterima, yang berarti gambar berseri efektif terhadap pengajaran menulis teks naratif di kelas delapan.
Berdasarkan penjelasan diatas dapat disimpulkan bahwa gambar berseri efektif terhadap pengajaran menulis naratif teks di kelas delapan di SMP Islam Al Syukro Universal Ciputat, yang dapat dilihat dari nilai t-skor diatas.
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All praises be to Allah the Lord of the worlds
Peace and blessing be upon our prophet Muhammad, his family, his descendants, and his followers
This skripsi is presented to the English Education Department of English Education Faculty of Tarbiya and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
In this good occasion, the writer would like to express her greatest gratitude and appreciation to her beloved parents, H. Usep Saepudin (Alm) and Hj. Didah Wahidah, for their encouragement, support and patience to motivate the writer to finish her study. Her beloved sisters Heti, Dedeh, Nura, Rosmi, Elis and her beloved brothers Hendri, Irman and Yanyan for their motivation and praying.
Her gratitude and honor also go to:
1. Nurlena Rifai, the Dean of Faculty of Tarbiya and Teachers’ Training. 2. Drs. Syauki, M. Pd, the Head of English Education Departement. 3. Zahril Anasy, M. Pd, the Secretary of English Education Departement. 4. Dr. M. Farkhan and Devi Yusnita, M. Pd, her advisors.
5. All of the lecturers of English Education Department.
6. Humaidi, S. Pd, the Headmaster and Ina, S. Pd as the English teacher of Junior High School Al Syukro Universal, Ciputat
7. Her beloved, Ihsan Mahendra for loving, encouraging and supporting the writer.
8. All of her friends in Pelangi, Tiara, Aji, Fajri, Heni, Uum, Marry, Puji, Ulfa, Mey, List, Disa, Novita, Antik, for gathering and supporting for 4 years. I love you always.
9. All of her friends of English Education Department in year 2010, especially C class, Teguh, Erma, Ilfa, Eni, Dede and Rinda, for gathering and sharing their knowladge and whose names can not be mentioned one by one.
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Jakarta, 8 November 2014
The Writer
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Endorsement Sheet...iii
Statement Letter of OwnWork... iv
Abstract... v
Abstrak... vi
Acknowladgment... vii
Table of Contents... ix
List of Tables... xi
List of Appendices... xii
CHAPTER I INTRODUCTION A.The Background of the Study... ....1
B.The Limitation of Problem... 3
C.The Formulation of Problem... 3
D.The Purpose of Study... ...3
E. The Significance of Study... ...4
CHAPTER II THEORETICAL FRAMEWORK A.Literature Review...5
1. Writing...5
a. The Nature of Writing... ...5
b. The Purpose of Writing... ...6
c. The Types of Writing... ...9
2. Narrative Text...10
a. The Nature of Narrative Text... ...10
b. General Structure of Narrative Text... ...11
c. Model of Narrative Text... ...12
3. Picture...13
a. The Nature of Picture... ...13
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C.Conceptual Framework... 16
D.Theoretical Hypotheses...17
CHAPTER III RESEARCH METHODOLOGY A.Place and Time...18
B.Research Method and Design ...18
C.Population and Sample...19
D.The Instrument and The Technique of Collecting Data ...20
E. Technique of Data Analysis...20
F. Statistical Hypotheses ...22
CHAPTER IV RESEARCH FINDING A.Data Description ...23
B.Normality of the Data ...30
C.Data Analysis...36
D.The Testing of The Hypotheses ...38
E. Data Interpretation ...39
CHAPTER V CONCLUSION AND SUGGESTION A.Conclusion... 41
B.Suggestion...41
BIBLIOGRAPHY APPENDICES
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Table 4.1 The students’ score of the experiment class... 23
Table 4.2 Class interval of pre-test in experimental class... 25
Table 4.3 Class interval of post-test in experimental class...25
Table 4.4 The students’ score of the control class...26
Table 4.5 Class interval of pre-test in controlled class...27
Table 4.6 Class interval of post-test in controlled class ...28
Table 4.7 The comparison of experiment and control class... 29
Table 4.8 Calculation of pre-test normality in experimental class... ...30
Table 4.9 Calculation of Post-test Normality in Experimental Class...32
Table 4.10 Calculation of Pre-test Normality in Control Class...33
Table 4.11 Calculation of Post-test Normality in Control Class... 35
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Pre-test for both Experiment and Control Class... 66
Post-test for both Expriment and Control Class... 67
Students’ writing...68
Rubric for Assesing Writing... 70
Table of Normalitas... 71
Table of Lilyfors... 72
Table of t test... 73
Surat Keterangan Telah Melakukan Penelitian... 74
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1 A.The Background of The Study
Nowadays in Indonesia, all of the students at schools, from primary school to university, learn English as a foreign language. As the means of communication, the purpose of learning English is the students can communicate in English both oral and written form. Especially in junior high school level, the students learn all English language skills like speaking, listening, reading and writing. Writing is one of the four basic language skills that students in the eight grades at junior high school have to learn. It is supported by the new curriculum of 2013 based on KI-4 “Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/ teori”.
According to Sheriden Baker, writing is one of the most important things do.1 Writing will help students in mastering the English completely. Finocchiaro and Brumfit stated “Writing should reinforce and help extends the
listening, speaking, and reading skills”.2
It means that writing is a complex domain to learn and to teach because it requires many skills. Before doing and making a good writing, the students need to gather much information by listening to other people, doing discussion with others, and reading more books. By writing, the students can deliver their messages to their readers.
To deliver the message, the students have to produce a text by using English. They have to write about what they think in their mind and state it on a piece of paper by using correct procedure.3 However, students find difficulties relating to their writing. Students could not develop their ideas, they did not master the use of grammatical sentence well, and they were lack of vocabulary. As stated by Jack C. Ricahard, “Writing is the most difficult skills
1
Sheriden Baker, The Practical Stylist, (New York: Harper & Row Publisher, 1987), Sixth Edition, p. 1
2
Finocchiaro and Brumfit. The Functional Notional Approach. (Oxford University. Inc. New York.2006), p.149
3
Meyers, A. Gateways to Academic Writing: Effective Sentences, Paragraphs and Essays. (New York: Pearson Education, Inc,2005), p. 2
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for second language learner to master of putting together strings of
grammatically correct sentences”.4 Generally, the students’ ability to write is
not better than their ability to speak. Writing can not be acquired naturally, it need a lot of practice to be mastered.
Writing English has forms and rules that are not identical with the ones we use in conversation.5 Writing needs procedure and organization, writing deals with mixture of idea, vocabulary, and grammar. Writing is more difficult to acquire because there are many aspects related to writing which need to be mastered, such as organization, mechanics, and grammar. Writing involves more than just producing words and sentences, but in writing activity the students should be able to combine words and sentences grammatically into written text.
Based on curriculum of junior high school which recommended by the government, there are some texts which have to be mastered. One of them is narrative text. Narrative text is a text that tells a series of events in temporal section.6 When we write write a narrative, we recount a story, describe the characters and express the feelings.
However, it is not easy to write narrative text for students, especially the students at SMP Islam Al Syukro Universal. Based on the writer’s teaching experiences, the students do not know how to start writing and they can not organize their ideas in order to create a good story. Besides that, the teacher uses the conventional technique in teaching writing, especially narrative text writing and it does not help the students to make a narrative text easily. In this case, the teacher who teach writing should be creative and should use the suitable technique in teaching writing, especially writing narrative text.
There are so many techniques that can be applied in teaching writing narrative text in order to make students easier in creating it. one of those techniques that can be used relating to teach narrative text is the using of picture sequences. a picture can support for not just one task but many, sentence combining exercise or sequencing of sentences to the writing of
4
Jack C. Richard, Methodology in Language Teaching: An Anthologyof Current Practice. (New York: Cambridge University Press. 2002), p. 303
5
Barbara Fine C, Pattern for Purpose. 5th Edition, (New York: McGraw Hill.2006), p.1 6
Steven Cohan, Telling Stories. A theoretical analysis of narrative fiction, (London: Tylor and Francis e-Library, 2001), p. 1
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dialogues, letters, reports or essays.7 By using picture sequences, the students will not find a difficulty to write and explore their ideas because what they will write is focused on the pictures. Pictures sequences have a lot of fun and can be adapted to a variety of writing types.
