THE EFFECT OF USING WORDLESS PICTURE BOOK ON STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT.
THE EFFECT OF USING WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING
RECOUNT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the degree of Sarjana Pendidikan
By:
SIRIKIT KAROLA BR SEMBIRING
Reg. Number: 2113321051
DEPARTMENT OF ENGLISH AND LITERATURE
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sembiring, Sirikit Karola. 2113321051. The Effect of Using Wordless Picture Book
on Students’ Achievement in Writing Recount Text. A Thesis. Faculty of
Languages and Arts. State University of Medan. 2016.
This study was conducted as an attempt to discover the effect of Using Wordless Picture
Book on students’ achievement in writing recount text. It was an experimental research.
The subject was students of Grade VIII, SMP Negeri 1 Stabat. Two classes from five
parallel classes were taken by lottery technique which divided into two groups, 30
students as control group and 30 students as experimental group. The instrument used in
this research is to find quantitative data. The analysis in were showed that the scores of
the students in the experimental group were significantly higher than the scores of the
students in the control group at the level of significant = 0.05 with the degree of
freedom (df) 58, t-observed value 3.006 > t-table value > 2.000. The findings indicate
that using Wordless Picture Book significantly affected the students’ writing
achievement. So, English teachers are suggested to use Wordless Picture Book in order
to improve students’ achievement in writing recount text.
Keywords : Wordless Picture Book, Writing Recount Text.
i
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest
gratitude to Jesus Christ for the blessing, health and opportunity which has
enabled her to complete it without the love of Jesus, the guidance of her lecturers,
help from friends, and support from her family. This thesis has been written in
fulfillment of the requirement of the degree of Sarjana Pendidikan of the English
Department, Faculty of Languages and Arts, State University of Medan.
The writer was helped by many people through their guides, supports,
prays, comments and suggestions. The writer would like to express her sincere
gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, MA., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study
Program.
Drs. Elia Masa Gintings, M.Hum., her Thesis Supervisor.
Drs. Johan Sinulingga, M.Pd., her Thesis Supervisor and Academic Advisor.
Dr. Rahmad Husein, M.Ed., her Reviewers.
Rita Suswati, S.Pd., M.Hum., her Reviewers.
All the Lecturers of English and Literature Department who have taught,
guided, and advice her throughout the academic year.
Eis Sri Wahyuningsih, M.Pd., and Mr.Pantas, Administrative staff of English
Education.
Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving chance to
conduct the research.
H. Doyo, S.Pd., the English teacher of Grade eight SMP Negeri 1 Stabat for the
support.
Her gorgeous parents, Drs. Abadi Sembiring and Kristina Br Tarigan, thanks
for always support, pray, inspire, motivation. Thanks for unconditionally love
and this thesis dedicated for her parents.
Her lovely family ; Sanches Elvan Sembiring, A.md., Karyati Ndraha, S.Pd.,
Siska Novia Br Sembiring, S.S., and Daffin Arjunanta Sembiring thanks for
support and pray.
Her special one, Hansen Tarigan who has supported. Thanks for being the
reason her smile and laughing.
Her best friends in Class Extension C 2011 ; Sarah Marilyn S.Pd., Megawati
Siregar, Arie Dwi Utami, Yudhi Adithya Kurniawan, S.Pd., Sameris
ii
Sitanggang, Mauritz Angga Pangabean, Putri Permata Samosir, S.Pd., Putri
Tarigan, Susan Nangin, Santa Manik, Pevi Handayani , Laura Atika, Fitri.
Her lovely friends ; Selviana Br Pinem, A.md., Risa Febrina Kaban, A.md.,
Monica Robica Br Sembiring, Lya Laurensha Br Ginting, Debora Butarbutar, Rikki Barus for the experiences shared. And also for those who cannot be
mentioned one by one.
The writer realizes that the content of this thesis is not perfect, so she warmly
welcomes any constructive suggestions that will improve the quality of this thesis. She
hopes it would be useful for those who are interested in this field of study.
