The Effect of Picture Series on Students' Writing Ability of Recount Text (A Quasi-experimental Study at the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)

WRITING ABILITY OF RECOUNT TEXT

(A Quasi-experimental Study at the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)

“SKRIPSI”

Presented to Faculty of Educational Sciences

in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education at the Department of English Education

By:

Tias Sil Romansyah 1111014000098

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

A Skripsi

Presented to Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-l)

in English Education at the Department of English Education

Approved by:

Advisor

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NIP. 196909L2 2009M

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008 NrP. 19761007 200710 1 002

DEPARTMENT OF' ENGI,ISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

STATE ISLAMIC UMVERSITY OF SYARIF IIIDAYATULLAH

JAKARTA 2017

Writing Ability of Recount Text (A _{Quasi-experimental} Study ut the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)" written by Tias Sil Romansyaho students' registration number: 1111014000098, was

examined by the Committee on January 23'd,2017.The skripsi has been accepted and declared to have fulfilled one of the requirements for the degree of S.Pd. (S-1)

in Engtish Education.

Jakarta, January 23'd 2077

EXAMINATION COMMITTBE Date

Chairman Dr. Alek. M.Pd.

NrP. 19690912 200901

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008

Zaharil Anasy. M.Hum. NrP. 19761007 2007t0 1 002

Dr. Fahriany, M.Pd. NrP.19700611 199101 2 001

Dr. Ratna Sari Dewi, M.Pd. NrP. 19720501 199903 2 013

Secretary

Examiner

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Department of English Education, The Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta, 2017.

Key Words: Picture Series, Writing, Recount Text

The objective of this study was to get the empirical evidence about the effect of

picture series on students’ writing ability of recount text at the eighth grade students’

of SMP Nusantara Plus. The method used in this study was a quasi-experimental research. The study was carried out in two classes of research, experimental and controlled class. The subject of this study was the eighth grade students, and the samples of this research were 8-1 as the experimental class and 8-2 as the controlled class. The instrument used in this study was a writing test. The writer gave the writing test in pre-test and post-test. The technique used in collecting the data was quantitative data with t-test. The result of this study showed that there was effect of

picture series on students’ writing ability of recount text. It could be seen from the

result of calculation that the students’ score in experimental class was higher than the

students’ score in controlled class. The mean score of post-test in experimental class

was 80.84. Meanwhile the mean score of post-test in controlled class was 78.04. Furthermore, based on the statistical calculation with the significance level of 5% and 1%, it showed that t-observation is higher than t-table that was 1.68 < 4.7 > 2.41. Therefore, it proved the alternative hypothesis, which stated that there was significant different between the students’ score in writing recount text by using picture series

and the students’ score in writing recount text without using picture series at the

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2016/2017), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Key Words: Gambar Berseri, Tulisan, Teks Recount

Tujuan penelitian ini adalah untuk mendapatkan bukti empiris tentang pengaruh gambar berseri terhadap kemampuan siswa dalam menulis teks recount di kelas delapan SMP Nusantara Plus. Metode yang digunakan dalam penelitian ini adalah penelitian kuasi-eksperimental. Penelitian tersebut dilaksanakan di dua kelas penelitian, yaitu kelas eksperimen dan kelas kontrol. Subyek dalam penelitian ini adalah siswa kelas delapan, dan sampel dalam penelitian ini adalah 8-1 sebagai kelas eksperimen dan kelas 8-2 sebagai kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah tes menulis. Peneliti memberikan tes menulis pada pre-test dan post-tes. Teknik yang digunakan dalam mengumpulan data adalah data kuantitatif dengan t-test. Hasil dari penelitian tersebut menunjukan bahwa ada pengaruh penggunaan gambar berseri terhadap kemampuan siswa dalam menulis teks recount. Hal itu dapat dilihat dari hasil penghitungan bahwa nilai siswa di kelas eksperimen lebih tinggi dari pada nilai siswa di kelas kontrol. Nilai rata-rata post-test di kelas eksperimen adalah 80.84. Sedangkan, nilai rata-rata di kelas kontrol 78.04. Selanjutnya, berdasarkan perhitungan statistik dengan taraf nyata 5% dan 1%, menunjukan bahwa t-observasi lebih tinggi dari t-tabel, yaitu 1.68 < 4.7 > 2.41. Oleh karena itu, hal ini membuktikan hipotesis alternatif, yang menyatakan bahwa ada perbedaan yang signifikan antara nilai siswa dalam menulis teks recount dengan menggunakan gambar berseri dan menulis teks recount tanpa menggunakan gambar berseri pada siswa kelas delapan SMP Nusantara Plus Ciputat.

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blessing to finish his last assignment in his study, skripsi. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion and his adherents.

It is a pleasure to acknowledge the help and contributions to all of lecturers, institutions, family and friends who have contributed in the different ways hence this

skripsi is processed until it becomes a complete writing which will be presented to Faculty of Educational Sciences in partial fulfillment of the requirements for the degree of S.Pd. (S-1) in English Education at the Department of English Education.

The first, he would like to express his great honor and deepest gratitude to his beloved father Zauli, his beloved mother Sarina, his sisters Tiassil Haviana, S.T., Nurtias Jumiatul Rohmah and Nurtias Sil Isromi, and all families who always give support, motivation and moral encouragement to finish his study.

He would like to give thanks to his advisors Mr. Dr. Alek, M.Pd. and Mr. Zaharil Anasy, M.Hum. who have given his precious help, guidance and advices patiently during the completion and the development of the study. Also his greatest gratitude and honor to Dr. Ratna Sari Dewi, M.Pd. as his academic advisor who always gave support and advice during his study.

He also realized that he would never able to finish this skripsi without help and support from people around him. Therefore, he would like to give his gratitude and appreciations to:

1. Prof. Dr. Ahmad Thib Raya, MA, as the Dean of Faculty of Educational Sciences Syarif Hidayatullah State Islamic University Jakarta.

2. Dr. Alek, M.Pd., as the Head of Department of English Education

3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education 4. All lecturers of Department of English Education who always gave motivation

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SMP Nusantara Plus Ciputat who have given their time for sharing.

7. The eighth grade students of SMP Nusantara Plus Ciputat in Academic Year 2016/2017, as the participant of this research.

8. All of friends in the Department of English Education academic year 2011, especially C class who always supported him.

9. His best friends Farras Labieb Ahmad, S.Pd., Shendy Pratama, S.Pd., Wildan Ahdiyat, S.Pd., and Muhammad Kahfianan who always supported and helped him. Thank you for the best friendship ever after.

10.All of members of ―LOL‖ who always helped and gave the writer support,

time and love to remind him in accomplishing the research.

11.His special mate Hidayana Putri who always stood by him in finishing this

skripsi.

12.All of his friends and all the people who contributed in this study that he could not mention one by one who always gave motivation to the writer in finishing this skripsi.

