THE USE OF PICTURE SERIES IN TEACHING WRITING AT THE SECOND YEAR OF SMA MUHAMMADIYAH 2 BANDAR LAMPUNG

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ABSTRACT

THE USE OF PICTURE SERIES IN TEACHING WRITING AT THE SECOND YEAR OF SMA MUHAMMADIYAH 2 BANDAR LAMPUNG

By

DEVA SETYAWAN

The aims of this study were to find out whether using picture series was an effective strategy in teaching analytical exposition text, to seek if there was a difference of students’ achievements before and after being taught by using picture series and to find out what component of writing which improved best. The components of the text were measured by using an argumentative essay scoring rubric. They were focus of statement, support for position, transition, closing paragraph, grammar and spelling. Three raters were employed in this research. Two of them were the English teachers and one of them was the researcher. The sample was class XI IPA 1 of SMA Muhammadiyah 2 Bandar Lampung that consisted of 34 students. This research used one group pre-test post-test design and the data were analyzed with Paired t- test. The average score of the pre-test was 60.75 and the average score of the post-test was 74.48. It concluded that the students’ ability in writing analytical exposition text was increased. The result also revealed that the t-value was 1.841 and the t-table was 1.692

with the level of significance 0.05. Since the t-value > t-table, it proved that the null

hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted or in

other words, picture series was effective to be used for teaching writing in form of analytical exposition text.

Keywords: picture series, analytical exposition text, argumentative essay scoring rubric.

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CURRICULUM VITAE

The name of the writer is Deva Setyawan. She was born in Bandar Lampung on December 23rd 1990. She is the first daughter of Andang Setyawan and Esti Utami. She has two siblings named Mey Utamari and Hileni Tryastami.

She entered kindergarten at TK. Sriwijaya, Sukarame, Bandar Lampung. Then, she entered elementary school at MIN Sukarame 1 Bandar Lampung until the 3rd grade then continued at SD Negeri 3 Gunung Terang and graduated in 2002. In the same year, she continued her study at SMP Negeri 8 Bandar Lampung and graduated in 2005. Her senior high school at SMA Muhammadiyah 2 Bandar Lampung was spent from 2005 to 2008.

Then, she registered herself as an S-1 degree student of English Education Study Program, the Faculty of Teacher Training and Education (FKIP) of Lampung University in 2008 and accomplished her teacher training program (PPL) in 2011 at SMA Negeri 1 Kebun Tebu, West Lampung.

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DEDICATION

To my amazing father and mother, Andang Setyawan and Esti

Utami whose sacrificial care for me,

and to my beloved sisters, Mey Utamari and Hileni Tryastami

who are indeed the blessings from Allah SWT,

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MOTTO

It is better to do something and fail than to do nothing and succeed (Lloyd Jones)

Do your best so that you cannot blame yourself for anything. (Magdalena Neuner)

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ACKNOWLEDGEMENT

All praise is due to Allah Subhanahu wa Ta’ala, the Beneficent, the Merciful, who gives the writer helps, strength and tremendous blessings so that she can accomplish this script. This script entitled “The use of picture series in Teaching Writing at The Second year Of SMA Muhammadiyah 2 Bandar Lampung” is submitted to fulfill one of the requirements for obtaining the S-1 degree of English Education from the Department of Language and Arts, Teacher Training and Education Faculty, Lampung University.

In writing this script, the writer surely got a lot of helps and supports from many people. They were:

1. Prof. Ag. Bambang Setiyadi, M. A., Ph, D as a smart and friendly first advisor who patiently guided the writer until the completion of this script.

2. The woman of discipline, Dr. Ari Nurweni, M. A, as the chairperson of the English Study Program of Lampung University and the second advisor who gave guidance and supervision for the best version of this script.

3. Prof. Dr. Cucu Sutarsyah, M. A. as the caring examiner, who gave guidance and suggestions for the improvement of this script.

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4. The English teachers of SMA Muhammadiyah 2 Bandar Lampung who were very kind-hearted in helping the writer during the implementation of the research.

5. The English Study Program lecturers in Lampung University for all valuable knowledge they gave.

6. Her beloved parents for their patient, forever love and sacrificial care.

7. Her two younger siblings who were so rude because graduated earlier. She was so grateful for the love and awesome days spent together.

8. All her beloved comrades: Danis Septa Kesuma, Purwanti, Nisa Fitriyani, Mei Dianita, Siska Afresia, Ariska Miftah Faridl, Kiki Astuti, Reni Mariana, Istya Ningrum, Asep Bahrul Hayat, Lidya Astuti, Anggi, and Andi Putra for being such a great companion along the way in finishing this script.

The writer hopes that this writing will be beneficial to the improvement of the English teaching and learning. However, the writer realizes that this writing is still far from perfection. Therefore, all criticisms and suggestions from everyone are always appreciated.

Bandar Lampung, June 2015

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LIST OF CONTENTS

Page

ABSTRACT

...

i

COVER

... ii

APPROVAL

... iii

ADMISSION

... iv

SURAT PERNYATAAN

...

v

CURRICULUM VITAE

... vi

DEDICATION

... vii

MOTTO

... viii

ACKNOWLEDGEMENT

... ix

LIST OF CONTENTS

... xi

LIST OF TABLES

... xiii

LIST OF APPENDICES

... xiv

I.

INTRODUCTION

1.1 Background of the Research ... 1

1.2 Identification of the Problems ... 6

1.3 Formulation of the Problems ... 7

1.4 Objectives of the Research ... 7

1.5 Uses of the Research ... 7

1.6 Scope of the Research ... 8

1.7 Definition of Terms ... 8

II.