Medan, September 2016
The Writer,
Sirikit Karola Br Sembiring
Reg. No. 2113321051
iii
TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... iii
LIST OF TABLES ......................................................................................... vi
LIST OF PICTURE ....................................................................................... vii
LIST OF APPENDIXES ............................................................................... viii
CHAPTER I INTRODUCTION................................................................... 1
A. The background of the Study ...................................................................... 1
B. The Problem of the Study ........................................................................... 3
C. The objective of the Study........................................................................... 3
D. The Scope of the Study ............................................................................... 4
E. The Significance of the Study ..................................................................... 4
CHAPTER II REVIEW OF LITERATURE .............................................. 5
A. Theoretical Framework .............................................................................. 5
1. Writing ............................................................................................... 5
a. Text ........................................................................................... 6
b. Genre of the Text ..................................................................... 6
2. Recount Text...................................................................................... 8
a. Generic Structure of Recount Text ........................................... 8
b. Language Feature of Recount Text .......................................... 9
c. Types of Recount ...................................................................... 9
d. Example of Recount ................................................................. 12
3. Teaching Writing ............................................................................... 13
4. Writing Achievement......................................................................... 14
5. Writing Assessment ........................................................................... 14
6. Media ................................................................................................. 16
a. The Importance of Media .......................................................... 17
b. Kinds of Media .......................................................................... 18
7. Wordless Picture Book ....................................................................... 18
a. The Advantages of Wordless Picture Book............................... 20
b. The Procedures of Wordless Picture Book ............................... 21
c. The Applying of Wordless Picture Book in Recount Writing .. 23
B. Conceptual Framework ............................................................................... 24
C. Hypothesis ................................................................................................... 26
iv
CHAPTER III RESEARCH METHODOLOGY ....................................... 27
A. Research Design .......................................................................................... 27
B. Population and Sample ................................................................................ 27
C. The Instrument for Collecting Data ............................................................. 28
D. The Procedures of Research ........................................................................ 28
E. Validity of the Test ...................................................................................... 31
-Reliability .............................................................................................. 31
F. Rubric........................................................................................................... 32
G. Technique for Analyzing the Data .............................................................. 34
CHAPTER IV THE DATA AND DATA ANALYSIS ................................ 36
A. The Data ...................................................................................................... 36
B. Data Analysis ............................................................................................. 37
C. Hypothesis Testing ..................................................................................... 40
D. Research Finding ........................................................................................ 41
E. Discussion ................................................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION ................................. 43
A. Conclusion................................................................................................... 43
B. Suggestion ................................................................................................... 43
REFERENCES .............................................................................................. 44
APPENDIX.....................................................................................................
v
LIST OF TABLES
Pages
Table 1.1 The Students’ Score of Writing Test…………………………………………2
Table 2.1 The Example of Recount Text ......................................................... ………..12
Table 3.1 Research Design .............................................................................. ………..27
Table 3.2 Teaching Procedure in Experimental Group ................................... ………..29
Table 3.3 Teaching Procedure in Control Group ............................................. ………..30
Table 3.4 Rubric............................................................................................... ………..32
vi
LIST OF PICTURE
Page
Picture 2.1 Media.…………………………………………………………………….17
Picture 2.2 Wordless Picture Book …………………………………………………..19
vii
LIST OF APPENDIXES
Pages
Appendix A : Pre Test for Experimental and Control Group……………………………...46
Appendix B : Post Test for Experimental and Control Group……………………………..47
Appendix C :The Scores of Pre Test and Post Test in Experimental……………………....48
Appendix D :The Scores of Pre Test and Post Test in Control Group……………….…....49
Appendix E :The Calculation of Mean and Standard Deviation of Experimental Group....50
Appendix F :The Calculation of Mean and Standard Deviation of Control Group………..52
Appendix G : The Calculation of T-Test…………………………………………………...54
Appendix H : The reliability of the test………………………………………………........55
Appendix I : Percentage Point of the T-Distribution……………………………………...57
Appendix J : Lesson Plan Control Group and Experimental Group ……………………...58
viii
CHAPTER I
INTRODUCTION
A.
Background of The Study
English is one of international language and it is learned in a lot of
countries. English is used in a particular activity, job and education. In Education
of Indonesia, English has became the first foreign language taught at school. It
means that English becomes a subject and students are supposed to learn English
since the early ages. That’s why in Indonesia English has been taught for students
since playgroup ( http://www.5minuteenglish.com/feb28.htm).
In studying English, there are four aspects that will be learned, those are
listening, speaking, reading and writing. Those skills are used to build students’
language strategic competence and also to enhance their motivation to learn
English. One of the these four skills which are very important and most equired in
academic field is writing. Writing is an activity of how people put the idea,
thought and knowledge on a piece of paper. Writing (as one of the four skills of
listening, speaking, reading, writing) has always been formed as part of the
syllabus in the teaching English (Harmer, 2004:30).
Indeed, the writing skill is complex and sometimes difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgmental elements. Through writing, students are able to
express idea, opinion, experience, comment or information in the form of written
language.