As the writer read the result from several previous related studies that the average students tend to prefer writing with visual aids rather than just write without anything they see. Hence, based on the assumption above it is expected that picture seqeunces can offer an alternative way on providing the
variation techniques in teaching writing and it can be effective on students’
writing of narrative text. Finally, the writer has intended to study more and select her topic about “THE EFFECTIVENESS OF PICTURE SEQUENCES IN THE TEACHING OF NARRATIVE TEXT WRITING” B.The Formulation of Problem
Based on the background of the study, the writer would like to find out whether picture sequence is effective in teaching narrative text writing or not. To put it into focus, the problem is formulated in a research question: Is picture sequence effective in the teaching of narrative text writing?
C.The Limitation of Problem
In this “skripsi”, the writer focuses on teaching narrative text at the eighth grade students of SMP Islam Al Syukro Universal Ciputat at the first semester of the 2014/2015 academic year. In order to make a description of
this “skripsi” deeper, the problem will be limited in the implementation of picture sequence in the teaching of narrative text writing.
D.The Objective of the Study
The objective of this study is to find out whether picture sequence is effective or not in the teaching of narrative text writing.
E.The Significance of Study
The study attempts to provide the information for the field of teaching writing narrative text at the eighth grade students of junior high school. Both
7
Ann Raimes, Techniques in teaching writing, (New York: Oxford University Press, 1983), p. 27
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students and teachers will take a benefit and teachers may achieve all the educational outcomes through applying the use of picture sequences, especially in the teaching of narrative text writing. The writer also hopes that it will be useful for the further researcher to do a better research of teaching and learning cases.
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CHAPTER II
THEORETICAL FRAMEWORK
F. Literature Review 1. Writing
a. The Nature of Writing
Writing is one of four language skills in learning English, the skills are listening, speaking, reading and writing. It is one of the important skills to be mastered, especially by the students in junior high school. Writing involves more than just producing words and sentences, writing should be able to write a series of words and sentences which are grammatically and logically correct, so the reader can possibly understand what the writer has in his/her mind or what his/her purpose is. Many experts define writing in different thought to explain how writing best works and how it should be better thought.
Meyers defines writing “a way to produce language you do naturally when you speak”.8 It means that we can write as easy as we speak. Contrast with that, Harmer states that making good writing is more complex than producing speaking.9 Different from listening and speaking, writing is not something which can get naturally. Writing is productive skill that will be acquired because of practice.
Supported with Harmer’ statement, Langan stated that writing is a skill, like skill in driving, typing or cooking and like any skill, it can be learned .10 From this statement, it is clearly that writing is a skill that we can master but it is not an automatic process and it does not come instantly. We need a lot of practice to master it.
Another definition was given by Raymond “Writing is a way of remembering and a way of thinking as well.”11 Writing makes word permanent and it can expand the collective memory of human beings
8
A. Meyers. Gateways to Academic Writing: Effective Sentences, Paragraphs and Essays. (New York: Pearson Education, Inc.2005), p. 54
9
Jerremy Harmer. How to Teach Writing. (Essex: Longman Group. Ltd. 2004), p. 60 10
John Langan, English Skills with Reading, Seventh Edition, New York: McGraw Hill, 2008), p. 11
11
James C. Raymond, Writing (Is an Unnatural Act), (New York, Harper & Row, Publisher, Inc), p.2
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from small store and the collective memory of our cluture until produce writing as many as capacity of library. In addition, writing is a tool for clear thinking, for sharpening our awereness of the realities around us, for solving problems and shaping argument and for developing knowledge.
Kirton and Millan argued that writing ability is developmentaly dependent on proficiency in listening comprehension, speaking and reading.12 Writing will help students mastered skills completely. When they writing something, they will read some source, listening to any opinion and sharing with another.
Writing is not only combinations of letter, which relate to the sounds made when people speak, but writing is more than production of these graphic symbols. The graphic symbols must be arranged in such away according to certain convention to form words to form phrase, to form sentence, sentences form paragraphs, to form text or passages.
Meanwhile, Byrne define Writing as a discovery process, it involves discovering idea, how to organize them and discovering what that you want to put ever to your reader. So a lot of what a writer does a writer
doesn’t actually appear on the page.13
From the explanation above, the researcher concludes that writing as one of skills, is very complex, It is neither an easy as spontaneous activity. Writing needs some mental efforts that must be combined and arranged. Writing needs hard working, when the students do writing. They not only have to keep minds but also considered the ideas, which are relevant to their goal at the teaching.
b. The Purpose of Writing
When people write something they must have a purpose that they want to share in their writing. The purpose of writing based on Penny Ur,
“the purpose in writing, in principle, is the expression of ideas, the conveying of a message to the reader.”14
It can be concluded that the
12
Bill Kirton and Katleen Mc. Millan, Guide to Writing at University (New York: Routledge, 2007), p.4
13
Dom Byrne. Teaching Writing Skill. (London. Longman. 2006), p. 156 14
Penny Ur, A Course in Languang Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996)p. 163
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purpose of writing is to deliver the writer’s idea and message to the
reader.
The most important thing in writing is the purpose of the writer. There are four common purposes for writing are:
1) To share experience, 2) To inform,
3) To persuade, 4) To entertain 15
In addition, according to Miller, there are some purposes of writing as follows:
1) Writing to understand experience
In this purpose, writer does not settle for simly recording what has happened to him/her. Instead, he/she draw upon that record to examine the significance of what happened. Because it is writing about their own lives, so it uses first person. But, although they are writing about themselves, they are also writing to share their experience with readers. Writing to understand experiences thus achieve at least two goals; writers come to a better understanding of themselves, and readers come to a better understand experiences different from their own. Writing to understand experiences rely on thought and reflection more that on emotion and confession.
2) Writing to report information
When writing to report information, the purpose is to educate the readers about a topic of which someone has some knowladge. Informative writing comes from published sounds. It is usually given in university course.
3) Writing to explain information
When we explain, we need to analyze and classify information, examine causes and consequences, and define concept by
15
Barbara Fine Clause, A troubleshooting Guide for Writers, (New York: McGraw-Hill, 2005), p.6
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distingushing them from other, similar ones. Explanation is an essential skill for making sense of the world around us.
4) Writing to evaluate something
Writing to evaluate requires writer to determine the nature or quality of what he/she is judging, for instance writing to judge the use of internet in educational field. Evaluation also means determining importance, benefit or worth.
5) Writng to analyze images
Writing to analyze images requires the ability to discern the difference between the effective and the ineffective of an image and to explain why you have made that judgment. This writing will help the reader to why some images are memorable while the others go unnoticed.
6) Writing to analyze text
Writing to analyze text is not really different from writing to analyze the images. Writing to analyze the text is aimed to analyze the certain text.
7) Writing to persuade others
This writing is aimed to persuade other people to do something you want for yourself. In persuasive writing, comparison and contrast is often used to develop a topic.
8) Writing to inspire others
Writing to inspire others is aimed to make the reader cheer up or move to the case of something. It is mostly about the motivation that
the readers’ need.
9) Writing to amuse others
This writing gives opportunities for the writers to give a pleasure for the readers.16
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On the other hand, the writer needs something to write about and needs also to pay attention what they will write and what the purpose of it. Tell the readers exactly what the writer is trying to accomplish in her/his writing.
c. The Types of Writing
T. Hedge divides the types of writing into six categories, they are: 1) Personal writing
Personal writing is writing for oneself. These writing activities would normally be carried out in the first language but there is may be good motivational reason for using them in the foreign language classroom. It includes diaries, journals, shopping list, and reminders for oneself addresses and recipes.
2) Public writing
This writing as a member of the general public organization or institutions. It includes writing letter for inquiry, complaint, request, form filling and application.
3) Creative writing
Creative writing is kind of writing most commonly found at primary and lower secondary levels in mother tongue classroom, writing not only for one self but also shared with other. It includes poems, stories, drama, songs and rhymes.
4) Social writing
Social writing is a category, which all the writing that established and maintains social relationship with family and friends. It includes letters, invitation, and notes of thanks, congratulation, telephone messages and instruction to friends or to family.