FRAME OF THEORIES

2.1 Concept of Writing ... 10

2.1.1

Elements of Writing ... 11

2.1.2

Types of Writing ... 13

2.1.3

Importance of Writing ... 14

2.1.4

Teaching Writing ... 15

2.2 Paragraph Writing ... 16

2.3 Concept of Picture Series ... 22

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2.5 Procedure of Applying Picture Series in Teaching Analytical Exposition

Text ... 27

2.6 Theoretical Assumption ... 28

2.7 Hyphoteses ... 29

III.

RESEARCH METHOD

3.1 Research Design ... 30

3.2 Population and Sample ... 31

3.3 Instrument of the Research... 32

3.4 Research Procedures ... 32

3.5 Validity of the Research ... 33

3.6 Reliability of the Research ... 37

3.7 Scoring System ... 37

3.8 Data Analysis ... 38

3.9 Hypothesis Testing ... 39

IV.

RESEARCH FINDING AND DISCUSION

4.1Description of the Research ... 40

4.2 Result of the Research ... 41

4.3 Hypothesis testing ... 46

4.4 Discussion ... 47

V.

CONCLUSION AND SUGGESTION

5.1 Conclusion ... 49

5.2 Suggestion ... 50

REFFERENCES

... 52

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LIST OF TABLES

3.1Standard Performance ………. 38

4.1Students’ Score in the Pre-test ………. 41 4.2Students’ Score in the Post-test ……….... 43 4.3Frequency of students based on their scores in each components of

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LIST OF APPENDICES

Appendices

1. Lesson Plan 1 ... 56

2. Lesson Plan 2 ... 60

3. Lesson Plan 3 ... 64

4. Argumentative Essay Scoring Rubric ... 68

5. Students’ Writing Score in the Pretest ... 70

6. Students’ Writing Score in the Posttest ... 72

7. Score of Students’ Pre-test ... 74

8. Score of Students’ Post-test ... 76

9. The Difference of the Pretest and the Posttest’s scores ... 78

10. List of Students’ Achievement Before and After Getting the Treatment ... 80

11. The Computation ... 82

12. Distribution of the t-table ... 83

13. The Bell Curve ... 84

14. Frequency of Students in Each Component of Writing in the Pretest ... 85

15. Frequency of Students in Each Component of Writing in the Posttest ... 86

I. INTRODUCTION

This chapter elucidates some points. They are background of the research, identification of the problems, formulation of the problems, objectives of the research, uses of the research, scope of the research and definition of terms.

1.1 Background of the Research

Language is very important for interaction and communication in our everyday lives. It has function as a tool which connects us with our surroundings. It is even like an attribute for human. Starting from the day we were born we used it or some form of it to communicate. By using a language we can gain information, knowledge, and express feeling as well as emotions.

There are many languages used by people in this world these days but English is the most commonly used language among foreign language speakers. Richard and Theodore (1986: 1) in their book said “Latin was most widely studied as a foreign language five hundred years ago. However, English has become the most widely studied foreign language today”. English is also now taking an important role in the chance of getting a job. Many companies put English proficiency both oral and written form as one of the requirements in job vacancies they offer.

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Indonesia uses English as a foreign language (EFL). EFL countries do not use English in daily conversation yet for its global acceptability, English is taught in schools. Ministry of education affairs of Indonesia even has arranged the curriculum which in there English is stated as a compulsory subject to be taught. According to Hakuta (1986) children enrolled in foreign language courses demonstrate stronger cognitive skills, particularly in the area of creativity. An added bonus: those with competency (not necessarily fluency) in more than one language tend to have higher intelligence scores on standardized tests

There are four skills to master in learning language. They are reading, speaking, writing, and listening. Speaking and writing are deemed as productive skills, while listening and reading are receptive skills. Alexander (1975: 197) said in his book that the most important of all basic language skills were speaking and writing. “Speaking and writing are the most important of these skills, since to some extent they presuppose the other two”.

Researcher also believes speaking and writing are important skills to master, but writing takes her attention more. Writing is a thinking process where the writer communicates her/his ideas, experience and interests in written form with the reader. Not all people can speak like the mute, not all people can listen like the deaf, so besides using body languages they also write in order to make people understand what they mean. Good writing skills allow us to communicate our message with clarity and ease to a far larger audience than through face-to-face or telephone conversations.

In principle, to write means trying to produce or to reproduce written message. That is why before writing we need to determine what to write. We should have something meaningful to convey. Effective writing, particularly in academic context, depends on more than the application of correct sentence. It requires a combination of a clear set of rules and communicative application that serves effective communication.

However, writing is often considered as a abstruse skill to master. This is because writing skills involve things that students need to pay attention more like content, grammar and vocabulary that lead to achieving unity and coherence in its composition. Moreover, it is more difficult when we talk about writing in a foreign language which is a complex process involving the ability to communicate in foreign language and the ability to construct a text in order to express one’s idea effectively.

Writing activity in the classroom should provide students the chance to participate in writing as a holistic process of composition not just controlling sentence structure, grammar, or paragraph development if the main goal of the writing is to enable the students to write effective communication. In 2011, when the writer conducted her teacher training program (PPL) in SMA Negeri 1 Kebun Tebu, West Lampung, she found many students there were weak in making a good paragraph. Almost 70% students did not know how to link main idea with supporting details systematically. It means that paragraph they made were not good or acceptable enough. The students also did not really pay attention to the

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topic enthusiastically. Therefore, she thought that the teacher should try another strategy that could stimulate students to enjoy the material.

The strategies should motivate the students to write and allow them to enjoy the writing so that the difficulties can be minimized. Strategies in teaching writing are various. Teachers may use teaching media as their strategies to make them easier in presenting the materials. By using teaching media, teacher can increase the students’ motivation and create an interesting learning atmosphere.