The words are not enough to say any appreciation for their help and contribution in this skripsi. May Allah, the Almighty bless them all. Moreover, the writer also realized that this skripsi is far from perfect. It is a pleasure for him to get critiques and suggestion to make this skripsi better.

Jakarta, 11 January 2017

The Writer

v

ACKNOWLEDGMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. The Identification of Problems ... 5

C. The Limitation of Problem ... 6

D. The Formulation of Problem ... 6

E. The Objective of the Study ... 6

F. The Significance of the Study... 6

CHAPTER II THEORETICAL FRAMEWORK ... 7

A. Writing ... 7

1. The Nature of Writing ... 7

2. The Process of Writing ... 7

3. The Purpose of Writing ... 8

B. Recount Text ... 9

1. The Definition of Recount Text ... 9

2. The Purposes of Recount Text ... 10

3. The Types of Recount Text ... 10

4. The Generic Structure of Recount Text ... 11

vi

2. The Kinds of Picture ... 13

3. The Function of Picture ... 14

4. Picture as Media in the Writing Process ... 15

5. Picture Series ... 17

6. Application of Using Picture Series in Teaching Writing of Recount Text ... 18

7. The Example of Picture Series ... 18

D. Previous Related Studies ... 19

E. Conceptual Framework ... 21

F. Theoritical Hypothesis ... 21

CHAPTER III RESEARCH METHODOLOGY ... 22

A. Place and Time of the Study ... 22

B. Method and Research Design ... 22

C. Population and Sample ... 23

D. The Research Instrument ... 23

E. The Technique of Data Collection ... 23

F. The Technique of Data Analysis ... 27

G. Statistical Hypothesis... 29

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 31

A. Research Finding ... 31

1. Data Description ... 31

2. Data Analysis ... 37

3. The Hypothesis Testing ... 41

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BIBLIOGRAPHY ... 45 APPENDICES

viii

Table 4.1 The students’ score of pre-test of experimental class (VIII-1) and controlled class (VIII-2) ... 31 Table 4.2 The students’ score of post-test of experimental class (VIII-1) and

controlled class (VIII-2) ... 33 Table 4.3 The students’ gained score comparison between pre-test and post-test in experimental class (VIII-1) and controlled class (VIII-2) ... 35 Table 4.4 Statistical calculation of gained score both the experimental and controlled class ... 37

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Figure 2.2 The example of picture series 2 ... 19 Figure 2.3 The example of picture series 3 ... 19 Chart 4.1 The students’ score of pre-test of experimental class and

controlled class ... 33

Chart 4.2 The students’ score of post-test of experimental class and controlled class ... 35

Chart 4.3 The students’ gained score of experimental class and controlled class ... 37

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Appendix 3 Sample of Students’ Pre-test in Writing Recount Text

(Experimental Class & Controlled Class) ... 74

Appendix 4 Sample of Students’ Post-test in Writing Recount Text (Experimental Class & Controlled Class) ... 78

Appendix 5 Surat Permohonan Izin Penelitian ... 82

Appendix 6 Surat Keterangan telah Melaksanakan Penelitian ... 83

Appendix 7 Surat Bimbingan Skripsi ... 84

1

A.

The Background of the Study

Language is a means of communication. To be easy in a language, people must acquire the language skills like writing. Writing is one of the language skills that must be mastered by students at Junior High School. Writing becomes a means and important part of communication that is the most used by many people around the world to interact and share information in English language for many purposes, beside listening, speaking, and reading. Writing involves transferring a message from our thoughts using language in the written form and it is called communicative competence. According to Brown, he stated that communicative competence is relative, not absolute, and depends on the cooperation of all the participants. Communicative competence enables one to convey and interpret messages and to negotiate meanings interpersonally within specific context.1 In addition, Canale and Swain stated that communicative competence consists of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence.2 The grammatical competence and discourse competence reflect the use of linguistic system itself. The sociolinguistic competence and strategic competence reflect the functional aspects of communication. By acquiring communicative competence, the students are expected to have knowledge of grammar and vocabulary of the language; to have knowledge of rules of writing and to be able to apply it in real communication appropriately.

Writing is an important part of language learning. The main purpose of writing is to make the writer creates or expresses ideas into a written form to give information to the reader. It is the same as the purpose of communication. That is to deliver information from sender to receiver, like writer to reader and speaker to listener. In writing, when the reader can understand what the writer writes, it

1

H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Pearson Education Inc., 2007), Fifth Edition, p. 219.

2

means that communication happened and got success. Thus, writing is also called as a written communication. Meanwhile, for junior high school students, writing is not only a crucial written communication, but also a crucial language skill that must be learnt in the school. They have to master writing for some purposes like academic, job applications, applying scholarship, and future carriers. Hence, writing is very suitable for their educational, social, and professional field.

Writing is an activity where the students write and share what they think. The students usually use writing as a tool to make notes, to do assignments and exercises, to summarize lessons, to record the teacher’s explanations, and to write diaries. According to Urquhart and McIver, they stated writing is about expressing knowledge and you want your students express their knowledge as thoughtfully and clearly as they can.3 Through writing, teachers are able to identify students’ ability in using the language, because the writing does not only deal with list of vocabularies and knowledge of grammar, but also ability to organize thoughts into series of paragraph.

Writing is a productive skill. It is very useful for students because it is able to convey their message through their minds in written form. It is placed at the last stage among the four skills (listening, speaking, reading, and writing). Writing is the production of the written word in text form and it must be read and comprehended in order to communicate to take place. To write well, people must have good capabilities in writing. Moreover, someone who wants to write story or essay must know the writing process and the aspects of writing ability. People must be able to organize ideas, to construct sentences, to use spellings and punctuations well. Besides, they must be able to arrange their writings into cohesive and coherent paragraphs and texts. However, people could not develop their ideas if they do not master the use of grammatical sentence well and they are lack of vocabulary. According to Jack C. Richards, he stated that writing is the

3

Urquhart and McIver, Teaching Writing in the Content Areas, (Virginia: McREL, 2005), p. 23.

most difficult skills for second learner to master of putting together strings of grammatically correct sentences.4

Writing is not a natural skill because one can’t acquire this ability

automatically and easily. It needs a lot of practice to be mastered. Writing skill differs from other skills like listening and speaking. The two other skills can be gained through natural processes. Since one was born, he has got considerable experiences of listening and speaking. In writing, he must recognize and understand new symbols. Therefore, writing is a sophisticated skill combining a number of different elements that must be grammatically connected.

Writing is considered the most difficult to be learned and mastered because it involves some language components such as spelling, language use, vocabulary, and punctuation. Writing requires the rules of English grammar and mechanics like the correct use of verbs and pronouns, as well as commas and other marks of punctuation and it also involves many aspects such as paragraph development, organization of content and it demands standard form of grammar, syntax, and vocabulary. 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.

