AN ANALYSIS ON PICTURE SERIES USED IN TEACHING WRITING RECOUNT TEXT AT “PASSIO ENGLISH COURSE” MALANG

CHAPTER I

INTRODUCTION

This chapter discusses about introduction. The discussion includes background of the study, statements of the problem, objectives of the study, scope and limitation of the study, significant of the study and some definition of key terms.

1.1 Background of the Study

Writing is one of the skills which has to be mastered by students who join English as Foreign Language (EFL) whether in formal or informal educational institution. According to Patel and Jain, writing is an essential feature of learning a language because it provides very good resources of vocabulary, spelling, and grammar (2008:125). Writing is a skill which must be taught and practiced to make students accustomed to express their ideas and thoughts in written form.

In learning writing, there are a number of parts that should be taken into account such as grammar, vocabulary, and there are issues of letter, word, text formation, spelling and punctuation. Harmer in his book The Practice of English Language Teaching explains that many students of English as Foreign Language have difficulty in forming English letters (2001:255). Meanwhile, Teaching English writing in conventional way seems to be boring for students. Learning today should be more attractive to achieve students’ learning motivation as well as

to achieve learning purpose. Thus, teacher should be more creative in using teaching media so that students can pay more attention in classroom activity.

In the other hand, English writing is sometimes difficult to teach because it contains complex element that needs grammatical and rhetorical mastery. According to Harmer in The Practice of English Language Teaching, each skill has difficulties for student but writing is more complicated skill to learn since writing is a skill that has to be coherent and cohesive (2001:246). Coherent writing is following the sequence of ideas and points. Besides, cohesion is more technical matter that connecting ideas across phrases and sentences. In addition, Effective teaching of writing takes time such as time for practice, time to share writing, time to complete pieces of writing, and time to respond to and evaluate all of that writing. Therefore, the breakthrough in teaching writing has to be done.

Occasionally, students in the process of writing have difficulty in gathering ideas. For example, the students are difficult to get ideas of what teacher asked to write or students cannot understand teacher’s explanation due to there is no media assistance. That is why, the teachers think about what they have to do to solve this kind of problem. Providing the media in teaching writing is the breakthrough so that the students can follow the lesson easier. Teaching writing might be different in some ways. The teacher can use various technique, strategy and media in teaching writing in order to impact a body of knowledge to his or her students. According to Kirby and Crovitz in Strategies for Teaching Writing, teaching writing is uniquely different from any other kinds of teaching because writing is an act of creation a product. Kirby and Crovitz add that writing teachers

also teach habits of mind, choice for expression, strategic thinking and self-awareness (2013:6). It is important for writing teacher to acknowledge the nature of writing that need more concern in the creation of writing product. Furthermore, teaching writing in unique way like the use of picture media may be attractive, motivating and effective for students.

Nowadays, visual media is widely used to teach learners of English as Foreign Language (EFL). Media in classroom are appropriate for activating ideas, making difficult subjects more understandable, and for holding attention on important ideas (Hart and Hicks, 2002:8). Picture is one of the visual media that is used in teaching English. In this situation, picture contains positive impact in teaching English. In writing, picture series can be used to help students in creating cohesive and systematic sentences to be the series of events which is constructed in a chronological order. Therefore, visual media is needed to activate students’ creativity in creating product of writing.

Picture series that has a number of variations is believed to have beneficial input in teaching writing especially in writing recount text. Picture series is not just an aspect of method, but Wright (2004:2) mentions that picture series can be the representative series of places, objects and people that are essential part of the overall experience. In the relation with picture series media, writing recount text has three parts that are orientation, sequence of events and reorientation. Picture series which provide sequence of related pictures is considered to be appropriate in teaching of writing recount text that consists of sequence of events in the part of the text. By using picture series, learners can get the imagination about the

objects or the situations. That is why, the variation of picture series is necessary to be figured out.

Besides, the use of picture series in teaching of writing recount text has some advantages for teacher as well as for students. According to Wright (2004:1), pictures for language learning provide an encouragement for teacher to invent new ways of using pictures. Moreover, pictures contribute to gain students’ interest. In the other hand, the teacher can activate students’ idea into their writing product and also students can apply their creativity in their writing through picture series media. Thus, the variation of picture series and its beneficial input in teaching need to be studied in order to enhance English teacher to achieve effective learning in classroom activity.