Determining the appropriate supporting equipmnents in the classroom also can be done by choosing common teaching media. Media is one thing that is offered by many experts as a tool to increase the interest and motivations of the study. That is why the ability to use a good teaching media is one of competences that every teacher must have. The students’ learning depends on the effectiveness of the teachers’ teaching technique. The use of varied in teaching English techniques is not only for adjusting the material with the situation but also for avoiding the students’ boredom or a lack of interests. Therefore, besides the students can understand the material easily and reach the best mark, they can also find the learning process very enjoyable.

One of the common teaching media is picture. It tends to be practical and easy to use. Teachers can deliver certain questions and ask the students to explain a word or a material simply by showing or pointing on pictures while the students are busy guessing what really happens in the pictures.

Moreover, the information served by pictures can avoid boredom and a lack of interest in the classroom. As the common teaching media, pictures can be presented in many ways. Besides presenting the picture as a single picture, presenting them in form of series of pictures is a also a good breakthrough. The use of series of pictures not only provides the students with the basic material for their compositions but also stimulates their imagination powers (Heaton, 1988:142).

By using pictures, students will be more interested to the topic and material so that their product of writing can be better. Pictures have powers to clarify a problem. It means that by seeing the clear pictures, the students will understand more about the topic being taught.

A variety of picture-cued controlled tasks have been used in English classroom around the world (Brown, 2004: 226). Basically, the main advanced in this technique according to Brown is in detaching the reading and writing connection and offering instead a nonverbal means to stimulate written responses. That is why the writer chooses picture series in teaching analytical exposition text. It really needs creative efforts from the English teacher to conduct the process of teaching-learning. The writer uses picture series as the media also to make learning writing easier because it contains information regarding the text, thus they can make interesting stories.

Concerning the problem that the students have in writing, the writer will try to help them to express and develop their ideas in the written form through argumentative paragraph writing activity. It is in accordance with the Curriculum

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argumentative paragraph writing activity. It is in accordance with the Curriculum 2006 of the second grade of SMA which states that one of the objectives of English teaching is that the students are expected to be able to write paragraph in form of analytical exposition text (Depdiknas 2006).

The researcher chooses analytical exposition text because through this text students are not only going to learn how to write but also how to argue and convince or persuade the reader. It is hoped that by learning this type of text, students can learn how to express their idea and opinion. Argumentative writing like analytical exposition text utilizes logic and reason. Ideally, the argument should always use sound reasoning and solid evidence by stating fact. Considering the explanation above, this research will be conducted to find out whether using picture series is an effective strategy to teach students in writing analytical exposition text.

1.2 Identification of Problems

Based on the background of the problems above, the problems that were identified were:

1. Students were not paying attention to the topic enthusiastically.

2. Students had difficulties in transferring what they were thinking to the written form because they are lack of information.

3. Students did not know how to link the main idea with supporting details systematically.

1.3 Formulation of the Problems

After concerning the background of the problems above, the researcher formulated the research question as follows:

1. Was there any difference of students’ writing achievement before and after being taught by using picture series?

2. Was using picture series an effective strategy to help students in developing their writing on analytical exposition text?

3. What writing components improved best after being taught by using picture series?

1.4 Objectives of the Research

The main objectives of the research were the followings:

1. To seek if there was any differences of students’ writing achievement before and after being taught by using picture series

2. To seek if picture series was an effective strategy to help students in developing their writing in form of analytical exposition text.

3. To find out what writing components improved best after being taught by using picture series.

1.5 Uses of the Research

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1. Theoretically this research could be used as a contribution to the English teacher and researchers who were interested in conducting future research in the same field.

2. Practically the result of this research might be a consideration for the English teacher that using picture series could be an alternative strategy for teaching writing.

1.6 Scope of the Research

This research was an experimental quantitative one. It focused on picture series as a media to help students in developing their analytical exposition text. The subject of this research was the sophomore of SMA Muhammadiyah 2 Bandar Lampung.

In teaching and learning process, it was hoped that the teacher could make the students active in teaching learning activity since basically, the main purpose of teaching writing skills was to achieve the effective written communications; it was not just aimed at producing correct English sentences.

1.7Definition of terms

In order to avoid misunderstanding, the definitions of terms were provided as follows:

1. Writing is a skill in which we express ideas, feeling and thoughts which are arranged in words, sentences and paragraph using eyes, brain and hand. Thus, writing is basically the process of expressing ideas and thoughts of the writer using knowledge of structure and vocabulary to

combine the writer’s ideas as means of communication (Raimes, 1983: 76).

2. Paragraph Writing is a series of sentences about idea called the topic. Oshima and Hogue (1997: 71) state that a paragraph is a group of related statements that a writer develops about the subject. A paragraph is built up by three kinds of sentences: (1) topic sentence – that expresses the main idea of the paragraph, (2) supporting sentence – that cover completely the idea presented in the topic sentence, and also (3) concluding sentence – that brings the development of the idea to a close.

3. Picture Series is a number of related composite pictures which are linked to form a series sequence (Yunus, 1981: 49). It can be said also that picture series is number of pictures that are joined into one another to explain certain events.

4. Analytical exposition text is a text that elaborates the writer„s idea about the phenomenon surrounding. Its social function is to persuade the readers that the idea is an important matter.

5. Effective is the gap between student writing achievement before and after being taught by using picture series. It is when writing score of post test is bigger than writing score of pre test.

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II. LITERATURE REVIEW

This chapter presents things that are crucial for this research. They are (1) Concept of writing, (2) Paragraph Writing, (3) Concept of Picture Series (4) Concept of analytical exposition text, (5) Procedure of applying picture series in teaching analytical exposition text, (6) Theoretical assumption, and (7) Hypotheses.