5) Study writing
Study writing is also for oneself and may never be shown to others. The students making notes while reading, taking notes from lecture, making summaries, reviews, report of experiment or workshop.
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6) Institution writing
Institutional writing relate to professional roles and it is needed by teacher, engineers and student in these and other field. It includes agendas, public notice, advertisement, curriculum vitae and etc.17 2. Narrative Text
Everyone likes a good story. We go to movie, read books and gravitate toward people at parties are for getting good stories. Another name for story is a narration. Here, some definition of the narration will be discussed.
a. The Nature of Narrative Text
A narrative recounts a story, a series of events in a temporal sequence.18 Narrative can be presented as written or spoken texts. It can be communicated using radio, television, books, newspaper or computer files.
According to Barbara, the purpose of narrative text is to entertain, to express the feelings, to inform and to persuade the reader.19Narrative is kind of genre which has social function. The function of narration is to amuse, entertain and to deal with actual or various experience in different ways.20 Narration deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.
Meanwhile Betty stated that the purpose of narrative devided into two. First is general purpose, is to entertain and establish camaraderie whether the account is fiction or fact, and specific purpose, is to inform other people and the main idea, fact or event will often stated first.21
17
Tricia Hedge, Writing Resource Book for Teacher, (New York: Oxford University Press: 1988), p.83
18
Steven Cohan, Telling Stories. A theoretical analysis of narrative fiction, (London: Tylor and Francis e-Library, 2001), p. 1
19
Barbara Fine, Pattern for Purpose, (New York, McGraw Hill, 2003), p. 160 20
Sanggam Siahaan & Kisno Shinoda, Generic Structure Text¸(Yogyakarta, Graha Ilmu, 2008), p. 73
21
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From the explanation above, the writer can synthiseze that narrative is a series of the story and the events which has some purpose both to entertain and to inform other. In writing a narrative, the writer should writes the action or the events that happened in chronological order which has a definite beginning and definite ending.
b. General Structure of Narrative Text
Mark Anderson states that the steps for constructing narrative text are:
1) Orientations
Orientation is beginning of the story in which the writer tells the audience about where the story is taking place, who the characters in the story are and when the action happens.
2) Complication
The story is pushed along by a series of event, during which we usually expect some sort of complication or problem to arise. It would not be so interesting if something unexpected did not happen. This complication will involve the main characters. Narrative mirror the complication we face in life and tend to reassure us that they are resolveable.
3) Sequence of Events
This is wher the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order or with flashbacks. The audience is given the narrator’s point of view.
4) Resolution
In statisfying narrative, a resolution of complication is brought about. The complication may be resolved for better or for worse, but it is rarely completely unresolved.
5) Coda
The narrator includes the coda if there is a moral or message to be learned from the story.22
22
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yara: McMillan Education, 2003), p.4
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In short, some experts have different taught about the generic structure of narrative text. Sanggam Siahaan explained that the generic structure of narrative are orientation, evaluation, compilation, resolution and re-orientation.23 However, ideally, the common of the generic structure of narrative text are orientation, complication and resolution.
Model of Narrative The Drover’s Wife
The two-roomed house is built of round timber, slabs and stringy-bark, and floored with split slabs. Bush all round-bush with no horizon, for the country is flat. The drover, an ex-squatter, is away with sheep. His wife and children are left here alone.
Four ragged, dried-up looking children are playing about the house.
Suddenly one of them yells ‘Snake! Mother, here’s a snake!’
It is near sunset, and she knows the snake is there. She makes up beds for the children and sits down beside them to keep watch all night.
She has an eye on the corner and a green sapling club ready by her side. Alligator, the dog, lies nearby.
It must be one or two o’clock in the morning. The bush woman watches and listens, thinking about her life alone whilst her husband is gone.
It must be nearly daylight now. The hairs on Alligator’s neck begin to
bristle. Between a crack in the slabs an evil pair of small, bead-like eyes glisten. The snake-a black one-comes slowly out.
Alligator springs. He has the snake now. Thud, thud as the woman strikes at the snake. The dog shakes and shakes the black snake. The snake’s back is broken. Thud, thud, its head is crushed.
She lifts the mangled reptile and throws it on the fire. The eldest boy watches it burn then looks at his mother, seeing tears in her eyes.
He throws his arms around her and exclaims, ‘Mother, I won’t never go droving; blarst me if I do.
(adapted from a short story by Henry Lawson on Text Type in English 3)
23
Sanggam Siahaan & Kisno Shinoda, Generic Structure Text, (Yogyakarta: Graha Ilmu, 2008), p. 73
Orientation
Telling who and where
Complication
Triggers a series of events
Sequence of Events where the characters react to the complications
Resolution in which the problem from
the complication
is solved
Coda that gives the moral to the
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3. Picture
a. The Nature of Picture
Picture is a drawing object and it is visual aids that are very useful for English teaching. As stated before, English is a foreign language for Indonesian students, to they have to know the English words when they want to use it. Picture will help students to know the English words understand the meaning of those words when they want to use it.
According to Gerlach, pictures are a two dimension visual representation of a person, place or things photograph which are most common, but sketches, cartoons, murals, cartons, charts, graphs and maps are widely used. Through picture, learner can see the object from areas for their own experience
Andrew Wright points out pictures are not just an aspect of method through their representation of places, objects and people they are an essential part of the overall experiences, we must help students to cope with. 24 Through picture, students can see people, places and things from out of their own experiences.
From the statement above, it can be known that language should
pay attention to the learners’ experiences which involve situation.
Through picture, language learners get both of it because they can directly see the object or the situation of the material. So, they can remember it much longer from the sight.
b. Kinds of Picture
According to Andrew Wright there are 21 kinds of picture based on the form, they are:
1) Checkchart for picture 2) Picture for single object 3) Picture of famous people 4) Picture of several people 5) Pictures of people in action 6) Picture of one person 7) Picture of the news
12) Sequences of pictures 13) Related pictures
14) Single stimulating pictures 15) Pictures of maps and symbols 16) Pairs of pictures
17) Pictures and texts 18) Ambigous pictures
24
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p. 2
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8) Picture of fantasies 9) Picture of places 10) Pictures from history 11) Pictures with a lot of
information
19) Bizarre pictures 20) Explanatory pictures 21) Students and teachers
drawings25
There are so many types of picture that can be useful for both teachers and students for helping them in mastering English. Those kind of pictures also can be applied in teaching and learning activities.
c. Function of Picture
Pictures play an important role in facilitating the teaching and learning process. So a picture is a valuable resource as it provides:
1) A shared experience in the class room
2) A need for common language forms to use in the classroom 3) A variety of tasks
4) A focus of interest for students 26
Picture can help students to keep in mind overall context, the nature and behavior of the protagonist and the situation they are in.
As stated by Andrew that picture can be used by the teachers and the students whatever the emphasise of the syllabus they are following.27
Grazyna Szyke stated in his article that using pictures are indisputable. They add variety, providing a change of pace important in maintaining a high level of interest. To give a clear concept of what word or structure many mean, they are much simpler and more vivid than long explanation would be. Pictures can also introduce and teach aspects of the target language culture. 28
Pictures can be applied in various configurations to increase learning and practice.29 Pictures introduce a great deal variety into the
25
Ibid; p. 193-203 26
Ann Raimes, Techniques in Teaching Writing. (New York: Oxford University Press, 1983), p. 27
27
Opcit; p. 4 28
Grazyna Szyke, Using Pictures as Teaching Aids... p. 46 29
Marianne C. Murcia, Technique and Resources in Teaching Grammar, (New York: Oxford University Press, 1988), p. 73
(27)
classroom. Interesting or entertaining pictures motivate students to respond in many ways of teaching and learning activities.
From the explanation above, the writer can synthesize that the function of pictures are: it provides both the situations which make the use of language possible and the subject on which language is used, it shows grammatical relations, it develop an understanding of different foreign culture.
d. Picture Sequence
Betty Morgan define a picture sequence as a series of pictures of a single subject. Its function is to tell a story or a sequence of events.30
Picture sequence is one of the functional catagories. The technique used requires learners to understand the overall purpose of a piece of writing, not just the immediate sentence-bound grammatical context.31
Cartoon strips and instruction of pictures are potentially useful. Experience will show the teacher which strips are the most useful. The strips can be kept as they are and used to contextualize a story or description of a process. First of all the teacher can ask questions to help the students can discuss the technique of the cartoonist in his/her representation of the people and setting the relationship between and the words.