Based on the problem above, this study aims to analyze the variation of picture series such as picture guided story and picture strip sequences. And, the researcher also wants to explore the advantages as well as disadvantages of picture series in classroom which is applied in some ways in teaching writing skill especially in writing recount text. The variation of picture series that is used in classroom by teacher at Passio English Course is interested to be studied. English teacher probably only acknowledges restricted variation of picture series used in teaching English specifically in teaching writing skill of recount text. In addition, the advantages and disadvantages of using picture series are necessary to be observed in order to select appropriate and effective teaching media. Based on pre-observation which is done by the researcher, English teacher of Passio English Course Malang has already used the variation of picture series. Hence, the

researcher wants to explore the variation of picture series in teaching of writing recount text used by the teacher of Passio English Course Malang. Therefore, this study entitled: “An Analysis on Picture Series Used in Teaching Writing Recount Text at Passio English Course Malang”.

1.2 Statements of the Problem

Based on the background of the study that has been described, the writer formulates the statements of problem as follows:

1. What are the variations of picture series used by English teacher in teaching writing recount text at Passio English Course Malang?

2. What are the advantages and disadvantages of picture series in teaching writing recount text at Passio English Course Malang?

1.3 Objectives of the Study

In relation to statements of the problem above, the objectives of the study systematically presented as follows:

1. To investigate the variation of picture series used by English teacher in teaching writing recount text at Passio English Course Malang.

2. To find out the advantages and disadvantages of picture series in teaching writing recount text at Passio English Course Malang.

1.4 Scope and Limitation of the Study

As mentioned on the background of the study above, the pictures series is one of the alternative solutions that can be used by the teachers in writing recount text in the classroom. The problem is limited on the variation of pictures series and its advantages as well as disadvantages on the use of picture series in teaching learning of recount text. The writer focuses on the students at Passio English Course Malang.

1.5 Significance of the study

The finding of the study hopefully can be useful for the student, the English teacher, the reader and further researcher.

1. For the student

The result of this study is to support the students in learning writing recount text easily through picture series in classroom activity. Furthermore, using picture series can motivate the students to join the class and make a joyful learning.

2. For the English teacher

The finding of this study can be used to overcome the difficulties in teaching English especially in writing of recount text. Moreover, the teacher can identify the problems faced by students in writing aspect such as vocabulary, grammar, spelling and punctuation.

3. For the reader and further researcher

This research can be useful as an alternative reference if the reader want to conduct the research in similar topic on the implementation of picture series in English writing of recount text.

1.6 Definition of Key Terms

1. Picture Series

Picture series is not just an aspect of method, but through the representative series of places, objects and people that are essential part of the overall experience (Wright on Pictures for Language Learning 2004:2).

2. Recount Text

Recount text is a text which list and describe past experiences by retelling events in the order in which they happened (Anderson and Anderson 2002:3).

3. Passio English Course

A course located in Bandulan Malang which has two levels of students in elementary and junior high school. This course was found since May 2014. Now it has 41 students that are studying at Passio English course. There are two main teachers who are teaching English. They are miss Fenti and miss Nur.

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AN ANALYSIS ON PICTURE SERIES USED IN TEACHING WRITING

RECOUNT TEXT AT “PASSIO ENGLISH COURSE” MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

MUHAMMAD NUR AFIF AZIZ 201110100311317

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

iv

ACKNOWLEDGEMENTS

Alhamdulillahirobbil’alamiin thanks to Allah SWT because of His marvelous and His mercy, the researcher can finish this thesis. His wonderful blessing makes the researcher realize that nothing is difficult in His eyes. Thanks for Your will and endless blessing in my life.

Peace and salutation always be presented to our beloved Prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without the support, guidance, advice, help, and encouragement from individual and institutions. Therefore, the researcher would like to express the deepest gratitude to:

1. Dra. Thathit Manon Andini, M.Hum as the first advisor who has guided the researcher and gives correction in finishing this thesis and also Drs. Taufiq Burhan M.Pd as the second advisor who has spent a lot of time in giving suggestion about the thesis writing construction of this thesis.

2. Special thanks to my beloved parents and family who always give great motivation, love, and supports to complete this thesis.

3. The researcher also would like to give thanks to some best friend Alfu, Lukman, Panji, Izzat, Agus, Anjar, Penti, and Maulana who have shared valuable knowledge and information regarding to the course material in the outside of the classroom. 4. All of English Department lecturer who has taught me how to be an educator. Thank you for the meaningful knowledge you have been given to me.

v

5. And to all of my friends who encourage me in finishing this thesis that I cannot mention one by one. Thank you for your support and suggestion.

Finally, this thesis is expected to be able to contribute to make beneficial understanding and information to the readers. The researcher is delighted to receive more suggestions and contributions from the reader for the improvement of this thesis.