2.1 Concept of Writing

Writing is a communicative activity needs to be encouraged and nurtured during the language learners’ course study. Beside that, writing is one of production skills concentrating on comprehension. Learners, in his sense will be able to produce well writing with the ability to comprehend writing arts. An art of writing involves the main idea stated in the topic sentence, supporting sentence and concluding sentence. When we write, it means that we translate our thought into written language. That is why writing is the one of language skills which is used in communication. This communication is indirect one and it focuses on audience and purpose. Writing skill needs several components to master, including: word choices, grammar, syntax, mechanics and organization Gebhard (1996: 221).

Raimes (1983:3) states that writing reinforces us to use structure, idiom, and vocabulary which we have studied in the previous lesson. Furthermore, she also explains that the other aspects of language skill are involved when the students apply their ideas on a paper. Moreover, Raimes (1983: 76) says that writing is a skill in which we express ideas, feeling and thoughts which are arranged in words, sentences and paragraph using eyes, brain and hand. Thus, writing is basically the process of expressing ideas and thoughts of the writer using knowledge of structure and vocabulary to combine the writer’s ideas as means of communication. Writing skills require the learners a careful writing. The plan should be adapted to ensure proper length, unity, coherence, logical development and organization of ideas.

Writing includes certain components. According to Harris (1974: 68) the components are content, grammar, form, style, and mechanic. Content means the substance of the writing, the idea expressed (unity). Grammar means the employment of grammatical forms and synthetic patterns. Form means the organization of content (coherence). Style is the choice of structures and lexical items to give a particular tone or flavor to the writing. Mechanics are the use of graphic compositions. It is the general term for matters of spelling, capitalization, hyphenation, abbreviation, and the like.

2.1.1 The Elements of Writing

There are five classifications of the elements of writing according to Heaton (1991: 146). They are:

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1. Content. This aspect denotes the thought that is written about in the passage.

2. Organization. It has relationship to the paragraphs, topic sentence, supporting details, cohesion (the sentence in a paragraph flow smoothly from one to another, showing a clear relationship between them) and unity (discuss only one main idea in a paragraph, which is expressed in the topic sentence).

3. Vocabulary. This component deals with the choice of efficient word appropriate to the content.

4. Language Use. This aspect views the use of correct and appropriate sentences.

5. Mechanics. This point concerns with the use of spelling, punctuation, capitalization, hyphenation and abbreviation.

Understanding the important elements of writing, moreover in argument essays like analytical exposition text can enable the writer to construct arguments that are more logical and ultimately write more persuasively. Learning to write effective arguments can also help writers think more clearly about complex issues that at some point demand a reasoned opinion based on logical, empirical, or mixed evidence.

2.1.2 Types of Writing

There are four main types of writing. They are: a. Narration

Narration is story telling. It involves writing about an event or a series of event, real or fictitious. In narration, events are recounted in the order in which they occur. However, the purpose of the narrative writing is not usually, just to relate a sequence of events. A narrative may contain a particular message that the writer wants to get across.

b. Description

It relates to the description of something in order to make the readers see, feel or hear what the writer feels, sees or hears. A description can be objective or suggestive. Objective description deals with fact of technicalities that give no judgment or emotional reaction. The purpose is mainly to describe fact, while suggestive description involves the impressions and feelings that the writer has about what he/she is describing. Beside that, descriptive paragraphs can be divided into description of place and description of a person.

c. Exposition

Expository writing usually are more tightly structured, the information arranged according to the writing purposes and the relationship demanded by subject matter. A paragraph explaining how something works, for instance requires chronological, step by step organization. Beside that, expository writing should be precise, clear, and straight forward. Examples of expository writing are factual reports or explanation of processes.

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d. Argumentation

Argumentation is a form of writing in which we argue for certain idea and try to persuade the readers to adopt your point of view. In argumentative writing, the writers not only inform but also attempt to convince the readers that the point of view is right. Written argumentative is sometimes more difficult because the writers does not see the readers facial expression, hear their voice, or experience their presence. For this reason, writing argumentative demands careful planning, analysis of the audience, and sufficient evidence to prove to your reader that your opinion is valid. The analytical exposition text used in this research is a kind of argumentative essay. It utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.

2.1.3 Importance of Writing

The important reason for teaching writing to students is because writing helps the students to learn. Writing reinforces the grammatical structures, idioms and vocabularies that have been taught to them. When students write, they have a chance to be adventurous with the language, to go beyond what they have just learned. When they write, they necessarily become very involved in the new language.

Furthermore, writing is a major tool for learning because writing involves the activity of thinking. While we are writing, actually we are also practicing to communicate and express our idea in written form. We also learn something new in writing activity. The assumption about learning to write is not true. However, student’s writing to learn. White (1986:1) states that writing makes our thoughts more communicable to other people as well as to us. Because we live in a multicultural society with many value systems, knowing how to communicate our thoughts accurately is more than necessity- it is a survival tactic.

2.1.4 Teaching Writing

Every activity has a purpose, so does writing. Here are the purposes of writing:

a. To inform, writers may have more than one purpose in any assignment. They may wish primarily to inform, that is, to convey information.

b. To amuse, when the purpose in writing is to amuse or entertain c. To satirize, satire is often a form of humor but has serious purposes

d. To persuade, if the purpose in writing is to persuade, writers need to influence reader’s thought and action.

Furthermore, aspects of rhetorical competence need to be covered in the teaching of writing which is concerned of how to limit and focus on the topic in a manner appropriate to its overall approach and length, remain focused on the topic, create and use paragraph effectively, maintain a consistent point of view, sequence ideas in a logical manner, and also use coherence and cohesion devices appropriately and as necessary (Kroll in Reid, 1993: 231). According to Moore (1965: 203) the

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level of language to be used will depend on the subject, the purpose of the writing, and the audience addressed. The teacher, then, should provide students how to select the level that will be appropriate to the occasion and be consistent in language level throughout their composition.