G. Relevant Study
Some students of English education Department in Indonesia have conducted the researchs about using picture sequences in teaching English as a Foreign Language. One of them is Puji Astuti (2011), titled “Improving
Students’ Ability in Writing Recount Text Through Picture Sequences” She
applied a classroom action research design at the first year of MA Darul
Ma’arif Cipete. From her research can be taken a conclusion that using picture sequences can improve the students’ ability in writing recount text. It
can be seen from the result of the result of the student. As the result, the mark
30
Betty Morgan Brown. Look here! Visual Aids in Language Teaching, (London: Language Teaching Series, 1973), p. 28
31
Jo McDoonough, Materials and Methods in ELT, (Cambridge: Blackwell Publisher, 1993), p. 182
(28)
of students in experimental class is higher than the mark of students in control class.
In other side, Acik Lisna Vandiwi (2013) on her study “Using Picture Series to Teach Writing Procedure Text at First Grade of SMP Muhammadiyah 3 in Mentoro Sumobito, Jombang” indicated that picture series is attractive and effective for teaching English especially for teaching
writing procedure text. It also can make the students’ interest and help them
to understand more about the materials from the teacher.
From the two of the previous researches above, there are similiarities in this research that is discussing about the effectiveness of using picture
seqeunces in improving students’ writing skill, both writing recount text and writing procedure text. Meanwhile the similiarities in this study is the using of picture sequences.
H. Conceptual Framework
Based on theoritical above, the writer synthesize that writing is one of four basic skill that can not be mastered as easy as speaking. Writing is not just combining some words or sentences, it has forms and rules that not equal with something we use in conversation. We need a lot of practice and have interesting techniques in order to make the students accustome to learn english. One of those technique is the using of picture sequence in the teaching of narrative text writing.
The writer assumes that picture sequences can be adapted in teaching learning English, especially writing narrative text. It works well for stories process and sequences of events and it will help students more focus on the story that they will write. Then, the use of picture sequences is more efficient and practice than words, they will be easier to recall and to remember because those picture sequences will be exposed in real life situation.
(29)
I. Theoretical Hypotheses
Based on the problem statements that presented by the writer, the research hypothesis is stated as follows:
1. Alternative Hypothesis (Ha): picture sequence is effective in the teaching of
narrative text writing at the eighth grade students of SMP Islam Al Syukro Universal Ciputat.
2. Null Hypothesis (H0): picture sequence is not effective in the teaching of
narrative text writing at the eighth grade students of SMP Islam Al Syukro Universal Ciputat.
(30)
CHAPTER III
RESEARCH METHODOLOGY
J. Place and Time
The research of this study is conducted at Junior High School; the focus is in the first semester of the eighth grade students. The writer organizes the meeting with students once a week for both experimental and controlled class. There are four meetings for treatment and for the pre-test and post-test after the class has been given treatment. Then, the writer collects the data, and begins to analyze them. The writer conducts this study at SMP Islam Al Syukro Universal, Jl. Otista Raya Gg. H. Maung Ciputat, South Tangerang 15411, in academic year 2014/2015 from 1st September up to 28th September 2014.
K.Research Method and Design
In conducting this research, the writer will apply a quasi experimental design (quantitative). McMillan and Schumacher state that quasi experimental research is a good design of the research because while not true experiments, it provides reasonable control over most sources of invalidity.32 There are two classes of this study, one as experimental class and another as controlled class. The experiment class was given treatment by using picture sequence and another class was taught by conventional technique. The designed of experiment and control class by Sugiyono for conducting the result, as followed:
Picture 3.1
Control group, pre-test, post-test design
32
James H. McMillan and Sally Schumacher, Research in Education (6thed), (Boston: Pearson Education, 2006), p. 126
R1 01 X 02
R2 03 04
(31)
Where:
R1 : Random Class (Experimental Class)
R2 : Random Class (Controlled Class)
01&03 : Pre-test
X : Treatment 02&04 : Post-test.33
In this study, the researcher took two classes as sample and it was given pre test and post test. The pre test is ensure the equivalency of the control and the experiment group before conducting the treatment. The post test is to see if there is any statistically significant in the teaching of narrative text writing through picture sequence. The dependent variable in this study was students’ score in writing narrative text whereas the independent variable was the use of picture sequences.
L.Population and Sample 1. Population
The population of this study is all the students at the eight and ninth grade of SMP Islam Al Syukro Universal in academic year 2014/2015. The total number of the population is 89 students and it is distributed into four classes, VIIIA, VIIIB, IXA and IX B.
2. Sample
The aim of sampling is to construct a sample that can represent the entire population. In this study, the writer uses purposive cluster sampling technique in taking the sample from the population. It is simple because the way of taking sample from population is done randomly without considering the strata or level of the population. The writer choose all students at the eighth grade of SMP Islam Al Syukro Universal Ciputat as the sample. The total number of the sample is 48 and it is devided into two classes, one as experimental class and another as controlled class.
33
Sugiyono , Metode Penelitian Kuantitatif, Kualitatif dan R&D,(Bandung: Alfabeta, 2009), p.76
(32)
M. The Instrument and The Technique of Collecting Data
Before collecting data, the researcher must use instrument to get the better data. The instrument of the research is a tool or facility that is used by researcher for collecting data in order to get better result. In this study the researcher conducted test as an instrument. The test is divided into two parts, as follows:
1. pre-test
The pre-test is given in the beginning of attending class to ensure the equivalency of the control and the experimental group before conducting the experiment. The test is an intstruction to write a narrative text about one of the fable story that the students know with their own words.
2. post-test
The post-test is given in the end of the treatment in order to see if there are any statistically significant difference in the teaching of narrative text writing through picture sequences. The test in this post-test is like the test in the pre-test. The test is an intstruction to write a fable story with the
students’ own words.
N.Technique of Data Analysis
After collecting the data by using test, the writer analyze the result of the test. To find out the result of the test, the writer used t-test to find out the
difference score of students’ writing of narrative text through picture sequences compared without it. Data processing is the step to know the result of both experimental class with using picture sequences as variable X and controlled class with using the conventional technique as variable Y. The writer will use comparative technique. The comparative technique is an analysis technique to evaluate hypothesis concerning the differences between two variables examined.
In the comparative technique, the variables are compared to recognize whether the differences are significant or not. The writer used t-test formula with the significance degree 5% and 1 % and Gained Score that adapted from Sugiyono. Before using t-test formula, the writer has sought some formula below.
(33)
1. Determining Mean with formula:
� = the average of variables score
∑ � ′ = sum of frequency multiply the student’s score
= number of students
2. Determining Standard Deviation score with formula:
� � = standard deviation of gained score
∑ � ′ = sum of squared gained score
∑ � ′ = sum of gained score
= number of students
3. Determining of Standard Error mean with formula:
� � = standard error mean of gained score
� � = standard deviation of gained score
= number of students
4. Determining Standard Error Mean of variable X and variable Y with formula:
5. Determining t-observation (t0) with the formula:
� �= �√∑ � ′
− ∑ � ′
� � = � �
√ −
� = √� � + � �
�� = � −
� − � �
�
=
�+ �
∑
(34)
6. Determining t-table in significant level 5% and 1% with degree of freedom (df), with formula:
�� = + −
�� = degree of freedom = number of students O.Statistical Hypotheses
H0 : � = � , or
(35)
CHAPTER IV RESEARCH FINDING
A. Data Description
As described in previous chapter that the writer held the field research at SMP Islam Al Syukro Universal Ciputat, Tangerang Selatan. She held the
field research by taking students’ score of test (Pre-test and post-test). The pre-test is given before the treatment is begun and the post-test is given after the treatment is finished.