Malang, October 2015

vi

TABLE OF CONTENTS

COVER ………. i

APPROVAL BEFORE DEFENSE ……… ii

APPROVAL AFTER DEFENSE ………... iii

DEDICATION ………. iv

ORIGINALITY DECLARATION ……… v

ACKNOWLEDGEMENT ……….. vi

ABSTRACT ………. viii

TABLE OF CONTENT ……….. ix

CHAPTER I: INTRODUCTION ………... 1

1.1Background of the Study ……… 2

1.2Statements of the Problem ……….. 5

1.3Objectives of the Study ……….. 5

1.4Scope and Limitation of the Study ………. 5

1.5Significance of the Study ……… 6

1.6Definition of Key Terms ………. 7

CHAPTER II: REVIEW OF RELATED LITERATURE ……….. 8

2.1 Teaching Writing ……… 8

2.2 Picture Series in Teaching Writing ………. 10

2.3 Media ……….. 11

2.3.1 The Definition of Media ……….. 11

2.3.2 Kinds of Media ………. 13

2.3.3 Picture Series ……… 15

vii

2.3.3.2 Variation of Picture Series ……… 16

2.3.3.3 The Advantages of Picture Series ………. 19

CHAPTER III: METHODOLOGY ……… 21

3.1 Research Design ……….. 21

3.2 Research Subject ………. 22

3.3 Data Collection ……… 22

3.4 Research Instrument ……… 24

3.5 Data Analysis Technique ………. 25

3.6 Data Validation ……… 27

3.6.1 Credibility………. 27

3.6.2 Dependability ……… 30

3.6.3 Confirmability ……….. 30

CHAPTER IV: FINDING AND DISCUSSION ……… 32

4.1 Findings ………... 32

4.1.1 The Variation of Picture Series ……… 32

4.1.2 The Advantages of Picture Series Variation ……… 39

4.1.2.1 The Advantages of Picture Series Variation for Teacher 39 4.1.2.2 The Advantages of Picture Series Variation for Students 41 4.1.3 The Disadvantages of Picture Series Variation ………… 43

4.1.3.1 The Disadvantages of Picture Series Variation for Teacher 43 4.1.3.2 The Disadvantages of Picture Series Variation for Students 44 4.2 Discussion ……… 47

CHAPTER V: CONCLUSION AND SUGESSTIONS ………. 52

viii

5.2 Suggestions ……….…. 53

REFERENCES ……… 54

APPENDICES ……….. 55

Appendix 1 Appendix 2 Appendix 3 Appendix 4

ix

REFERENCES

Anderson Mark. and Anderson Kathy. 2002. Text Types in English 3. South Yarra: Macmilan Education Australia PYT LTD.

Arsyad Azhar. 2011. Media Pembelajaran. Jakarta: Rajawali Pers.

Donald Ary. Chaser L, Jacobs. Razavieh Asghar. Sorensen C, K. 2009. Introduction to Research in Education. Wadsworth: Cengage Learning

Frau-Meigs Divina. 2006. Media Education. Paris: L’exprimeur.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. New York: Longman Group.

Hart, A. and Hicks, A. 2002. Teaching Media in English Curriculum. Published article in the media education journal. Tremtham Books Limited.

Hartono, Rudi. 2005. English Text Types. Semarang: English Department, Faculty of Language and Art.

Kirby, L Dawn. and Crovitz Darren. 2013. Strategies for Teaching Writing. Heinemann: National Council of Teachers of English.

McDonough Jo. Shaw Chrisropher. Mashura Hitomi. 2003. Materials and Methods in ELT. Wiley-Blackwell: Blackwell Publishing Ltd.

Patel, M, F. and Jain, M Praveen. 2008. English Language Teaching. Jaipur: Sunrise Publisher and Distributors.

Scrivener, Jim. 2005. Learning Teaching. Macmillan: Macmillan Books for Teachers. Sugiyono. 2008. Metode Penelitian Pendidikan. Bandung: Alfabeta.

Tafsir. 20012. Pengembangan Wawasan Profesi Guru. Bandung: Universitas Islam Negeri Bandung.

Wright, Andrew. 2004. Pictures for Language Learning. Cambridge: Cambridge University Press.

ACKNOWLEDGEMENTS

Alhamdulillahirobbil’alamiin thanks to Allah SWT because of His marvelous and His mercy, the researcher can finish this thesis. His wonderful blessing makes the researcher realize that nothing is difficult in His eyes. Thanks for Your will and endless blessing in my life.

Peace and salutation always be presented to our beloved Prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without the support, guidance, advice, help, and encouragement from individual and institutions. Therefore, the researcher would like to express the deepest gratitude to:

1. Dra. Thathit Manon Andini, M.Hum as the first advisor who has guided the researcher and gives correction in finishing this thesis and also Drs. Taufiq Burhan M.Pd as the second advisor who has spent a lot of time in giving suggestion about the thesis writing construction of this thesis.

2. Special thanks to my beloved parents and family who always give great motivation, love, and supports to complete this thesis.