2.2 Paragraph Writing

A paragraph is a basic unit or organization in writing in which a group of related sentence develops one main idea. A paragraph can be as short as one main sentence or as long as ten sentences (Oshima and Hogue, 1999:16). Bruington (1984: 221) states that a paragraph is not just a clump of sentences whose first line is intended. It is a series of sentences that combine to prove one main idea.

A paragraph is a group of sentences which develop one central idea. It means, ideally, a paragraph has only one main idea which is put on the topic sentence. This topic sentence will be supported by several supporting sentences. A paragraph can be made up from short or long sentences. But, the unity of this paragraph still has to be concerned. A paragraph should be long enough, so that the main idea can be clearly explained.

Another definition pointed out by Butler (1978: 37 ) that a paragraph is a linked series unit of related sentences that develop one central idea.. It is a group of related statements that a writer develops about a subject. The central idea of a paragraph is usually stated in a topic sentence somewhere in the paragraph.

Generally a paragraph has three basic parts. They are topic sentence, supporting sentence, and concluding sentence. Topic sentence is the sentence that express the

main idea of the paragraph. It is not only names the topic of the paragraph, but also limits the topic to one or two areas that can be discussed completely in the space of single paragraph. Second, supporting sentences develop the topic sentence. That is, they explain the topic sentence by giving reason, example, facts, statistics, and quotation. Third, concluding sentence at the end of the paragraph and leaves the reader with important points to remember.

In addition, a paragraph is a collection of sentence which all relate to one main idea or topic. An effective paragraph has four main characteristics: a topic sentence, unity, coherence, and adequate development.

Coherence refers to the extent to which the flow of ideas in a paragraph is easily understood by the reader. For this reason, coherence is closely related to unity. To achieve coherence, then, a writer should show how all of the ideas contained in a paragraph are relevant to the main topic.

There are three parts of paragraph writing. They are: topic sentence, supporting sentence and concluding sentence. Topic sentence function helps the writer avoid sentence which are extraneous stray from the paragraphs main idea and can destroy its unity. Supporting sentences used to develop and support the topic sentence controlling ideas in the topic sentence. Concluding sentence is a sentence which is the sum of all the contents of an essay. Topic sentence actually maybe put anywhere in paragraph, for instance at the beginning, the end, the middle or implied the writer does not write the topic sentence at all but it is clear to the reader from the content of the paragraph. And then supporting sentence must be

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explained, described and or proven with specific supporting detail. The conclusion has to summarize the all parts of the paragraph.

Criteria of a good paragraph in order to build up a well form of paragraph, the learner needs to comprehend the criteria of good paragraph should be unified all the sentences. A paragraph is coherent when the sentences are woven together in such a way that the reader can move easily from one sentence to the next and read the paragraph as an integrated whole, rather than as series of separated sentence. Basically, coherence means the sentences in a paragraph are connected each other.

To write a good paragraph, a writer should consider several criteria of making good paragraph. A good paragraph must have a topic sentence, several supporting sentences and a concluding sentence. Beside that, the writer also has to take into account about the paragraph unity and coherence. By having this coherence, the idea of a paragraph will flow smoothly and the meaning can be caught by the readers easily.

There are three important elements of a good paragraph (Oshima and Hogue 1999:15). These elements will make the writer stay on track during your drafting and revision stages. Good paragraphing also greatly assists the readers in following a piece of writing. One may have fantastic ideas, but if those ideas aren't presented in an organized fashion, the reader will lose (and fail to achieve the goals of writing). The elements are:

a. Topic sentence

Topic sentence is the sentence where the main idea and the controlling idea exist. This controlling idea makes a specification about the content of the paragraph. The topic sentence is usually found at the first sentence in a paragraph.

b. Supporting sentences

Supporting sentences are the sentences that develop or explain the topic sentence. These supporting sentence give more information about the main idea so that the message and the content of a paragraph can be comprehended by the readers.

c. Concluding sentences

Concluding sentence is the sentence that concludes the main point of the paragraph. This signals the end of the paragraph.

A paragraph has coherence, or flows, when the details of the paragraph fit together in a way that is clear to the reader. Coherence is partially the product of choosing an appropriate paragraph pattern for ideas, and partially the product of sentence level control. Here are the criteria of paragraph coherence:

 Use Pronoun. A pronoun (I, me, he, she, herself, you, it, that, they, each, few, many, who, whoever, whose, someone, everybody, etc.) is a word that takes the place of a noun.

 Use parallelism. Parallelism is created when you use rammatically equivalent forms in sequence within a paragraph. For instance, you

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could use three nouns in a series or three verbs in a series to make a point. Here is to create parallel structures within a paragraph:

- Use parallel words, such as nouns or verbs, example: He sang, wrote, and arrange the instrument of his song.

- Use parallel phrase. Example: He wrote to sooth the pain of the death and to remember what had happened on that horrible night. - Use parallel clause, such as dependent clauses. He wrote after the

World War 1, when the rubble had been cleared, where so many innocent civilians had perished.

 Contain organization. Maintain consistency of tone, register, and point of view. From general to specific, from specific to general, chronological order, space order, steps, comparison, contrasts and cause-effect.

 Use Transitional words. Transitions are words or phrase that specify a relationship between sentences and between paragraphs. They help direct the reader from one idea to another. Commonly used transitions are shown below:

- To specify sequence: Again, also, and, and then, besides, finally, first ... second ... third, furthermore, last, moreover, next, still, too. - To specify time: As soon as, at last, at that time, before, earlier,

the meantime, in the past, lately, later, meanwhile, now, presently, simultenously, since, so far, soon, then, thereafter, until, when. - To specify comparison: again, also, in the same way, likewise,

once more, similarly.