To find out the result of test (pre-test and post-test) the writer makes the
table of the students’ score is in follow: Table 4.1
The Students’ Score of Experimental Class
Students Pre-test Post-test Gained
1 70 85 15
2 68 80 12
3 52 78 26
4 76 80 4
5 56 70 14
6 64 70 6
7 65 75 10
8 54 70 16
9 76 86 10
10 73 95 22
11 80 86 6
12 70 90 20
13 78 75 -3
14 75 80 5
15 35 63 28
16 62 75 13
17 78 82 4
18 52 75 23
(36)
19 65 75 10
20 36 63 27
21 73 80 7
22 49 65 16
23 58 72 14
24 63 78 15
∑ = 1528 ∑ = 1848 ∑ = 320
� = 63.67 � =77.00 � = 13.33
According to the result of pre-test from the experimental class, it could be seen from 24 students in the experimental class, the mean of pre-test was 63.67 and the mean of post-test 77.00. So, the average of gain score was 13.33. Before the treatment of using picture sequence, the lowest score of pre test was 35, the highest was 80. The after treatment, the lowest score of post-test was 63 and the highes score was 95. In this class, there were 5 students who passed the minimal scored (KKM = 75) in the pre-test, then it increases become 17 students who passed the minimal scored in the post test.
From the data above, number of class interval of pre-test in experimental class as follows:
K = 1 + 3.322 log(n) K = 1 + 3.322 log(24) K = 1 + 4.59
K = 5.59 = 6
Interval as follows:
I = The highest score – The lowest score Number of Class
I = 80-35 = 7.5 = 8 6
(37)
Table 4.2
Class interval of pre-test in experimental class
Class Interval Tally Frequence
35-42 II 2
43-50 I 2
51-58 IIIII 5
59-66 IIIII 5
67-74 IIIII 5
75-82 IIIIII 6
From the data above, number of class interval of post-test in experimental class as follows:
K = 1 + 3.322 log(n) K = 1 + 3.322 log(24) K = 1 + 4.59
K = 5.59 = 6 Interval as follows:
I = The highest score – The lowest score Number of Class
I = 95-63 = 5,33 = 5 6
Table 4.3
Class interval of post-test in experimental class
Class Interval Tally Frequence
63-67 III 3
68-72 IIII 4
73-77 IIIII 5
78-83 IIIIIII 7
84-88 III 3
(38)
Table 4.4
The Students’ Score of Control Class
Students Pre-test Post-test Gained
1 75 78 3
2 45 65 20
3 42 55 13
4 75 80 5
5 80 76 -4
6 68 72 4
7 65 70 5
8 76 83 7
9 73 80 7
10 64 65 1
11 56 64 8
12 78 80 2
13 75 81 6
14 45 58 13
15 52 74 22
16 45 50 5
17 60 70 10
18 65 70 5
19 48 50 2
20 71 75 4
21 50 64 14
22 70 78 8
23 50 50 0
24 52 73 21
∑ = 1480 ∑ = 1661 ∑ = 181
� = 61.67 � = 69.21 � = 7.54
Based on the result of pre-test and post-test from the controlled class, it could be seen from 24 students in the controlled class, the mean of pre-test was 61.67 and the mean of post test was 66.4. So, the average of gain score was only 7.54. In the pre-test of controlled class, the lowest score was 42 and
(39)
the highest score was 80. Then in the post-test, the lowest score in the controlled class was 50 and the highest score was 83. In this class there was six students who got the score above 75 in the pre-test, then it increases become nine students who got score above 75. It has good enough inflation score.
From the data above, number of class interval of post-test in experimental class as follows:
K = 1 + 3.322 log(n) K = 1 + 3.322 log(24) K = 1 + 4.59
K = 5.59 = 6
Interval as follows:
I = The highest score – The lowest score Number of Class
I = 80-42 = 6.33 = 6 6
Table 4.5
Class interval of pre-test in controlled class
Class Interval Tally Frequence
42-47 IIII 4
48-53 IIIII 5
54-59 I 1
60-65 IIII 4
66-71 III 3
(40)
From the data above, number of class interval of post-test in experimental class as follows:
K = 1 + 3.322 log(n) K = 1 + 3.322 log(24) K = 1 + 4.59
K = 5.59 = 6
Interval as follows:
I = The highest score – The lowest score Number of Class
I = 83-50 = 5.5 = 6 6
Table 4.6
Class interval of post-test in controlled class
Class Interval Tally Frequence
50-55 IIII 4
56-61 I 1
62-67 IIII 4
68-73 IIIII 5
74-79 IIIII 5
80-85 IIIII 5
Therefore, based on the both scores from experimental and controlled calss, the average of scores from the students who got treatment using picture sequences on writing narrative text was higher than the students from controlled class.
(41)
Tabel 4.7
The comparision of Experiment and Control Class
Student X Y X Y X Y
1 15 3 1.67 -4.54 2.78 20.63
2 12 20 -1.33 12.46 1.78 155.21
3 26 13 12.67 5.46 160.44 29.79
4 4 5 -9.33 -2.54 87.11 6.46
5 14 -4 0.67 -11.54 0.44 133.21
6 6 4 -7.33 -3.54 53.78 12.54
7 10 5 -3.33 -2.54 11.11 6.46
8 16 7 2.67 -0.54 7.11 0.29
9 10 7 -3.33 -0.54 11.11 0.29
10 22 1 8.67 -6.54 75.11 42.79
11 6 8 -7.33 0.46 53.78 0.21
12 20 2 6.67 -5.54 44.44 30.71
13 -3 6 -16.33 -1.54 266.78 2.38
14 5 13 -8.33 5.46 69.44 29.79
15 28 22 14.67 14.46 215.11 209.04
16 13 5 -0.33 -2.54 0.11 6.46
17 4 10 -9.33 2.46 87.11 6.04
18 23 5 9.67 -2.54 93.44 6.46
19 10 2 -3.33 -5.54 11.11 30.71
20 27 4 13.67 -3.54 186.78 12.54
21 7 14 -6.33 6.46 40.11 41.71
22 16 8 2.67 0.46 7.11 0.21
23 14 0 0.67 -7.54 0.44 56.88
24 15 21 1.67 13.46 2.78 181.13
∑ = 320 ∑ = 181 ∑ = 0.00 ∑ = 0.00 ∑ = 1489.33 ∑ = 1021.96 � = 13.33 � = 7.54
(42)
From the table above, the writer got ∑ = 320 by adding all score in variable , while ∑ = 181 by adding all score in variable .
B. Normality of the Data
Before analyzing the hipotheses, the writer had to analyze the normality of the data. This analysis is used to see whether the data got in the research has been normally distributed or not. When it is normally distributed, its dissemination is also noral and can represent the population. Because the object of this study belongs to little sample, it is recomended using Lillyfors. 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.
a. Normality of Pre-test in the Experimental Class Hypotheses
Ho = Data of X is normally distributed
H1 = Data of X is not normally distributed
Table 4.8
Calculation of Pre-test Normality in Experimental Class
x f fx x2 fx2 p=f/n
z=(xi-x)/s ∅ ∑p T=∅-∑p
35 1 35 1225 1225 0.041667 -2.18431 0.01447 0.041667 0.0272 36 1 36 1296 1296 0.041667 -2.10308 0.017729 0.083333 0.0656 49 1 49 2401 2401 0.041667 -1.04703 0.147544 0.125 0.022544 52 2 104 2704 5408 0.083333 -0.80332 0.210894 0.208333 0.002561 54 1 54 2916 2916 0.041667 -0.64085 0.260809 0.25 0.010809 56 1 56 3136 3136 0.041667 -0.47838 0.316189 0.291667 0.024522 58 1 58 3364 3364 0.041667 -0.31591 0.376034 0.333333 0.042701 62 1 62 3844 3844 0.041667 0.009026 0.503601 0.375 0.128601 63 1 63 3969 3969 0.041667 0.090261 0.53596 0.416667 0.119293 64 1 64 4096 4096 0.041667 0.171496 0.568083 0.458333 0.10975
(43)
65 2 130 4225 8450 0.083333 0.25273 0.599762 0.541667 0.058095 68 1 68 4624 4624 0.041667 0.496435 0.690206 0.583333 0.106873 70 2 140 4900 9800 0.083333 0.658904 0.745021 0.666667 0.078355 73 2 146 5329 10658 0.083333 0.902609 0.816633 0.75 0.066633 75 1 75 5625 5625 0.041667 1.065078 0.85658 0.791667 0.064913 76 2 152 5776 11552 0.083333 1.146313 0.874167 0.875 0.00083 78 2 156 6084 12168 0.083333 1.308782 0.904696 0.958333 0.05364 80 1 80 6400 6400 0.041667 1.471252 0.929388 1 0.07061
1114 24 1528 71914 100932
61.89 1.33 84.89 3995.22 5607.33
� =∑ �� − [∑ �� ]
= − ⌈ ⌉
= . − [ . ]
= . − .
