The Background of the Study

C. Limitation of the Study

Based on the identification of problem, the study was focused on the effectiveness of using pictures on students’ writing of recount text of the tenth grade students of SMA Negeri 9 Kota Tangerang Selatan.

D. Formulation of the Study

As the limitation stated, the problem of this study could be formulated as: Was there any effectiveness of using pictures on students’ writing of recount text?

E. Purpose of the Study

Based on the formulation of the problem, the purpose of the study was to know the effectiveness of using pictures on students’ writing of recount text at the tenth grade students of SMAN 9 Kota Tangerang Selatan.

F. Significance of the Study

By conducting this study, some significances could be expected in contribution for students, teachers and further research. Students. This study will help them to use and adopt creative way in learning English, especially in writing recount, so that they can write easily and fun. Teachers. This study will give them information that picture can be useful to help students in writing so teachers can use it and make it more attractive in improving students’ recount writing skill. Teachers can also use other visual aids or media in their teaching and learning process. Further Research. For further research, this study can be one of references in research about writing recount, both in learning and teaching writing.

CHAPTER II THEORETICAL FRAMEWORK

This part talks about the topic-related matters which focus on writing, recount text and picture.

A. Writing Skill 1.

Definition of Writing Generally, writing is one of the English productive skills. Writing needs evidence that supports the idea with specific reasons or details. 1 While in speaking, it is a spontaneous action and it does not challenge people to give reason of what people say. 2 In order to make the skill develop better, people can learn it and practice extensively, and more crucial is belief to improve the skill. 3 Harmer stated in How to Teach Writing: “Spoken language, for a child, is acquired naturally as a result of being exposed to it, whereas the ability to write has to be consciously learned”. 4 There are some definitions about writing appear from educational experts. An action where we write something using some tools such as book or paper, pen or pencil, computer and other gadgets can be called as writing. Today, writing can not only be done by using paper and pencil but also gadgets. In Barnet and Stubbs’s Practical Guide to Writing, writing is a physical act that needs material and energy and requires practice. 5 While Rosen said, which restated in Writing by Hedge, writing is detached from the wide range of expressive possibilities in speech. It requires a number of things – high degree of 1 John Langan, Exploring Writing: Paragraphs and Essays, New York: McGraw-Hill, 2008, p. 3. 2 Laidlaw Brothers, Composition and Grammar II: Steps in the Writing Process, California: The Laidlaw Brothers Publishers, 1985, p. 13. 3 John Langan, Op. cit., pp. 7—9 . 4 Jeremy Harmer, How to Teach Writing, Essex: Pearson Education, 2004, p. 3. 5 Sylvan Barnet and Marcia Stubbs, Barnet Stubbs’s Practical Guide to Writing: Fourth Edition, Canada: Little, Brown Company Canada Limited, 1983, p. 3. organization, accuracy, the use of complex grammatical devices, vocabulary selection, grammatical patterns and sentence structures. 6 The other writing definition says that it is as human act. It means that writing as a way to communicate and the writer will speak through written form in their own words by reading other resources before. 7 Writing is a way of remembering and a way of thinking as well because it makes ideas permanent, and thus expands the collective memory of human being than remember idea orally. 8 In writing, idea is put on a medium so that it can be permanent, while in speaking there is no medium. Therefore, writing is used either as evidence of successful learning in schools or as a means of learning. 9 From those definitions above, the difference between writing and speaking can be seen from the medium. Writing needs medium to put the ideas on it, such as paper, book, laptop, etc., while speaking the speaker only speak directly although they can use medium such as telephone, video call, etc. but it is just a connector between one speaker and the other, not a medium to put the ideas. Writing, like speaking, is productive a skill as a way of communication but it has special demands in communication as a complex process that consists of four stages – prewriting, organizing, writing and revising. 10 The four stages help people arrange their writing well-organized because some people are confused to start writing and what ideas they will write.

2. Stages of Writing

There are some books which explain stages of writing. Here are stages of writing based on Composition and Grammar II by Laidlaw Brothers and Writing in Process by Binder and Lopez-Nerney. 6 Tricia Hedge, Writing, Oxford: Oxford University Press, 1988, p. 5. 7 Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, New York, St. Martin’s Press Inc, 1985, pp. 2—3. 8 James C. Raymond, Writing Is an Unnatural Act, New York: Harper Row Publishers, 1980, p. 2. 9 Jack C. Richards, The Language Teaching Matrix, USA: Cambridge University Press, 1990, p. 100. 10 Laidlaw Brothers, Op. cit., p. 13.