- To specify contrast: although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, nonetheless, on the contrary, on the one hand ... on the other hand, regardless, still, though, yet.

- To specify examples: after all, for example, for instance, indeed, in fact, of course, specifically, such as, the following example, to illustrate.

- To specify cause and effect: accordingly, as result, because, consequently, for this reason, hence, if ... then, since, so then, therefore, thereupon, thus, to this end.

- To specify place: to the left, to the right, above, adjacent to, below, beyond, closer to elsewhere, far, farther on, here, near, nearby, opposite to, there, to the left, to the right.

- To specify concession: although, it is true that, granted that, I admit that, it may appear that, naturally, of course.

- To specify summary, repetition, or conclusion: as a result, as has been noted, as I have said, as mentioned earlier, as we have seen, in

22

any event, in conclusion, in other words, in short, on the whole, therefore, to summarize

2.3. Concept of Picture Series

Teachers are suggested to use pictures effectively because the media are very useful for the teaching. Many interpretations can be made in a picture. It can be an excellent tool and can illustrate what teachers wish to teach. It is also used to add interest of the topic for the students.

Using picture series is the strategy that is used in this research. It is also called “sequenced pictures”. It is made from a wide paper that contains several pictures. That picture related each other, so it becomes a series stories. Bowen (1982: 2) stated that sequenced picture were series of pictures as a single subject. As stated by Heaton (1991: 133). a picture or a series picture is not only provides the taste with the basic material for this composition but stimulates imagination powers There are some benefits gained by using picture series:

a. Picture series contains writing material that provide the necessary information; an excellent divide or providing both purpose and content for writing is the use of pictures (Heaton, 1988: 135)

b. Picture series devices are able to stimulate students’ imagination. Heaton (1990: 107) states that, in everyday life, students may sometimes be required to describe people, objects, places, and even processes. There will also be times when they will have to write about sequences of events, incidents, etc. and give directions. Pictures provide students with ideas for

such tasks, enabling them to give their full attention to using written language.

c. Picture series devices are able to elicit the focus of students’ attention. People like the pictures so that they will be motivate d to make expression. These are the examples of picture series:

24

Picture Series 2

Source: http://blogs.technet.com/HHHComicSeriesDay1.jpg Pictue series 3

Through picture series, the students will have a chance to think critically about interpretation of the events in the picture and write their ideas. In addition, Brown, et al (1977: 186) states that picture can be used in many stages of the instructional processed: to introduce the motive study of new topics, to clarify misconceptions, to communicate basic information and to evaluate students’ progress and achievement.

In relation to the selection of picture series, pictures should be linked, continuity of characterization, setting and subject from picture to picture. There are some factors that should be considered before selecting pictures. Firstly, picture should capture the interest and imagination of the students. Hence, teacher also should give the interesting pictures such as cartoons, comics from books or magazines so they can interest the students to begin writing about students’ thoughts and feeling, and stimulate students’ imagination. No matter the way series of picture are presented, the students will gain how a vary sentence construction (begin and write a new paragraph that contains a topic sentence, supporting details and a closing sentences), how to give a climax in the story and how to finish the story as interesting as possible.

2. 4 Concept of Analitycal Exposition Text

An analytical exposition is a type of written text that is intended to persuade readers that something is the case. To make the persuasion stronger, the writer gives some arguments as the fundamental reasons why something is the case. This type of text can be found in scientific books, journals, magazines, newspaper articles, research report etc.

26

Analytical expositions are popular among science, academic community and educated people. The generic structure of analytical exposition usually has three components: (1) Thesis, (2) Arguments and (3) Reiteration or conclusion.

1. Thesis (introduction): Introducing the topic and indicating the writer’s position. 2. Arguments (body): Explaining the arguments to support the writer’s position 3. Reiteration (conclusion): Restating the writer’s position.

An example of analytical exposition text:

Cars Should Be Banned in the City

Thesis

Arguments

Transportations are very important in our daily life. These days we have cars, motorcycles, buses, trains, plane, ship and etc. For people who live in the city cars are very popular since not everybody can afford airplane tickets. But for many problems caused by cars, it would be best if cars are banned in the city

Firstly, cars contribute most of the air pollution in the world. Air pollution can increase global warming. Cars also emit deadly gases that make people get some serious illnesses such as bronchitis, lung cancer, and asthma.

Secondly, city is a very busy place. People share the roads with other vehicles and also pedestrians. Bad drivers sometimes hit pedestrian and cars today are our roads biggest killer.

Thirdly, cars’ engine is very noisy so that if your home is in the road side, you may find it hard to sleep or concentrate in doing your work.

In conclusion, cars should be banned in the city for the reasons listed. There is no reason to let a person drives a two ton death machine in such a crowd place like city.

2.5Procedure of Applying Picture Series in Teaching Analytical Exposition Text

Procedure of applying picture series is used to make sure that the research is systematically arranged and to avoid confusion. Here are the procedure of teaching analytical exposition text through picture series:

1. The teacher ask students to read a sample of analytical exposition text and make sure that they get a clear understanding about the text.

Here is a sample of analytical exposition text:

Cars Should Be Banned In The City

Thesis

Arguments

Transportations are very important in our daily life. These days we have cars, motorcycles, buses, trains, plane, ship and etc. For people who live in the city cars are very popular since not everybody can afford airplane tickets. But for many problems caused by cars, it would be best if cars are banned in the city. Firstly, cars contribute most of the air pollution in the world. Air pollution can increase global warming. Cars also emit deadly gases that make people get some serious illnesses such as bronchitis, lung cancer, and asthma.