= .
S = √ . S = .
S = 12.31
S2 = 151.63
M = 61.89
Tmax = 0.128
Ttable = 0.173
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows: T(0.05)(24) = 0.173
H0 = T < 0.173
H1 = T > 0.173
The result showed that Tmax < Ttable (0.128 < 0.173), it means that the data
(44)
b. Normality of Post=test in the Experimental Class Hypotheses
Ho = Data of X is normally distributed
H1 = Data of X is not normally distributed Table 4.9
Calculation of Post-test Normality in Experimental Class
x f fx x2 fx2 p=f/n
z=(xi-x)/s ∅ ∑p T=∅-∑p
63 2 126 3969 7938 0,083333 -1,94409 0,025942 0,083333 0,05739 65 1 65 4225 4225 0,041667 -1,69189 0,045334 0,125 0,07967 70 3 210 4900 14700 0,125 -1,06137 0,144261 0,25 0,10574 72 1 72 5184 5184 0,041667 -0,80916 0,209211 0,291667 0,08246 75 5 375 5625 28125 0,208333 -0,43085 0,333288 0,16783 0,165458 78 2 156 6084 12168 0,083333 -0,05254 0,479048 0,541667 0,06262 80 4 320 6400 25600 0,166667 0,199664 0,579128 0,708333 0,12921 82 1 82 6724 6724 0,041667 0,451871 0,674319 0,791667 0,11735 85 1 85 7225 7225 0,041667 0,830181 0,796782 0,833333 0,03655 86 2 172 7396 14792 0,083333 0,956284 0,830536 0,875 0,04446 90 1 90 8100 8100 0,041667 1,460698 0,927951 0,916667 0,011284 95 1 95 9025 9025 0,041667 2,091215 0,981746 1 0,01825
941 24 1848 74857 143806
78,4 2 154 6238,083 11983,83
� =∑ �� − [∑ �� ]
= − ⌈ ⌉
= . − [ ]
= . −
= .
S = √ . S = .
S = 7.93
S2 = 62.92
M = 78.42
Tmax = 0.165
(45)
32 Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows: T(0,05)(24) = 0.173
H0 = T < 0.173
H1 = T > 0.173
The result showed that Tmax < Ttable (0.165 < 0.173), it means that the data
is normally distributed.
c. Normality of Pre-test in the Control Class Hypotheses
Ho = Data of X is normally distributed
H1 = Data of X is not normally distributed Table 4.10
Calculation of Pre-test Normality in Controlled Class
x f fx x2 fx2 p=f/n
z=(xi-x)/s ∅ ∑p T=∅-∑p
42 1 42 1764 1764 0.041667 -1.72812 0.04198 0.041667 0.0003165 45 3 135 2025 6075 0.125 -1.48262 0.06909 0.166667 0.0975793 48 1 48 2304 2304 0.041667 -1.23712 0.10802 0.208333 0.1003127 50 2 100 2500 5000 0.083333 -1.07346 0.14153 0.291667 0.1501337 52 2 104 2704 5408 0.083333 -0.90979 0.18147 0.01123 0.1702363 56 1 56 3136 3136 0.041667 -0.58246 0.28013 0.416667 0.1365378 60 1 60 3600 3600 0.041667 -0.25513 0.39931 0.458333 0.0590207 64 1 64 4096 4096 0.041667 0.072206 0.52878 0.5 0.0287809 65 2 130 4225 8450 0.083333 0.154039 0.56121 0.583333 0.0221229 68 1 68 4624 4624 0.041667 0.399538 0.65525 0.625 0.0302515 70 1 70 4900 4900 0.041667 0.563204 0.71335 0.666667 0.0466853 71 1 71 5041 5041 0.041667 0.645037 0.74055 0.708333 0.0322151 73 1 73 5329 5329 0.041667 0.808703 0.79066 0.75 0.0406571 75 3 225 5625 16875 0.125 0.972369 0.83457 0.875 0.0404334 76 1 76 5776 5776 0.041667 1.054202 0.8541 0.916667 0.0625618
(46)
78 1 78 6084 6084 0.041667 1.217868 0.88836 0.958333 0.0699703 80 1 80 6400 6400 0.041667 1.381535 0.91644 1 0.0835573
1073 24 1480 70133 94862
63.12 1.41 87,06 4125.47 5580.12
� =∑ �� − [∑ �� ]
= − ⌈ ⌉
= . − [ . ]
= . − .
= . S = √ . S = .
S = 12.22
S2 = 149.39
M = 63.12
Tmax = 0.170
Ttable = 0.173
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows: T(0.05)(24) = 0.173
H0 = T < 0.173
H1 = T > 0.173
The result showed that Tmax < Ttable (0.170 < 0.173), it means that the data
is normally distributed.
d. Normality of Post-test in the Control Class Hypotheses
Ho = Data of X is normally distributed
(47)
Table 4.11
Calculation of Post-test Normality in Controlled Class
x f fx x2 fx2 p=f/n
z=(xi-x)/s ∅ ∑p T=∅-∑p
50 3 150 2500 7500 0.125 -1.99475 0.023035 0.125 0.10196 55 1 55 3025 3025 0.041667 -1.50262 0.066468 0.166667 0.1002 58 1 58 3364 3364 0.041667 -1.20735 0.113649 0.208333 0.09468 64 2 128 4096 8192 0.083333 -0.6168 0.268684 0.291667 0.02298 65 2 130 4225 8450 0.083333 -0.51837 0.302099 0.375 0.0729 70 3 210 4900 14700 0.125 -0.02625 0.48953 0.5 0.01047 72 1 72 5184 5184 0.041667 0.170604 0.567732 0.541667 0.026066 73 1 73 5329 5329 0.041667 0.269029 0.606046 0.583333 0.022713 74 1 74 5476 5476 0.041667 0.367454 0.64336 0.625 0.01836 75 1 75 5625 5625 0.041667 0.465879 0.679349 0.666667 0.012682 76 1 76 5776 5776 0.041667 0.564304 0.713727 0.708333 0.005393 78 2 156 6084 12168 0.083333 0.761155 0.776718 0.791667 0.01495 80 3 240 6400 19200 0.125 0.958005 0.83097 0.916667 0.0857 81 1 81 6561 6561 0.041667 1.05643 0.854614 0.958333 0.10372 83 1 83 6889 6889 0.041667 1.253281 0.894948 1 0.10505
1054 24 1661 75434 117439
70.27 1.60 110.73 5028.93 7829.27
� =∑ �� − [∑ �� ]
= − ⌈ ⌉
= , − . = .
S = √ . � = .
S = 10.16
S2 = 103.27
M = 70.27
Tmax = 0.105
(48)
1
∑
= = .
∑
= = .
Criteria of the test:
In the significant degree of 0.05, the value in the table of Lilyfors shows: T(0.05)(24) = 0.173
H0 = T < 0.173
H1 = T > 0.173
The result showed that Tmax < Ttable (0.105 < 0.173), it means that the data
is normally distributed.
From the result of statistical calculation, it can be seen that normality of pre-test is (0.128), post test (0.165) in the experimental class, while Ttable =
0.173 and normality of pre test (0.170), post test (0.105) in the control class. Since the population is normally chosen, distributed normally.
C.Data Analysis
After getting the normality of experiment and control class, the writer made an analysis of data from the result of comparing between both of class VIII A and VIII B (see Table 4.3). Afterwards, the writer calculated them based on the step of the t-test formula, as follow:
1. Determining Mean X
Mean variable X =
2. Determining Mean Y
Mean variable Y =
3. Determining of Standard Deviation of variable X
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� = �
√ − =
.
√ − =
.
√ =
,
. = .
= √ . + . = 2.13
� − � = √� + � = √ . + .