In Junior High School, writing in English is a competency that should be achieved by students, like writing simple functional text in descriptive text, procedure text, narrative text, recount text, and report text. Especially, recount text and narrative text learned by the students in the eighth grade of Junior High School. In recount text, students usually asked by teacher to write a story based on the themes.

Based on the syllabus of KTSP (School-based curriculum), the writing ability is taught in junior high school. It is one of the language skills that must be mastered by students. Based on the situation above, the writer did an observation in SMP Nusantara Plus. Based on the observation conducted between the researcher and the students in the school, it was found that the students’ ability in

4

Jack C. Richards, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 303.

writing was still far from what was expected. On the writing test, the students were asked to write a recount text based on the topic that was given by the researcher. The score of students’ writing test was bad. It means many students have problems in writing ability. That was happened because of some factors. First, the students have difficulties in expressing their ideas in written form. On the other word, they do not have many ideas to write. Second, the students have the lack of interest and low motivation in learning writing. So, it made writing becomes a boring and hard activity for them. Third, the students have difficulty in develop their ideas in order to get unity and coherence sentence. Fourth, the students have limited vocabulary mastery. It made the students wrote difficultly. Also, the lack of English grammar mastery. And the last, the students are still low in understanding of mechanical writing. Because of these they got difficulties in writing and the result of their writing were still far from what were expected.

In this case, the researcher wants to conduct the research about recount text because it is the most common text used rather than others. Recount is a text

which consists of three aspects and it tells about people’s experience in the past.

Recount text gives the description of events of someone’s past experience for the reader, which is to give the information or to entertain. Based on the researcher’s

experience when teaching students, they would be enthusiastic when they were asked to tell about their experience or story, especially about amusing story. Students remembered their story and wanted to share their story to other people. It seems that they wanted others to feel what they feel.

There are aspects which were scored in scoring the students recount text writing. They were content, text organization of recount, and usage. Considering the importance of writing ability for students, it needs a media to help the students in creating ideas, writing correct and appropriate sentences. One of media that can be used to help the students in writing recount text is by using picture. Pictures have an excellent device for providing both a purpose and content for writing. It also provides students with information about object, actions, events, and a relationship. Pictures can stimulate and motivate students to express themselves. In this case, the researcher has applied picture series. By using picture series, the

students will not find a difficulty to write and explore their ideas because what they will write is focused on the pictures. Picture series have a lot of fun and can be adapted to a variety of writing types. Picture series also have pictures with full color. It makes the students are attracted to explore their ideas in writing recount text. They have some imaginations when they saw pictures. The pictures inspire the students in expressing their ideas into paragraph. The students are expected to be more interested in following English subject, especially in the aspects of

writing and the students’ writing ability of recount text also increased because the

students have motivation to increase their potential in writing recount text after they have imagination about the pictures.

Based on the explanation and problems above, the writer was interested in finding out the factors from the observation above which made the students were so far from what were expected in writing test. The factor is media to make a good paragraph in writing recount text. It is hoped that the media can improve the

students’ ability in writing, especially in recount text.

Finally, the writer intended to conduct quasi-experimental study entitled,

“The Effect of Picture Series on Students’ Writing Ability of Recount Text (A Quasi-experimental Study at the Eighth Grade of SMP Nusantara Plus Ciputat in Academic Year 2016/2017)”

B.

The Identification of Problems

Based on the background of the study above, the problems that can be identified as follows:

1. Students have difficulty in expressing their ideas in written form.

2. Students have the lack of interest and low motivation in learning writing. 3. Students have difficulty in develop their ideas in order to get unity and

coherence sentence.

4. Students have limited vocabulary mastery and the lack of grammar mastery.

5. Students are still low in understanding of mechanical writing. 6. Teacher does not use interesting media in teaching writing.

C.

The Limitation of Problem

Based on the problems were identified above, the problem of the research was limited on the effect of picture series on students’ writing ability of recount text. In addition, the writer focused on the students at the eighth grade of SMP Nusantara Plus.

D.

The Formulation of Problem

Based on the limitation of problem above, the problem of this study can be formulated as follows: Is there any effect of picture series on students’ writing ability of recount text for the eighth grade students of SMP Nusantara Plus?

E.

The Objective of the Study

Based on the formulation of the problem above, the objective of this study was to get the empirical evidence about the effect of picture series on students’ writing ability of recount text.

F.

The Significance of the Study

The result of this study was expected to be useful for: 1. The teachers

The teacher, especially the English teacher would get information and description about the effect of picture series on the students’ writing ability of recount text as a media to produce better writing.

2. The students

After the students were researched, they had motivation in writing recount text using picture series as a media to writing; and write correct and appropriate sentences.

3. The writer

By conducting the study, the writer knew the effect of picture series on

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A.

Writing

1. The Nature of Writing

Learning language means learning to communicate with each other, to interact with them, to talk to them, to understand them, to read what they have written, to write to them. One way to create communication is through writing. Writing is one of four language skills in learning English, beside listening, speaking, and reading. It is one of the important skills to be mastered, especially by the students in Junior High School. According to Zemach, writing is an important element of daily life communication, especially in secondary school and university. However, writing is one difficult skill to be mastered for the first language and the second language both. It challenges students to find ideas in their writing. Each student has different style to organize their academic writing based on their culture.1 Another expert, Hyland defined, ―Writing is a way of sharing personal meanings and writing courses emphasize the power of individual to construct his or her own views on a topic‖.2 In conclusion, writing is a medium for the writer to express his or her ideas in written form.

2. The Process of Writing

There are many ideas about writing process. According to Oshima and Hogue, they stated that there are four steps in writing process: pre-writing, organizing, writing, and polishing: revising and editing.3 Harmer mentioned that the stages of writing process included: planning, drafting, editing (reflecting and

1

Dorothy E. Zemach and Carlos Islam, Writing in Paragraph, (England: MacMillan, 2006), p. IV.

2

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 9.

3

Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson Education Inc., 2007), Third Edition, pp. 15–18.

revising), and final draft.4 Langan also explained the process of writing as follows:5

a. Prewriting, as a starting point in writing activity to develop the topic that will be discussed by the writer in his/her writing. There are five techniques in prewriting stage that can be applied by the writer such as free writing, questioning, making a list, clustering and preparing a stratch outline. b. Writing a first draft, the writer is just focused on what he/she wants to

write about, keeps on the fluency of his/her writing and does not worry yet about grammatical and writing mechanic.

c. Revising, the writer rewrite his/her paper based on what has already been written by him/her. The goal is to make his/her writing be stronger.

d. Editing, as the last stage in writing process. The writer will identify and correct his/her writing for mistakes and errors in grammatical and mechanic of writing that covering punctuation and spelling.

In summary, all the experts’ explanations above have similar ideas dealing with the process of writing. In producing a writing product, there are some steps that should be done by writer as explained above. The writer will go through those steps until he/she finished his/her final draft.