Secondly, city is a very busy place. People share the roads with other vehicles and also pedestrians. Bad drivers sometimes hit pedestrian and cars today are our roads biggest killer.

Thirdly, cars’ engine is very noisy so that if your home is in the road side, you may find it hard to sleep or concentrate in doing your work.

In conclusion, cars should be banned in the city for the reasons listed. There is no reason to let a person drives a two ton death machine in such a crowd place like city.

28

2. The teacher shows one example of material (a picture series) to the sudents. 3. The teacher asks students to describe the pictures and explains how it is used as

an aid for making a good analytical exposition text. 4. The teacher distributes another material (Picture Series)

5. The teacher asks students to write an analytical exposition text regarding the pictures. These are what the teacher needs to remind students before they start writing:

1. In the first paragraph

 Ask them to introduce clearly the topic

 Ask them to inform the reader the point of view 2. Establish flow from paragraph to paragraph

 Ask them to stay focused on the point of view throughout the paragraph 3. Conclusion

 That the conclusion restate the main idea 6. The students then hand in their work.

Time allocation for writing analytical exposition text for grade XI is 4x45 minutes. It is estimated by seeing the programs and the materials available in semester 1 and 2.

2.6Theoretical Assumption

Picture series is an effective media to be used in teaching paragraph writing like analytical exposition text since picture give students a chance to think critically about interpretation of the events in the picture and write their ideas. Series of

picture is also really serviceable for teaching writing for this kind of pictures help students to complete ideas and stimulate their imagination powers. Picture series is beneficial to enrich the arguments in students’ analytical exposition text so that technically made the paragraph quite persuasive.

2.7Hypotheses

Based on the theories and the assumptions above, the hypothesis of this research is that there is a significant difference between students’ pretest and post test scores which prove that using picture series is an effective strategy for teaching analytical exposition text. There is also a component of analytical exposition that improves best and it is “support for position”. The richer idea of students after being taught by using picture series is put within this component in form of better arguments.

30

III. RESEARCH METHOD

This chapter discusses the methods used in this study. They are: (1) Research design, (2) population and sample, (3) Instrument of the research, (4) Research procedure, (5) Validity of the research, (6) Reliability of the research, (7) Scoring system, (8) Data analysis, and (9) Hypothesis testing.

3.1 Research Design

The design of this research was a quantitative one. Hatch and Farhady (1982: 22) stated that quantitative research is a kind of research in which the data tend to use statistics as a measurement in deciding the conclusion. The research was intended to find out whether picture series were effective to be used in teaching analytical exposition text.

The variables were independent variable and dependent variable. The independent variable in this research was the picture series while the dependent variable in this research was the students’ writing in form of analytical exposition text.

This research used one group pre-test post-test design. The teacher gave the pre-test before the treatment and the post pre-test after the treatment.

The design can be presented as follows: T1 X T2

(Setiyadi, 2006: 132) Where:

T1 = Pre-test, which was administered before the students received the treatment

X = Treatment, that was, teaching writing by using picture series T2 = Post-test, which was administered after the students receive the

treatment.

3.2 Population and Sample

The population of this research was the sophomore of SMA Muhammadiyah 2 Bandar Lampung. One class participated in this research and it was XI IPA 1. It consisted of 34 students.

In selecting representative students from the population for the research, the writer took sampling technique that was suggested by Gay (1987: 104). He points out that random sampling is the process of selecting a sample in such a way that all individuals in the defined population have an equal and independent chance of being selected for sample. In other words, every student has the same probability of being selected and selection of one individual is no way effects selection of another individual. To do random sampling, the writer did what Gay suggested:

32

In general, random sampling involves defining the population, identifying each member of the population, and selecting individuals for the sample on

completely chance basis. One way to do this is to write each individual’s name

on separate slip of paper, place all slips from the container until the desired number of individuals is selected (Gay, 1987).

3.3 Instruments of The Research

The instrument of this research was writing test. Writing test was used to gain the data regarding the effectiveness of picture series. It required the students to express their own idea in the written form. One material in every meeting was given to students to be developed. Later, in the treatment, a picture series was given to help students develop their writing.

3.4 Research Procedures

After gaining the scores from pre-test, the researcher gave the treatment by applying picture series in the teaching learning process. Here are the procedures of this research:

1. Pointing out the population and sample

The sample was chosen by simple random technique. It was because all students had the same chance. The researcher took one class of the second grade of SMA Muhammadiyah 2 Bandar Lampung and it was XI IPA 1. 2. Determining the research instrument

The instrument in this research was writing test. In the writing test, the participants was asked to hand-write an analytical exposition text based on the topic of the given picture series.

3. Administering the pre-test

Pre-test was aimed to identify the ability of the students before getting the treatment.

4. Conducting the treatment

After giving the pre-test to the students, the researcher taught how to write analytical exposition text by using picture series.

5. Administering the post-test

Post test was aimed to evaluate the students’ writing ability after getting the treatment.

6. Analyzing the data

The students’ scores of the writing test both from the pre-test and the post-test were analyzed then the writer discussed and interpreted the result.

3.5Validity of the Research

This research uses the content and the construct validity 1. Content Validity

This content validity was used to find out whether or not the content of the test was sufficiently representative and comprehensive for the test to be valid measure of what it was supposed to be measure. Content validity addressed the match between test and the content or subject area that was intended to assess.

The content validity was evaluated by curriculum. Curricular Validityis the extent to which the content of the test matches the objectives of a specific curriculum as it is formally described. _{The researcher judged whether the content of the test was}

34

parallel to the curriculum objectives and whether the test and curricular emphases are in proper balance. Education in practice is a rigid hierarchy of authority in which objectives determine curriculum and curriculum determines test content (Bachelard, 1984: 30). The content validity in this research is based on current curriculum of senior high school (KTSP).