3. The researcher also would like to give thanks to some best friend Alfu, Lukman, Panji, Izzat, Agus, Anjar, Penti, and Maulana who have shared valuable knowledge and information regarding to the course material in the outside of the classroom. 4. All of English Department lecturer who has taught me how to be an educator. Thank you for the meaningful knowledge you have been given to me.

5. And to all of my friends who encourage me in finishing this thesis that I cannot mention one by one. Thank you for your support and suggestion.

Finally, this thesis is expected to be able to contribute to make beneficial understanding and information to the readers. The researcher is delighted to receive more suggestions and contributions from the reader for the improvement of this thesis.

Malang, October 2015

TABLE OF CONTENTS

COVER ………. i

APPROVAL BEFORE DEFENSE ……… ii

APPROVAL AFTER DEFENSE ………... iii

DEDICATION ………. iv

ORIGINALITY DECLARATION ……… v

ACKNOWLEDGEMENT ……….. vi

ABSTRACT ………. viii

TABLE OF CONTENT ……….. ix

CHAPTER I: INTRODUCTION ………... 1

1.1Background of the Study ……… 2

1.2Statements of the Problem ……….. 5

1.3Objectives of the Study ……….. 5

1.4Scope and Limitation of the Study ………. 5

1.5Significance of the Study ……… 6

1.6Definition of Key Terms ………. 7

CHAPTER II: REVIEW OF RELATED LITERATURE ……….. 8

2.1 Teaching Writing ……… 8

2.2 Picture Series in Teaching Writing ………. 10

2.3 Media ……….. 11

2.3.1 The Definition of Media ……….. 11

2.3.2 Kinds of Media ………. 13

2.3.3 Picture Series ……… 15

2.3.3.2 Variation of Picture Series ……… 16

2.3.3.3 The Advantages of Picture Series ………. 19

CHAPTER III: METHODOLOGY ……… 21

3.1 Research Design ……….. 21

3.2 Research Subject ………. 22

3.3 Data Collection ……… 22

3.4 Research Instrument ……… 24

3.5 Data Analysis Technique ………. 25

3.6 Data Validation ……… 27

3.6.1 Credibility………. 27

3.6.2 Dependability ……… 30

3.6.3 Confirmability ……….. 30

CHAPTER IV: FINDING AND DISCUSSION ……… 32

4.1 Findings ………... 32

4.1.1 The Variation of Picture Series ……… 32

4.1.2 The Advantages of Picture Series Variation ……… 39

4.1.2.1 The Advantages of Picture Series Variation for Teacher 39 4.1.2.2 The Advantages of Picture Series Variation for Students 41 4.1.3 The Disadvantages of Picture Series Variation ………… 43

4.1.3.1 The Disadvantages of Picture Series Variation for Teacher 43 4.1.3.2 The Disadvantages of Picture Series Variation for Students 44 4.2 Discussion ……… 47

CHAPTER V: CONCLUSION AND SUGESSTIONS ………. 52

5.2 Suggestions ……….…. 53 REFERENCES……… 54 APPENDICES ……….. 55 Appendix 1

Appendix 2 Appendix 3 Appendix 4

REFERENCES

Anderson Mark. and Anderson Kathy. 2002. Text Types in English 3. South Yarra:

Macmilan Education Australia PYT LTD.

Arsyad Azhar. 2011. Media Pembelajaran. Jakarta: Rajawali Pers.

Donald Ary. Chaser L, Jacobs. Razavieh Asghar. Sorensen C, K. 2009. Introduction

to Research in Education. Wadsworth: Cengage Learning

Frau-Meigs Divina. 2006. Media Education. Paris: L’exprimeur.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. New York:

Longman Group.

Hart, A. and Hicks, A. 2002. Teaching Media in English Curriculum. Published

article in the media education journal. Tremtham Books Limited.

Hartono, Rudi. 2005. English Text Types. Semarang: English Department, Faculty of

Language and Art.

Kirby, L Dawn. and Crovitz Darren. 2013. Strategies for Teaching Writing.

Heinemann: National Council of Teachers of English.

McDonough Jo. Shaw Chrisropher. Mashura Hitomi. 2003. Materials and Methods in

ELT. Wiley-Blackwell: Blackwell Publishing Ltd.

Patel, M, F. and Jain, M Praveen. 2008. English Language Teaching. Jaipur: Sunrise

Publisher and Distributors.

Scrivener, Jim. 2005. Learning Teaching. Macmillan: Macmillan Books for Teachers.

Sugiyono. 2008. Metode Penelitian Pendidikan. Bandung: Alfabeta.

Tafsir. 20012. Pengembangan Wawasan Profesi Guru. Bandung: Universitas Islam

Negeri Bandung.

Wright, Andrew. 2004. Pictures for Language Learning. Cambridge: Cambridge