1
2
Based on observation in SMP Negeri 1 Stabat , most of the students always
got difficulties when they were asked to write in English. The writer found the
data about the writing score test in two semesters. The data can be seen as
follows:
Table 1.1 The Grade X students’ Scores of Writing Test
Semester
Score
Students
Percentage
1st semester
≥ 70
22 students
63%
2014/2015
STUDENTS’ ACHIEVEMENT IN WRITING
RECOUNT TEXT
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the degree of Sarjana Pendidikan
By:
SIRIKIT KAROLA BR SEMBIRING
Reg. Number: 2113321051
DEPARTMENT OF ENGLISH AND LITERATURE
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Sembiring, Sirikit Karola. 2113321051. The Effect of Using Wordless Picture Book
on Students’ Achievement in Writing Recount Text. A Thesis. Faculty of
Languages and Arts. State University of Medan. 2016.
This study was conducted as an attempt to discover the effect of Using Wordless Picture
Book on students’ achievement in writing recount text. It was an experimental research.
The subject was students of Grade VIII, SMP Negeri 1 Stabat. Two classes from five
parallel classes were taken by lottery technique which divided into two groups, 30
students as control group and 30 students as experimental group. The instrument used in
this research is to find quantitative data. The analysis in were showed that the scores of
the students in the experimental group were significantly higher than the scores of the
students in the control group at the level of significant = 0.05 with the degree of
freedom (df) 58, t-observed value 3.006 > t-table value > 2.000. The findings indicate
that using Wordless Picture Book significantly affected the students’ writing
achievement. So, English teachers are suggested to use Wordless Picture Book in order
to improve students’ achievement in writing recount text.
Keywords : Wordless Picture Book, Writing Recount Text.
i
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest
gratitude to Jesus Christ for the blessing, health and opportunity which has
enabled her to complete it without the love of Jesus, the guidance of her lecturers,
help from friends, and support from her family. This thesis has been written in
fulfillment of the requirement of the degree of Sarjana Pendidikan of the English
Department, Faculty of Languages and Arts, State University of Medan.
The writer was helped by many people through their guides, supports,
prays, comments and suggestions. The writer would like to express her sincere
gratitude to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
Dra. Meisuri, MA., the Secretary of English Department.
Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study
Program.
Drs. Elia Masa Gintings, M.Hum., her Thesis Supervisor.
Drs. Johan Sinulingga, M.Pd., her Thesis Supervisor and Academic Advisor.
Dr. Rahmad Husein, M.Ed., her Reviewers.
Rita Suswati, S.Pd., M.Hum., her Reviewers.
All the Lecturers of English and Literature Department who have taught,
guided, and advice her throughout the academic year.
Eis Sri Wahyuningsih, M.Pd., and Mr.Pantas, Administrative staff of English
Education.
Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving chance to
conduct the research.
H. Doyo, S.Pd., the English teacher of Grade eight SMP Negeri 1 Stabat for the
support.
Her gorgeous parents, Drs. Abadi Sembiring and Kristina Br Tarigan, thanks
for always support, pray, inspire, motivation. Thanks for unconditionally love
and this thesis dedicated for her parents.
Her lovely family ; Sanches Elvan Sembiring, A.md., Karyati Ndraha, S.Pd.,
Siska Novia Br Sembiring, S.S., and Daffin Arjunanta Sembiring thanks for
support and pray.
Her special one, Hansen Tarigan who has supported. Thanks for being the
reason her smile and laughing.
Her best friends in Class Extension C 2011 ; Sarah Marilyn S.Pd., Megawati
Siregar, Arie Dwi Utami, Yudhi Adithya Kurniawan, S.Pd., Sameris
ii
Sitanggang, Mauritz Angga Pangabean, Putri Permata Samosir, S.Pd., Putri
Tarigan, Susan Nangin, Santa Manik, Pevi Handayani , Laura Atika, Fitri.
Her lovely friends ; Selviana Br Pinem, A.md., Risa Febrina Kaban, A.md.,
Monica Robica Br Sembiring, Lya Laurensha Br Ginting, Debora Butarbutar, Rikki Barus for the experiences shared. And also for those who cannot be
mentioned one by one.
The writer realizes that the content of this thesis is not perfect, so she warmly
welcomes any constructive suggestions that will improve the quality of this thesis. She
hopes it would be useful for those who are interested in this field of study.