3. The Purpose of Writing

There are many experts who explain about the purpose of writing, among them Penny Ur, Halliday, and Ann Raimes. The first, Penny Ur said that ―The purpose of writing, in principal, is the expression of ideas, the conveying of a message to the reader; so the ideas themselves should arguably be seen as the

most important aspect of the writing‖.6 The second, according to Halliday in

Nunan, the written language is used for: action (for example, public signs, product labels and instructions, recipes, maps, television and radio guides, bills, menus,

4

Jeremy Harmer, How to Teach Writing, (United Kingdom: Pearson Education Limited, 2004), pp. 4–6.

5

John Langan, College Writing Skills with Readings, (New York: McGraw-Hill, 2005), Six Edition, pp. 23–34.

6

Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: Cambridge University Press, 2009), p. 163.

telephones directories, ballot papers, computer manuals), information (for example, news and current affairs magazines, hobby magazines, nonfiction books, public notices, advertisement, political pamphlets, reports), entertainment (for example comic strips, fiction books, poetry and drama, newspaper features, film subtitles, games). The third, Raimes mentioned the purpose of writing as belows:

―Writing helps our students to learn. How? First, writing reinforces the

grammatical structures, idioms, and vocabulary that we have been teaching our students. Second, when our students write, they also have a chance to be the adventurous with the language, to go beyond what they have just learned to say, to take risks. Third, when write they necessarily become very involved with the new

language.‖7

In conclusion, the purposes of writing are to give a message, to express ideas, to get things done, to provide information and entertainment, and to give a chance to our students for applying the language in written form.

B. Recount Text

1. The Definition of Recount Text

Recount text is one of common text types that used in writing. It is the unfolding of a sequence of events over time and reconstruct past experience. Many experts propose the definition of recount text but their words lead to the same meaning. Anderson defines recount text as a piece of text that retells past events, usually in the order in which they happened.8 The purpose of recount text is to give the audience a description of what occurred and when it occurred.

Hyland, in other word, said that recount text is a text that reconstructs past experiences by retelling events in original sequence.9 The social function of recount text is to retell events for the aims of informing or entertaining. Some

7

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 2001), p. 3.

8

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: Macmillan Education Australia Pty Ltd, 2003), p. 48.

9

Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 2003), p. 20.

examples of recount text can be found in the types of journal, diary, newspaper, article, historical recount, letter, log, and timeline.

Based on the explanation above, it can be concluded that recount text is a simple text represents the past events that experienced in daily life. Its purpose is either to inform or to entertain the audience. On the other word, the main purpose of recount writing is as a medium for the writer to share events, activities, and experiences that occurred in the past related to his/her daily life in written form.

2. The Purposes of Recount Text

According to Hyland, the purpose of recount text is ―To reconstruct past

experiences by retelling events in original sequence‖.10

On the other word, the purpose of recount text is as a medium for the writer to share activities, events, and experiences that happened in the past related to his/her daily life in written form.

3. The Types of Recount Text

In common there are three types of recount text. The types of recount text according to Anderson are:11

a. Personal recount: Retelling of an activity that the writer/speaker has been personally involved in (e.g., oral anecdote, diary entry). This type is also used in this research.

b. Factual recount: Recording the particulars of an incident (e.g., report of a science experiment, police report, news report, historical account).

c. Imaginative recount: Taking on an imaginary role and giving details of events (e.g., A day in the life of a Roman save; how I invented)

10

Hyland, op. cit.

11

4. The Generic Structure of Recount Text

Anderson & Anderson explained the generic structures of recount text as follows: 12

a. Orientation: Provides some basic information related to the event such as who, what, where and when.

b. Events: Tells the events that happened in a chronological sequence. c. Re-orientation: A conclusion of the story.

5. The Language Features of Recount Text

The language features of recount text are as follows: a. Introducing personal participant, e.g., I, my group, etc.

b. Use of chronological connection, e.g., then, first, etc.

c. Use of linking verb, e.g., was, were, saw, heard, etc.

d. Use of action verb, e.g., look, go, change, etc. e. Use of simple past tense.

6. The Example of Recount Text

Here is the example of recount text.

MY FOOTBALL EXPERIENCE

Orientation

I really loved football. Every Saturday afternoon I practiced in school field with my team and my coach.

Event 1

They were strong and smart players. My coach, Mr. Phillips was a kind person. But, while he was coaching us, he was very discipline. He would grounded

anyone who came late and not obeyed the team’s rules.

12

Event 2

With Phillips, our team won many tournaments in many big cities. Our team named Treble Maker because we had so many trophies and we had so many fans too. Now, I still love football and have a team too.

Re-orientation

But, my parents warn me to play attention more to study, football just for hobby.

C.

Picture

1. The Nature of Picture

Picture is a drawing object and it is visual aids that are very useful for teaching, especially for English teaching. Picture can really help the learners to ease them in comprehending the meaning of a word, a sentence, or a paragraph. By using picture, the learners can get the imagination about the objects or the situations. Picture consists of lines and shapes which are drawn, painted, or printed on a surface. It also shows a person, thing, or scene.

According to Wright, he stated that, ―pictures are not just an aspect of

method, but through their representation of places, objects, and people they are essential part of the overall experiences, we must help students to cope with.‖13 It means that pictures can help the learners to understand the meaning of a word because it represents the meaning of it. Through picture, students can see people, places, and things from out of their own experiences.

From the explanation above, it can be concluded that picture is one of a media in study which is able to be used to help the teacher in delivering a material which is given to the students. This media is used to stimulate the participation of the student in learning process. It is needed to make the learning process more attractive and makes the material become easier to be accepted by the student. One of media in learning process, picture series is also intended to increase

student’s motivation. Through picture, language learners get both of it because

13

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

they can directly see the object or the situation of the material. So, they can remember it much longer from the sight.

2. The Kinds of Picture

According to Andrew Wright, there are 21 kinds of picture based on the form, they are:

a. Checkchart for pictures b. Pictures of a single objects c. Pictures of one person d. Pictures of famous people e. Pictures of several people f. Pictures of people in action g. Pictures of places

h. Picture from history

i. Picture with a lot of information j. Pictures of the news

k. Pictures of fantasies

l. Pictures of maps and symbols m. Pairs of pictures

n. Pictures and texts

o. Sequence of picture (Picture series) p. Related pictures

q. Single stimulating pictures r. Ambiguous pictures s. Bizarre pictures t. Explanatory pictures

u. Student and teacher drawings14

As mentioned above, it can be concluded that there are so many kinds of pictures. They can be useful for teachers and students to help them in mastering

14

English. Those kinds of pictures also can be applied in teaching and learning activities.