4. Determining of Standard Deviation of variable Y
5. Determining Standard of Error Mean of variable X
6. Determining Standard of Error Mean of variable Y
7. Determining Standard of Error Mean difference of Mxdan My
8. Determining to :
9. Determining t-table in significant level 5% and 1% with df
�� = + − = + − =
At the degree of significant of 5% = 1.7 At the degree of significant of 1% = 2.4
� = √∑ = √ . = √ . = .
��= � −− � = . − .. = .. = .
� = �
√ − =
.
√ − =
.
√ =
.
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10. The comparison between t-score with t-table t-score = 1.7 <2.72> 2.4
D. The Testing of The Hypothesis
The research was held to answer the question wheter using picture
sequence is effective on students’ writing of narrative text at the eight grade
students of SMP Islam Al Syukro Universal Ciputat. In order to provide the answer for the question above, the Alternative Hypothesis (Ha) and Null
Hypothesis (H0) were proposed as follows:
1. Null Hypothesis (H0) : picture sequence is not effective in the teaching of
narrative text writing
2. Alternative Hypothesis (Ha): picture sequence is effective in the teaching
of narrative text writing
To prove the hypothesis, the obtained data from experiment class and control class were calculated by using ttest formula with assumption as
follows:
1. If to ttable in significant degree of 1%, the Null Hypothesis (H0) is
accepted and the Hypothesis Alternative (Ha) is rejected. It means that
there is no significant effect of picture sequence on students writing of narrative text.
2. If to ttable in significant degree of 1%, the Null Hypothesis (H0) is
rejected and the Hypothesis Alternative (Ha) is accepted. It means that
there is significant effect of picture sequence on students’ writing of
narrative text.
The hypothesis criteria above states that: if to > tt = Ha is accepted and
H0 is rejected, and if t0 < tt = Ha is rejected and H0 is accepted. Ha is
Hypothesis Alternative, H0 is Null Hypothesis, to is t observation and tt is t
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The result of the statistic calculation indicates that the value of t0 is 2.72
which is higher that ttable (tt) at significance level 5% = 1.7 and t table (tt) at
significance level 1% 2.4 it means that the Null Hypothesis (H0) is rejected
and the Hypothesis Alternative (Ha) is accepted.
E. Data Interpretation
The writer took pre-test and post-test with the same test and got the data result as the table above. The average score of experimental class that is taught by using picture sequence is known was 13.33. Meanwhile the average score of control class that is taught with using conventional technique is known 7.54.
Based on the result of controlled class scores, we can conclude that there are some reasons why the condition happened. After the pre-test held, the controlled class did not get the treatment in the teaching of narrative text writing through picture sequence. Therefore, the students in the controlled class did not have a chance to increase their writing skill especially in writing narrative text through picture sequence. They still get difficulty in writing narrative text because they did not know how to organize their idea in order to create a good story. As the result, their writing skill, especially in writing narrative text still low and their writing scores were not significantly improved.
In addition, based on the result of experimental class scores, after having treatment of picture sequence in the teaching of narrative text writing, their narrative text writing scores were increased. The improvement happened because they got the benefit of using picture sequence. Hence, they can write narrative text easier and more focus because what they want to write was based on the picture sequence. Furthermore, based on the calculation above, it showed that there is obvious difference on students’ writing of narrative text, it can be concluded that the difficulty of experimental class students was solved by having treatment of using picture sequence in the teaching of
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narrative text writing, so their writing of narrative text scores were significantly increased.
. Based on the explanation above, and based on the statistical result, it can be concluded that picture sequence is effective in the teaching of narrative text writing and it might become an alternative way to teach writing, especially writing narrative text at the eighth grade students of Junior High School level.
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CHAPTER V
CONCLUSION AND SUGGESTION
A.Conclusion
Teaching writing narrative text by using picture sequence has given a positive influence, it is known from the mean of post-test’s score. Thre mean of post-test’s score of experiment class which is taught by picture sequence is higher than the mean of control class which is taught by conventional technique.
The result of the statistical analysis in the research, showed that the value of to is higher than ttable. It means that the Null Hypothesis (H0) is rejected and
the Alternative Hypothesis is accepted (Ha). Thus, there is a positive significant
effect in teaching writing narrative text by using picture sequence.
B.Suggestion
Based on her research finding, the result is known from statistical calculation that picture sequence is effective on students’ writing of narrative text. Some suggestions for the teaching and learning English are porposed as follows:
1. Teacher can use picture sequence in teaching narrative text writing or other
subject to enrich students’ skill in english, especially in writing.
2. It is the best when the teacher has prepared lesson plan and knwe the interest techniques in teaching in order students will not get bored.
3. Students should be given stimulation before teaching to get their attention, to make them focus and interested in learning English.
4. The students may enrich their learning experience by joining the English Club, Students English Forum, etc. These activities will improve their
English competence. 5. Other researcher can make a research in teaching narrative text writing or
other material by picture sequence technique or others.
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BIBLIOGRAPHY
A, Meyers. Gateways to Academic Writing: Effective Sentences, Paragraphs and Essays. New York: Pearson Education, Inc. 2005.
Anderson, Mark and Kathy Anderson. Text Types in English. South Yara: McMillan Education. 2003.
Baker, Sheriden. The Practical Stylist Sixth Edition. New York: Harper & Row Publisher. 1987.
Brown, Betty Morgan. Look here! Visual Aids in Language Teaching, London: Language Teaching Series. 1973.
Byrne, Donn. Teaching Writing Skill. London: Longman. 2006.
Clause, Barbara Fine. A troubleshooting Guide for Writers. New York: McGraw-Hill. 2005.
Clause, Barbara Fine. Pattern for Purpose. Fifth Edition. New York: McGraw Hill. 2006.
Cohan, Steven . Telling Stories. A theoretical analysis of narrative fiction. London: Tylor and Francis e-Library. 2001.
Dietsch, Betty Mattix. Reason and Writing Well. Boston: McGraw-Hill. 2006. Finocchiaro and Brumfit. The Functional Notional Approach. New York: Oxford
University, Inc. 2006.
Grazyna Szyke, Using Pictures as Teaching Aids...
Harmer, Jeremy. How to Teach Writing. Essex: Longman Group. Ltd.2004. Hedge, Tricia. Writing Resource Book for Teacher. New York: Oxford University
Press: 1988.
Kirton, Bill and Katleen Mc. Millan. Guide to Writing at University. New York: Routledge. 2007
Langan, John. English Skills with Reading, Seventh Edition. New York: McGraw Hill, 2008.
McDoonough, Jo. Materials and Methods in ELT. Cambridge: Blackwell Publisher. 1993.
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McMillan, James H and Sally Schumacher. Research in Education (6thed). Boston: Pearson Education. 2006.
Meyers, A. Gateways to Academic Writing: Effective Sentences, Paragraphs and Essays. New York: Pearson Education, Inc.2005.
Miller, Robert Keith. Motives for Writing. New York: McGraw-Hill. 2005.
Murcia, Marriane C. Technique and Resources in Teaching Grammar. New York: Oxford University Press, 1988.
Raimes, Ann. Techniques in Teaching Writing. New York: Oxford University Press. 1983.
Raymond, James C. Writing (Is an Unnatural Act), New York, Harper & Row, Publisher, Inc.
Richard, Jack C. Methodology in Language Teaching: an Anthologyof Current Practice. New York: Cambridge University Press. 2002.
Siahaan, Sanggam & Kisno Shinoda. Generic Structure Text,. Yogyakarta: Graha Ilmu. 2008.
Sugiyono. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta. 2009.
Ur, Penny. A Course in Languang Teaching: Practice and Theory. Cambridge: Cambridge University Press. 1996.
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University Press. 1989.
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Kelas/Semester : VIII B/Ganjil Mata Pelajaran : Bahasa Inggris
Topik : Narrative
Pertemuan Ke- : 1
Alokasi Waktu : 2 x 40 menit A. Kompetensi Inti
KI1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong) santun, percaya diri dalam berinteraksi secara aktif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI4 : Mengolah, menyaji dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut pandang/teori
B. Kompetensi Dasar
3.6 Memahami tujuan, struktur, dan unsur kebahasaan dari jenis teks naratif, lisan dan tulis, berbentuk fabel, pendek dan sederhana.