Medan, September 2016
The Writer,
Sirikit Karola Br Sembiring
Reg. No. 2113321051
iii
TABLE OF CONTENTS
Pages
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... iii
LIST OF TABLES ......................................................................................... vi
LIST OF PICTURE ....................................................................................... vii
LIST OF APPENDIXES ............................................................................... viii
CHAPTER I INTRODUCTION................................................................... 1
A. The background of the Study ...................................................................... 1
B. The Problem of the Study ........................................................................... 3
C. The objective of the Study........................................................................... 3
D. The Scope of the Study ............................................................................... 4
E. The Significance of the Study ..................................................................... 4
CHAPTER II REVIEW OF LITERATURE .............................................. 5
A. Theoretical Framework .............................................................................. 5
1. Writing ............................................................................................... 5
a. Text ........................................................................................... 6
b. Genre of the Text ..................................................................... 6
2. Recount Text...................................................................................... 8
a. Generic Structure of Recount Text ........................................... 8
b. Language Feature of Recount Text .......................................... 9
c. Types of Recount ...................................................................... 9
d. Example of Recount ................................................................. 12
3. Teaching Writing ............................................................................... 13
4. Writing Achievement......................................................................... 14
5. Writing Assessment ........................................................................... 14
6. Media ................................................................................................. 16
a. The Importance of Media .......................................................... 17
b. Kinds of Media .......................................................................... 18
7. Wordless Picture Book ....................................................................... 18
a. The Advantages of Wordless Picture Book............................... 20
b. The Procedures of Wordless Picture Book ............................... 21
c. The Applying of Wordless Picture Book in Recount Writing .. 23
B. Conceptual Framework ............................................................................... 24
C. Hypothesis ................................................................................................... 26
iv
CHAPTER III RESEARCH METHODOLOGY ....................................... 27
A. Research Design .......................................................................................... 27
B. Population and Sample ................................................................................ 27
C. The Instrument for Collecting Data ............................................................. 28
D. The Procedures of Research ........................................................................ 28
E. Validity of the Test ...................................................................................... 31
-Reliability .............................................................................................. 31
F. Rubric........................................................................................................... 32
G. Technique for Analyzing the Data .............................................................. 34
CHAPTER IV THE DATA AND DATA ANALYSIS ................................ 36
A. The Data ...................................................................................................... 36
B. Data Analysis ............................................................................................. 37
C. Hypothesis Testing ..................................................................................... 40
D. Research Finding ........................................................................................ 41
E. Discussion ................................................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION ................................. 43
A. Conclusion................................................................................................... 43
B. Suggestion ................................................................................................... 43
REFERENCES .............................................................................................. 44
APPENDIX.....................................................................................................
v
LIST OF TABLES
Pages
Table 1.1 The Students’ Score of Writing Test…………………………………………2
Table 2.1 The Example of Recount Text ......................................................... ………..12
Table 3.1 Research Design .............................................................................. ………..27
Table 3.2 Teaching Procedure in Experimental Group ................................... ………..29
Table 3.3 Teaching Procedure in Control Group ............................................. ………..30
Table 3.4 Rubric............................................................................................... ………..32
vi
LIST OF PICTURE
Page
Picture 2.1 Media.…………………………………………………………………….17
Picture 2.2 Wordless Picture Book …………………………………………………..19
vii
LIST OF APPENDIXES
Pages
Appendix A : Pre Test for Experimental and Control Group……………………………...46
Appendix B : Post Test for Experimental and Control Group……………………………..47
Appendix C :The Scores of Pre Test and Post Test in Experimental……………………....48
Appendix D :The Scores of Pre Test and Post Test in Control Group……………….…....49
Appendix E :The Calculation of Mean and Standard Deviation of Experimental Group....50
Appendix F :The Calculation of Mean and Standard Deviation of Control Group………..52
Appendix G : The Calculation of T-Test…………………………………………………...54
Appendix H : The reliability of the test………………………………………………........55
Appendix I : Percentage Point of the T-Distribution……………………………………...57
Appendix J : Lesson Plan Control Group and Experimental Group ……………………...58
viii
CHAPTER I
INTRODUCTION
A.
Background of The Study
English is one of international language and it is learned in a lot of
countries. English is used in a particular activity, job and education. In Education
of Indonesia, English has became the first foreign language taught at school. It
means that English becomes a subject and students are supposed to learn English
since the early ages. That’s why in Indonesia English has been taught for students
since playgroup ( http://www.5minuteenglish.com/feb28.htm).
In studying English, there are four aspects that will be learned, those are
listening, speaking, reading and writing. Those skills are used to build students’
language strategic competence and also to enhance their motivation to learn
English. One of the these four skills which are very important and most equired in
academic field is writing. Writing is an activity of how people put the idea,
thought and knowledge on a piece of paper. Writing (as one of the four skills of
listening, speaking, reading, writing) has always been formed as part of the
syllabus in the teaching English (Harmer, 2004:30).
Indeed, the writing skill is complex and sometimes difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgmental elements. Through writing, students are able to
express idea, opinion, experience, comment or information in the form of written
language.
1
2
Based on observation in SMP Negeri 1 Stabat , most of the students always
got difficulties when they were asked to write in English. The writer found the
data about the writing score test in two semesters. The data can be seen as
follows:
Table 1.1 The Grade X students’ Scores of Writing Test
Semester
Score
Students
Percentage
1st semester
≥ 70
22 students
63%
2014/2015