3. The Function of Picture

After identifying the definition and the kinds of pictures, it is also necessary to know the functions of pictures are. Here are some functions of picture for the teaching and learning activity. According to Andrew Wright, here are some functions of pictures:15

a. Structures and Vocabulary

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

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

c. Skills

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

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

15

4. Picture as Media in the Writing Process

Pictures as media play important roles in the writing skill learning:16

1. Pictures can motivate the student and make him or her want to pay attention and want to take part. This means using pictures can gain

students’ interest to the material brought by their teacher. Motivating

students will also give good result in class participation in gaining their frequency to express their ideas from everything they can see in the pictures.

2. Pictures contribute to the context in which the language is being used. They bring the world into the classroom (a street scene or a particular object). Pictures play big role in supplying ideas to students mind because the world is depicted clearly through pictures. This clear depiction brings language context to students because they also can see the situation when the language can be use, the participants, and also the purpose of using the utterance.

3. The pictures can be described in an objective way („This is a train.’)

or interpreted (It’s probably a local train.) or responded to subjectivity (I like travelling by train.). The expansion of the ideas

depends on students’ imagination and sensitivity in observing the

pictures. In describing the pictures, students can be guided by their teacher.

4. Pictures can cue responses to questions or cue substitutions through controlled practice. In relationship to writing skill, students need words to build a sentence, and sentences to build a paragraph, and paragraphs to build a text. To assist pictures, a controlled practice through guided task can be a good choice for teacher.

5. Pictures can stimulate and provide information to be referred to in conversation, discussion, and storytelling. Ideas in form of words can be obtained from pictures. After students got their ideas, teacher can guide students to use their words in form of writing product.

16

Pictures as media directly help students in writing by giving them opportunities to produce their text. The opportunities given by pictures in writing are classified by Wright as the following explanation:17

1. Opportunities to express their opinion. These opportunities are given to students so they can write their ideas from the picture in the range of opinion. For example, if objects in the pictures are jobs, students can express their ideas about the payment of the job whether it is well paid or not, whether it is outdoor or indoor job, and other opinion related to the job.

2. Opportunities to express experience and feelings. Pictures can be used to lure students’ memories about past experiences and their feelings about them. The ideas are obtained by saying what the experience is, their feeling whether it is bad or god, and also the implication for their future after learning from past experience. 3. Opportunities to express speculation and opinions. After seeing

objects in pictures, students can make some speculations about the information related to the object. If the object is people, the information can be about age, family background feeling, and other speculation about the people. When a thing is used as an object in the picture, students can speculate about the use of the thing, the price, the belongings, and any other speculations in the range of the picture. A teacher must not have any fixed interpretation of the pictures so that students will have wider opportunities in speculating.

4. Opportunities to express and debate opinions. Since every student may have different opinions toward a picture, teacher can facilitate them to conduct debate to get ideas to write. Every student can enrich each other ideas by conducting debates.

5. Opportunities to dramatize. Picture can show an event. Prediction on what is going to happen after the event, the cause of the event, can be

17

dramatized. Every student can be given opportunities to predict it based on their ability to dramatize the event to gather their ideas. Based on the explanation above, it can be concluded that picture is one of media to give opportunities to the students to reveal or express more than their writing before, picture helps them to recall their past, to think critically, and to bring them to their imagination about the idea of the pictures.

5. Picture Series

Betty Morgan defines a picture sequence as a series of pictures of a single subject. Its function is to tell a story or a sequence of events.18 It means picture sequence is a kind of picture which presents a chronological order. In this type, it is presented in a series of picture that tells a story in some events. It usually tells experience, legend, or fable story, etc. From this picture series, learners will be easier to understand the meaning of a word, a sentence or event or a paragraph after they saw the picture itself.

The definition of picture series above gives a clearly understanding that this picture series is usually used to tell a story by telling the sequence of events that happen in it. It is a series picture tells of one idea of story.

According to Wright, he states that picture series consists of cartoon strips and instruction strips. Carton strips and instruction strips 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 on description of a process.19 It means that picture series need to use by the teacher to make students think chronologically on their writing based on which describe of a process. This cartoon strips were the most found in daily life to represent picture sequences. It can be used to contextualize a story, therefore learners can know the sequence of events happen in that story to find out the relation between the picture and the appropriate words to use.

18

Betty Morgan Brown. Look here! Visual Aids in Language Teaching, (London: Language Teaching Series, 1973), p. 28.

19

All of the explanation above, it can be concluded that a picture series is a kind of pictures that has a series of an object or a situation is explained by some pictures. This picture usually tells about a story, or an event about something that happened. The sequence must be presented in chronological order.

6. Application of Using Picture Series in Teaching Writing of Recount Text

Most of the students are lazy to write because they regard it as a complex and difficult English language skill. In their thought, it needs a long process to write something. They also are often having no idea about the topic that will be written on their paper. Moreover, they are always getting stuck to tell and describe the next plot of story after writing the introductory paragraph. Therefore, the teacher can use picture series to help them develop their ability in writing from the pictorial story.

In the classroom, the teacher can apply it to teach writing recount text. After explaining about recount text, he/she can distribute the picture series to each student, and then ask them to retell and rewrite the story into paragraph in English. This method is very easy to be conducted by the teacher in the classroom, and it will make the students feel fun in writing. Hence, teaching writing of recount text by using picture series is an appropriate and recommended method for the teachers to apply in the classroom in the teaching-learning activity.

7. The Example of Picture Series

Picture 2.1

Picture 2.2

The example of picture series 2

Picture 2.3

The example of picture series 3

D.

Previous Related Studies

The first previous study is a skripsi entitled Improving Students’ Ability in Writing Recount Text Through Picture Sequences (A Classroom Action Research at X Grade MA Darul Ma’arif Cipete) written by Puji Astuti, (Department of English Education, Faculty of Tarbiyah and Teachers’ Training, UIN Syarif Hidayatullah Jakarta 2011). 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 of

students in experimental class is higher than the mark of students in control class.20

The second previous study is The Use of Real Picture Series in Teaching Recount Text Writing written by Desy Yunita Sari Widarti et al. (English Education Study Program, Language and Art Education Department, Teacher Training Education Faculty of Tanjungpura University, Pontianak). The purpose of this research is to know whether the use of real picture series is effective or not in teaching recount text writing to the tenth year students of SMA Negeri 2 Sungai Ambawang Kab. Kubu Raya, West Kalimantan Province in academic year 2013/2014. This research applied a pre-experimental research design in one group pre-test post-test design. The sample of this research is the students of class XB that consisted of 26 students. The instrument that used to collect the data is written test. The pre-test was given by the researcher before the treatment while post-test was given after the treatment. The data analyzed statistically. To prove the effectiveness of using the real picture series in teaching recount text writing the researcher applied the ES (Effect Size) formula. The result of the data shows that the effect size is 2.6. Therefore, it can be concluded teaching writing recount text through the real picture series is strong effective.21

From the two of the previous related studies above, there is similiarity in this study that is discussing about the effect/effectiveness of using picture series

on students’ ability in writing recount text. Meanwhile, the differences between

this study and the previous study are this study is not Classroom Action Research (CAR) and this study used t-test formula to find the result of the data. Also, the method used in those studies is one group pre-test and post-test while this study used quasi-experimental study with experimental class and controlled class as the sample.