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2. Mengidentifikasi langkah langkah retorika dengan benar 3. Mengidentifikasi struktur kebahasaan dengan benar
4. Dapat menulis teks narrative dengan benar sesuai dengan gambar seri yang diberikan
D. Materi Pembelajaran
a. Narrative text is a text telling a story focusing specific participants. Its social function is to tell stories or past events and entertain the readers. to tell story to amuse, entertain, teach a lesson or moral, explain something or make a comment
1. Generic structure:
• Orientation : It is about the opening paragraph where the characters of the story are introduced. (berisi pengenalan tokoh, tempat dan waktu terjadinya cerita (siapa atau apa, kapan dan dimana)
• Complication : Where the problems in the story developed. (Permasalahan muncul / mulai terjadi dan berkembang)
• Resolution : Where the problems in the story is solved. Masalah selesai, --- secara baik "happy ending" ataupun buruk "bad ending"
E. Metode Pembealajaran
Approach : Scientific Approach Method : Learner Centred
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Salam dan menanyakan keadaan siswa 1 menit Meminta salah satu siswa untuk memimpin membaca doa 1 menit Guru memberikan ice breaking “tap the colour” agar siswa
lebih fokus untuk memulai pembelajaran
3 menit
Guru menjelaskan tujuan pembelajaran 1 menit
2. Bagian Inti (67 menit)
Bentuk Kegiatan Alokasi Waktu
Guru menjelaskan tentang generic structure dari narrative yaitu “orientation, complication dan resolution”
( 10 menit Siswa memahami materi dan prosedur yang diberikan guru 2 menit Guru memberikan kesempatan kepada siswa untuk
bertanya
2 menit
Siswa diminta untuk membagi kelas menjadi 4 kelompok besar
3 menit
Masing masing kelompok diberikan sebuah amplop yang berisi gambar gamabar seri dari cerita fable “The Lion And The Mouse” untuk disusun menjadi sebuah rangkaian cerita naratif, kemudian siswa diminta untuk membuat sebuah cerita naratif berdasarkan rangkaian gambar yang telah mereka susun
40 menit
Guru dan siswa bersama sama mengkoreksi dan menganalisa kesalahan
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rangkuman/simpulan pelajaran
Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram
2 menit
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya
1 menit
Guru menutup pelajaran dengan mengucap hamdalah 1 menit
Alat dan Sumber Belajar
1. Picture sequence “The Lion and The Mouse”. It is got from www.beorball.com 2. 4 buah amplop kecil
3. 4 lembar kertas 4. Spidol
Evaluasi
Teknik: Tes Tulis
Bentuk: Essay dan Jumbled pictures Instrumen:
The Monkey and The Crocodile
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.
Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in
dangerous situation and he had to think hard.
Orientation
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river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree.
“Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.”
Verb (Past Form) Verb (Base Form)
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RUBRIC FOR ASSESING WRITING By Sara Cushing Weigle
Score Level Criteria
C
ont
en
t
30-27 Excelent to very good: knowledgeable *substantive *relevant to assigned topic 26-22 Good to average: some knowladge of subject *adequate range *mostly relevant
to topic but lacks detail
21-17 Fair to poor: limited knowladge of subject, *non-substantive, *not pertinent, or not enough to evaluate
16-13 Very poor: does not show knowladge of subject, non-substantive not pertinent or not enough to evaluate
O rga ni za ti on
20-18 Excelent to very good: fluent expression, ideas clearly stated/supported, succinct, well-organized, logical sequencing, cohesive
17-14 Good to average: somewhat choppy, loosely organized but main ideas stand out, limited support, logical but incomplete sequencing
13-10 Fair to poor: non-fluent, ideas confused or disconnected, lacks logical sequencing and development
9-7 Very poor: does not communicate, no organization or not enough to evaluate
V
oc
abul
ar
y 20-18 Excelent to very good: sophisticated range *effective word/idiom choice and usage *word form mastery *appropriate register
17-14 Good to average: adequate range *occasional errors of word/idiom form, choice, usage but meaning no obscured
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L
an
g
u
ag
e U 21-18 complex constructions *several errors of agreement, tense, number, word order/functions, articles, pronouns, prepositions but meaning seldom obscured 17-11
Fair to poor: major problems in simple/complex constructions *frequent errors of negotion, agreement, tense, number, word order/function, articles, pronouns, and/or fragments, run-ons, deletions *meaning confused or obscured
10-5 Very poor: virtually no mastery of sentence construction rules *dominated by errors *does not communicate *or not enough to evaluate
Mech
an
ics
5 Excelent to very good: demonstrates mastery of conventions *few errors of spelling, punctuation, capitalization, paragraphing
4 Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured
3 Fair to poor: frequent errors of spelling, punctuation, capitalization, paragraphing *poor handwriting *meaning confused or obscured 2
Very poor: no mastery of conventions *dominated by errors of spelling,
punctuation, capitalization, paragraphing *handwriting illegible *or not enough to evaluate
Ciputat, 11 September 2014 Mengetahui,
Guru Pamong
Ina, S. Pd
NIPY: 0887 0712 03
Peneliti
Nurdina Mecca Zathira NIM: 1110014000111
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Kelas/Semester : VIII B/Ganjil Mata Pelajaran : Bahasa Inggris
Topik : Narrative
Pertemuan Ke- : 2
Alokasi Waktu : 2 x 40 menit A. Kompetensi Inti
KI1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi, gotong royong) santun, percaya diri dalam berinteraksi secara aktif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI4 : Mengolah, menyaji dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar dan mengarang) sesuai dengan yang dipelajari disekolah dan sumber lain yang sama dalam sudut pandang/teori
B. Kompetensi Dasar
3.6 Memahami tujuan, struktur, dan unsur kebahasaan dari jenis teks naratif, lisan dan tulis, berbentuk fabel, pendek dan sederhana.
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D. Materi Pembelajaran
a. Narrative text is a text telling a story focusing specific participants. Its social function is to tell stories or past events and entertain the readers. to tell story to amuse, entertain, teach a lesson or moral, explain something or make a comment
1. Generic structure:
• Orientation : It is about the opening paragraph where the characters of the story are introduced. (berisi pengenalan tokoh, tempat dan waktu terjadinya cerita (siapa atau apa, kapan dan dimana)
• Complication : Where the problems in the story developed. (Permasalahan muncul / mulai terjadi dan berkembang)
• Resolution : Where the problems in the story is solved. Masalah selesai, --- secara baik "happy ending" ataupun buruk "bad ending"
E. Metode Pembealajaran
Approach : Scientific Approach Method : Learner Centred
Technique : Observing, Asking-Question, Jumbled Sequence of Picture, Practicing
F. Kegiatan Pembelajaran 1. Bagian Awal (8 menit)
Bentuk Kegiatan Alokasi Waktu
Salam dan menanyakan keadaan siswa 1 menit
Meminta salah satu siswa untuk memimpin membaca doa 1 menit
Guru memeriksa kehadiran siswa 1 menit
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2. Bagian Inti (66 menit)
Bentuk Kegiatan Alokasi Waktu
Guru mereview tentang materi yang telah dipealajari di pertemuan sebelumnya
Siswa diberikan kesempatan untuk bertanya tentang materi yang belum mereka fahami
Salah satu siswa diminta untuk menceritakan cerita tentang “The Rabbit and The Turtle”, untuk mem-warming up siswa sebelum menulis cerita tersebut dengan bahasa mereka sendiri, sementara siswa yang lain mendengarkan. Guru menunjukan beberapa gambar acak untuk disusun menjadi sebuah rangkaian cerita, kemudian siswa diminta untuk membuat sebuah cerita naratif berdasarkan gambar yang telah mereka susun
Guru meminta salah satu siswa untuk membacakan apa yang ditulis didepan teman-temannya kemudian bersama sama di analisa dan dikoreksi kesalahannya
3. Bagian Akhir (7 menit)
Bentuk Kegiatan Alokasi Waktu
Guru bersama sama dengan siswa membuat simpulan pelajaran
Guru menyampaikan rencana pertemuan selanjutnya Guru memberikan kesempatan kepada siswa untuk bertanya tentang materi yang belum mereka mengerti
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POST-TEST OF CONTROLLED CLASS
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