20

Puji Astuti et al., Improving Students’ Ability in Writing Recount Text through Picture Sequences, 2011.

21

Desy Yunita Sari Widarti et al., The Use of Real Picture Series in Teaching Recount Text Writing, 2014, pp. 1–10.

E.

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 series in the teaching of recount text writing. The writer assumes that picture series can be adapted in teaching learning English, especially writing recount 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 series is more efficient and practice than words, they will be easier to recall and to remember because those picture series will be exposed in real life situation.

In addition, the writer assumes that the use of picture series can stimulate

the student’s interest and motivation in writing, especially in recount text. It can

help them to build up their ideas in writing the story by creating a topic and then developing into some paragraphs. They will also learn how to write the story grammatically to make a good composition in writing.

F.

Theoretical Hypothesis

The theoretical hypothesis of the study is as follows:

1. Alternative Hypothesis (Ha): There is effect of picture series on students’ writing ability of recount text.

2. Null Hypothesis (Ho): There is no effect of picture series on students’ writing ability of recount text.

22

A.

Place and Time of the Study

This research was held on 20th Nov up to 2nd Des 2016. This research was conducted at SMP Nusantara Plus. It is located at Jl. Tarumanegara Dalam No. 1 Ciputat, Kota Tangerang Selatan, Banten.

B.

Method and Research Design

The method of this study was quantitative method. The researcher used in this study was a experimental design. According to Creswell, quasi-experimental design seeks to determine if a specific treatment influences an outcome. The researcher assesses this by providing a specific treatment to one group and with holding it from another and then determining how both groups scored on an outcome. Experiments include true experiments, with the random assignment of subjects to treatment conditions, and quasi-experiments that use nonrandomized assignments. Include within quasi-experiments are single subject design.1

In this research, the students in the experimental class were taught by using Picture Series and the students in the controlled class were taught without using Picture Series. The research was done for five meetings, including giving the pre-test, treatment, and post-test. Pre-test was done to collect the data by

measuring students’ performance before they received a treatment.

Meanwhile, post-test was done to measure students’ performance after a treatment. There were two variables which involved in this research. They were Picture Series as the independent variable and recount text as the dependent variable.

1

John. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (United States of America, SAGE Publications, Inc., 2014), Fourth Edition, p. 42.

C.

Population and Sample

The population of this research was the eighth grade students of SMP Nusantara Plus which consists of four classes. The total number of population was 104 students. Class VIII–1 consists of 25 students, class VIII–2 consists of 25 students, class VIII–3 consists of 27 and class VIII–4 consists of 27 students.

In selecting the sample, the researcher used purposive sampling technique. Purposive sampling is also known as judgmental, selective or subjective sampling is a sampling technique in which researcher relies on his or her own judgment when choosing members of population to participate in the study. This technique was used to determine the sample with certain consideration.2 There were two classes as the sample. The first class was VIII–1 as the experimental class and the second class was VIII–2 as the controlled class. The researcher chose VIII–1 and VIII–2 as the sample, because the researcher was suggested by the English teacher of SMP Nusantara Plus Ciputat to do the research at both classes.

D.

The Research Instrument

The research instrument used in this research was a writing test. The researcher gave the writing test in pre-test and post-test. Pre-test was given to the students to measure their writing ability of recount text before the treatment while the post-test was given to the students to measure their writing ability of recount text after getting the treatment. The topic that was given to the students both in experimental and controlled class is the same. The topic of pre-test is about ―My Experience that Happened in My Life‖ and the topic of post-test is about ―My

Unforgettable Moment/Event/Experience that Happened in My Life‖.

E.

The Technique of Data Collection

The technique of collecting data in this research used quantitative data.

The quantitative data obtained from the students’ score in pre-test and post-test. In

2

Sugiyono, Metode Penelitian Kuantitatif, Kualitataif dan R & D, (Bandung: Alfabeta, 2012), p. 124.

analyzing and assessing the students’ writing test in pre-test and post-test, the analytic scale was used as described in table 3.1.3

Table 3.1

Scale for assessing the students’ writing test

Categories Score Criteria

Content 30—27 EXCELLENT TO VERY GOOD:

Knowledge. Substantive. Thorough

development of thesis. relevant to assigned topic.

26—22 GOOD TO AVERAGE:

Some knowledge of subject. Adequate range. Limited development of thesis. Mostly relevant to topic, but lacks detail.

21—17 FAIR TO POOR:

Limited knowledge of subject. Little substance. Inadequate development of topic.

16—13 VERY POOR:

Does not show knowledge of subject. Non-substantive, non pertinent, or not enough to evaluate.

Organization 20—18 EXCELLENT TO VERY GOOD:

Fluent expression. Ideas clearly stated/supported. Succinct. Wellorganized. Logical sequencing. Cohesive.

17—14 GOOD TO AVERAGE:

Somewhat choppy. Loosely organized but main ideas stand out. Limited support. Logical but incomplete sequencing.

3

Arthur Hughes, Testing for Language Teacher, Second Edition, (United Kingdom: Cambridge University Press, 2005) p. 104.

Categories Score Criteria

Organization 13—10 FAIR TO POOR:

Non-fluent. Ideas confused or disconnected. Lacks logical sequencing development.

9—7 VERY POOR:

Does not communicate. No

organization.or not enough to evaluate.

Vocabulary 20—18 EXCELLENT 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 not obscured.

13—10 FAIR TO POOR:

Limited range. Frequent errors of word/idiom form, choice, usage. Meaning confused or obscured.

9—7 VERY POOR:

Essentially translation. Little knowledge of English vocabulary, idioms, word form. Or not enough to evaluate.

Language Use 25—22 EXCELLENT TO VERY GOOD:

Efffective complex constructions. Few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions.

Categories Score Criteria

Language Use 21—18 GOOD TO AVERAGE:

Effective but simple constructions. Minor problems in complex constructions. Several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions but meaning seldom obscured.

17—11 FAIR TO POOR:

Major problems in simple/complex

constructions. Requent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions 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.

Mechanic 5 EXCELLENT 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. Meaning not obscured

3 FAIR TO POOR:

Frequent errors of spelling. Punctuation. Capitalization. Paragraphing. Poor handwriting. Meaning confused or obscured.

Categories Score Criteria

Mechanic 2 VERY POOR:

No mastery of conventions. Dominated by errors of spelling. Punctuation. Capitalization. Paragraphing. Handwriting illegible. Or not enough to evaluate.

F.

The Technique of Data Analysis

The researcher analyzed the data by using statistical analysis. In analyzing the data, the t-test was used to find out the effect of pictures series on students’ writing ability of recount text. The formula of t-test is as follows:4

Mx : Mean of the score of experimental class My : Mean of the score of controlled class SEᴍx : Standard error of experimental class SEᴍy : Standard error of controlled class

The steps that must be done in calculation are:

1. Determining mean of variable X, with the formula as follows:

Mx : Mean of the score of experimental class

x : Sum of the students’ score of experimental class

N : Number of the students of experimental class

4

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada 2014), p. 314.

2. Determining mean of variable Y, with the formula as follows:

My : Mean of the score of controlled class

: Sum of the students’ score of controlled class

N : Number of the students of controlled class

3. Determining standard of deviation score of variable X, with formula as follows:

√

SDx : Standard deviation score of experimental class

4. Determining the standard deviation score of variable Y, with formula as follows:

√

Sdy : Standard deviation score of controlled class

5. Determining standard errors of mean of variable X, with the formula as follows:

√

SEMx : Standard error of experimental class

6. Determining standard errors of mean of variable Y, with the formula as follows:

√

7. Determining of standard errors of different mean variable X and variable Y, with the formula as follows:

√

8. Determining

t

o, with the formula as follows:

Mx : Mean of the score of experimental class My : Mean of the score of controlled class SEMx : Standard error of experimental class SEMy : Standard error of controlled class

9. Determining

t-

table with the degree of freedom (df) in significant level 5% and 1% with the formula as follows:

Df : Degree of freedom

N : Number of students of experimental class N : Number of students of controlled class

G.

Statistical Hypothesis

The hypothesis of statistic that used in this research is: H0 : μ1 = μ2

Ha : μ1 μ2

H0 :Null Hypothesis

Ha : Alternative Hypothesis

μ1 : The students’ achievement in writing recount text, who are taught by using

picture series.

μ2 : The students’ achievement in writing recount text, who are taught without

The assumption of the hypothesis as follows:

1. If t-test > t-table in significant level of 5% and 1%, the null hypothesis is rejected and the alternative hypothesis is accepted. It means that there is

significant difference between the students’ score in learning writing recount

text by using picture series and the students’ score in learning writing recount text without using picture series at SMP Nusantara Plus Ciputat (μ1 μ2).

There is effect of picture series on students’ writing ability of recount text. 2. If t-test < t-table in significant level of 5% and 1%, the null hypothesis is

accepted and the alternative hypothesis is rejected. It means that there is no

significant difference between the students’ score in learning writing recount

text by using picture series and the students’ score in learning writing recount text without using picture series at SMP Nusantara Plus Ciputat (μ1 = μ2).

31

A.

Research Finding

The part shows the general description of the students’ scores in both the

experimental class and controlled class. The description is divided into some sections: pre-test, post-test, gained score, and data analysis.

And it is the data were collected from the results of students’ scores of pre -test and post--test in both experimental class and controlled class. The followings are the description:

1. Data Description

Table 4.1

The students’ scores of pre-test of experimental class (VIII-1) & controlled class (VIII-2)

No. Experimental Class Score Controlled Class Score

1 Student 1 76 Student 1 65

2 Student 2 77 Student 2 76

3 Student 3 73 Student 3 74

4 Student 4 70 Student 4 76

5 Student 5 73 Student 5 78

6 Student 6 71 Student 6 75

7 Student 7 73 Student 7 78

8 Student 8 79 Student 8 79

9 Student 9 73 Student 9 76

10 Student 10 72 Student 10 65

11 Student 11 76 Student 11 76

12 Student 12 68 Student 12 75

13 Student 13 65 Student 13 80

14 Student 14 73 Student 14 68

16 Student 16 77 Student 16 81

17 Student 17 69 Student 17 76

18 Student 18 70 Student 18 80

19 Student 19 77 Student 19 75

20 Student 20 77 Student 20 76

21 Student 21 68 Student 21 75

22 Student 22 77 Student 22 77

23 Student 23 65 Student 23 70

24 Student 24 71 Student 24 74

25 Student 25 72 Student 25 80

Total Score 1808 1880

Mean 72.32 75.2

As mentioned of scores in pre-test in the table, it can be clarified that the mean score of pre-test in experimental class was 72.32, while the mean score of pre-test in controlled class was 75.2. And from the scores of both classes, it means

that there was a difference between the students’ achievement of scores in pre-test (experimental class and controlled class), the controlled class got the higher mean score than the experimental class.

Chart 4.1

The students’ score of pre-test of experimental class & controlled class

Table 4.2

The students’ scores of post-test of experimental class (VIII-1) & controlled class (VIII-2)

No. Experimental Class Score Controlled Class Score

1 Student 1 74 Student 1 79

2 Student 2 85 Student 2 78

3 Student 3 81 Student 3 80

4 Student 4 82 Student 4 75

5 Student 5 81 Student 5 75

6 Student 6 84 Student 6 73

7 Student 7 83 Student 7 75

8 Student 8 86 Student 8 81

9 Student 9 79 Student 9 74

10 Student 10 77 Student 10 73

11 Student 11 82 Student 11 80

12 Student 12 82 Student 12 72

13 Student 13 81 Student 13 85

8

4 9

7 8

14

0 2 4 6 8 10 12 14 16

X Class Y Class

Pre-Test Score

14 Student 14 79 Student 14 75

15 Student 15 81 Student 15 83

16 Student 16 86 Student 16 83

17 Student 17 79 Student 17 80

18 Student 18 81 Student 18 84

19 Student 19 79 Student 19 80

20 Student 20 81 Student 20 79

21 Student 21 79 Student 21 77

22 Student 22 79 Student 22 79

23 Student 23 79 Student 23 69

24 Student 24 82 Student 24 78

25 Student 25 79 Student 25 84

Total Score 2021 1951

Mean 80.84 78.04

The table 4.2 above informs that the mean score of post-test in experimental class was 80.84, and the mean score of post-test in controlled class was 78.04. It is means that there was a significant score of experimental class and controlled class in post-test, controlled class was increased in post-test session than in pre-test. But, for this session, the experimental class got the higher score than the controlled class. It proves that there is effect of picture series on students’ writing ability of recount text.

Chart 4.2

The students’ score of post-test of experimental class and control class

After showing the comparison of students’ pre-test and post-test scores, the table shows the gained score among those two classes/the gained score can be

seen from the increasing score of students’ pre-test scores compared with

students’ post-test scores.

Table 4.3

The students’ gained scores comparison between pre-test and post-test in experimental class (VIII-1) and controlled class (VIII-2)

Gained Score

No. Experimental Class Score Controlled Class Score

1 Student 1 -2 Student 1 14

2 Student 2 8 Student 2 2

3 Student 3 8 Student 3 6

4 Student 4 12 Student 4 -1

5 Student 5 8 Student 5 -3

6 Student 6 13 Student 6 -2

0 2 4 6 8 10 12 14 16

X Class Y Class

Post-Test Score

7 Student 7 10 Student 7 -3

8 Student 8 7 Student 8 2

9 Student 9 6 Student 9 -2

10 Student 10 5 Student 10 8

11 Student 11 6 Student 11 4

12 Student 12 14 Student 12 -3

13 Student 13 16 Student 13 5

14 Student 14 6 Student 14 7

15 Student 15 15 Student 15 8

16 Student 16 9 Student 16 2

17 Student 17 10 Student 17 4

18 Student 18 11 Student 18 4

19 Student 19 2 Student 19 5

20 Student 20 4 Student 20 3

21 Student 21 11 Student 21 2

22 Student 22 2 Student 22 2

23 Student 23 14 Student 23 -1

24 Student 24 11 Student 24 4

25 Student 25 7 Student 25 4

Total Gained Score 213 71

Mean 8.52 2.84

The table 4.3 showed that the minimum gained score of experimental class was -2 and the minimum score of controlled class was -3. The highest score of experimental class is 16 and controlled class is 14. The average gained score of experimental class was 8.52 and for controlled class was 2.84.

Chart 4.3

The students’ gain score of experimental class and controlled class

2. Data Analysis

The data of the students’ was analyzed by using t-test to prove whether there was any significant different between the students’ writing ability of recount text in experimental class as the X variable and controlled class as the Y variable. But, before using the formula of t-test, the students’ score in the experimental and controlled class were tabulated to calculate the gained score of each class. It can be seen as follows:

Table 4.4

Statistical Calculation of Gained Score Both the Experimental and Controlled Group Class

No.

X Y X-MX Y-MY

(X-MX)² (Y-MY)²

1 -2 14 -11 11 121 121

2 8 2 -1 -1 1 1

3 8 6 -1 3 1 9

4 12 -1 3 -4 9 16

0 5 10 15 20 25

X Class Y Class

Gain Score

5 8 -3 -1 -6 1 36

6 13 -2 4 -5 16 25

7 10 -3 1 -6 1 36

8 7 2 -2 -1 4 1

9 6 -2 -3 -5 9 25

10 5 8 -4 5 16 25

11 6 4 -3 1 9 1

12 14 -3 5 -6 25 36

13 16 5 7 2 49 4

14 6 7 -3 4 9 16

15 15 8 6 5 36 25

16 9 2 0 -1 0 1

17 10 4 1 1 1 1

18 11 4 2 1 4 1

19 2 5 -7 2 49 4

20 4 3 -5 0 25 0

21 11 2 2 -1 4 1

22 2 2 -7 -1 49 1

23 14 -1 5 -4 25 16

24 11 4 2 1 4 1

25 7 4 -2 1 4 1

Total 213 71 -12 -4 472 404

Mean 9 3 18.88 16.16

According to the data in the table above, the result of the students’ pre-test and post-test further in each class is calculated by using t-test in some steps as follows:

1. Determining mean of variable X, with formula as follows:

2. Determining mean of variable Y, with formula as follows:

3. Determining standard of deviation score of variable X, with formula as follows:

√ √ √

4. Determining standard of deviation score of variable Y, with formula as follows:

√ √ √

5. Determining standard error of mean of variable X, with formula as follows:

√

√

√

6. Determining standard error of mean of variable Y, with formula as follows:

√

√

√

7. Determining standard error of different mean of variable X and variable Y, with formula as follows:

√

√ √ √

8. Determining to, with formula as follows:

9. Determining t-table with degree of freedom (df) in significant level of 5% and 1% with formula as follows:

Df = (N + N ) – 2 Df = (25 + 25) – 2 Df = 50 – 2 Df = 48

10.The value of df (degree of freedom) is 48. The value of 60 in the table “t” score at significant level of 5% = 1.677 and 1% = 2.407

The comparison between t-observation and t-table:

3. The Hypothesis Testing

After obtaining the data by using t-test formula, it is used to prove the result of the hypothesis as follows. Based on the description of the data calculation, it shows that:

1) The value of t-observation is 4.7

2) The degree of freedom (df) is 48, so the value of t-table in significance level of 5% = 1.677 and 1% = 2.407.

Because the value of t-observation > t-table, it proves that the null hypothesis is rejected and the alternative hypothesis is accepted which stated that there is significant different between the students’ score in learning writing recount text by using picture series and the students’ score in learning writing

recount text without using picture series at the eighth grade students of SMP Nusantara Plus.

B.

Discussion

From table 4.1, it can be concluded that the mean score of pre-test in experimental class was 72.32, and the mean score of pre-test in controlled class was 75.2. And from the scores of both classes, it means that there was a difference between the students’ achievement of scores in pre-test (experimental class and controlled class), the controlled class got the higher mean score than the experimental class. Meanwhile, the table 4.2 showed that the mean score of post-test in experimental class was 80.84 and the mean score of post-post-test in controlled class was 78.04. It means that there was a significant score of experimental class and controlled class in post-test, control class was increased in post-test session than in pre-test. But, for this session, the experimental class got the higher score than the controlled class.

Moreover, the table 4.3 also showed that the minimum gained score of experimental class was -2 and the minimum score of controlled class was -3. The highest score of experimental class was 16 and controlled class was 14. The average gained score of experimental class was 8.52 and for controlled class was 2.84. It proves that there is effect of picture series on students’ writing ability of recount text.

Based on the calculation of test, it is known that the result of t-observation is 4.54 and the degree of freedom (df) is used in the significance level of 5% = 1.677 and 1% = 2.407. By comparing the value of observation and t-table, it can be known that the result of calculation of t-observation is higher than t-table, so the null hypothesis is rejected and the alternative hypothesis is

accepted. Thus, there is significant different between the students’ score in writing

recount text by using picture series and the students’ score in writing recount text without using picture series at the eighth grade students of SMP Nusantara Plus. It means that there is effect of picture series on students’ writing ability of recount text to the eighth grade students of SMP Nusantara Plus.

KEMENTERIAN AGAMA UIN

JAKARTA

FITK

Jl. lr. H. Juanda No 95 Ciputat 15412 lndonesia

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lrrrcl

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FORM

(FR)

No. Dokumen

:

FITK-FR-AKD-081 Tgl.

Terbit :

1 Maret 2010 No,

Revisi: :

0'1

Hal 1t1

SURAT BIMBINGAN

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Nomor : Un,0 1/F1/KM .01.31...12016

Lamp.

:-Hal

: Bimbingan Skripsi

Nama

NIM

Jurusan Semester Judul Skripsi Tembusan:

1.

Dekan FITK

2.

Mahasiswa ybs.

Tias Sil Romansyah

1 r 1 1014000098

Pendidikan Bahasa Inggris

XI

(Sebelas)

'oThe Effect of Picture Series on Stirdents'

Writing Ability

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J akarta, 26 Septemb er 20 1 6

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Zaharil Anasy, M.Hum. Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah

Jakarta.

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Recount Text (A Quasi-experimental Study at the Eighth Grade

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