To guide the analysis of the products or processes of students' efforts the researcher used a scoring rubric. Here are three ways in creating a rubric: 1. Adapt an already-existing rubric

2. Analytic Method

3. Expert-Systems Method

In this study the researcher adapted an already-existing rubric. The rubric also has been used widely by the English teacher when grading international students' writing output.This single argumentative essay rubric consists of several degrees in order to get a good quality of writing. They are focus of statement, supporting sentences to strengthen the writer’s position, transitions that play role in making the paragraph well organized, paragraph closing that restate the writer’s position and the last is correct grammar and spelling.

2. Construct Validity

The Construct validity measured whether the construction had already referred to the theory, meaning that the test construction had already in line with the objective of the learning (Hatch and Farhady, 1982: 251). There were two parts to the evaluation of the construct validity of a test. First and most important, the theory underlying the construct to be measured must be considered. Second, the

adequacy of the test in measuring the construct is evaluated (Mason & Bramble, 1989).

The persuasive essay rubric presented as mentioned before consisted of several degrees in order to get a good quality of writing. They were focus of statement, supporting sentences to strengthen the writer’s position, transitions that play role in making the paragraph well organized, paragraph closing that restate the writer’s position and the last is correct grammar and spelling. Those elements were taken as reflections of good persuasive essay scoring rubrics. Here is the explanation:

1. Focus of the statements

Writer makes sure that the entire paragraph focus on one single idea. Focus of the statement helps the writer avoid sentence which are extraneous stray from the paragraphs main idea and can destroy its unity Butler (1978: 37) states that topic sentence should provide the reader with the complete idea of what a paragraph will say.

2. Support for position

According to Lorch (1984:22), supporting sentences provide explanation and evidence for the topic sentences. Supporting sentences give more information about the main idea so that the message and the content of a paragraph can be comprehended by the readers. In analytical exposition text, the supporting sentences are the arguments that strengthen the writer’s position. Argumentative persuasive essay can be reached through logical reasoning.

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3. Transition

Writer should use transitions or linking expression. Transitions are words or phrase that specify a relationship between sentences and between paragraphs. One way to achieve coherence is through the use of linking expression. Oshima and Hogue (1997: 100) stated that linking expressions are words and phrases that connect the idea in one sentence with the idea in another sentence.

4. Closing Paragraph

Oshima and Hogue (1997: 80) state that the concluding sentence is like the topic sentence because both are general statements. In closing the paragraph, the writer should make the conclusion strong and leave the reader solidity understanding about his/her position.

5. Grammar and spelling

Grammar is the way in which words are put together to form proper sentence while spelling is the forming of words with letters in an accepted order. Spelling is important for exactly the same reason that grammar and punctuation are important: poor spelling makes for poor communication. Academic writing requires a high degree of accuracy and it is reflected in the quality of the writing. According to Harris (1974: 68) in composition, it is the general term for matter of spelling, capitalization, hyphenation, abbreviation, and the like.

3.6 Reliability Of the Research

To which raters with different characteristics can make their agreement. In writing assessments that have high-stakes outcomes, essays are often scored by three trained raters, with the final score being an average of the two scores. Double-scoring result is a more reliable final score (Tashakkori and Teddlie (1998: 22). The inter rater in this research were two English teachers of SMA Muhammadiyah 2 Bandar Lampung and the researcher.

3.7 Scoring System

In gaining writing score this research used scoring rubrics (See appendix 4). Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products or processes of students' efforts (Brookhart, 1999). There were five components of text within the rubric. They were focus of statement, support for position, transition, closing paragraph, grammar and spelling. The final score of student’s writing was the result of writing score that was divided by the total components then multiplied by 100. The formula is in the below and it was adapted from Arikunto (1989: 271):

S = X 100 Where:

S : The score of the students R : Writing score

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The scores gotten were then classified based on the standard performance put in the table below:

Table 3.1 Standard performance

Score Criteria 80-100 Excellent

70-79 Good

60-69 Mediocre

0-59 Poor

3.8Data Analysis

The data was analyzed with Paired Sample t-test by using statistical package for social science (SPSS). From the manually counted data and the computation, the researcher gained the difference of two sample scores, the mean difference, standard error, standard deviation, the degree of freedom and in the last, the researcher found and compared t-value and the t-table.

If the t-value was greater than t-table then alternative hypothesis was accepted and null hypothesis was rejected. Since the objective of the research was to find out what component of text which gained the highest improvement, the researcher then accumulated the score of each component from all raters and determined the average as well as the percentage.

3.9 Hypothesis Testing

Based on the theories and the assumptions, the hypothesis of this research was that using picture series was an effective strategy for teaching analytical exposition text because it helped students in developing their idea so that their writing ability was increased. There was also a component of analytical exposition that increased the most and it was “support for position”. The richer idea of students after being taught by using picture series was put within this component in form of better argument.

In gaining the t-observed, the researcher used this formula:

t (Observed)=

D

MD : The mean difference of students’ score SD : The standard error of the difference.

Then the result of the observed or value was compared with the result of the t-table to determine whether the alternative hypothesis could be accepted or not. The hypotheses were elucidated as follows:

H0: There was no significant difference before and after being taught by using

picture series.

H1: There was a significant difference before and after being taught by using

49

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and suggestions of this research. The researcher presents two main points to be concluded and two suggestions for improvement.

5.1 Conclusions

Based on the data gained in this research, it was concluded that the implementation of picture series was effective to improve the students’ ability in writing. The improvement descriptions were presented below.

1. There was a significant difference on writing scores after applying picture series in writing analytical exposition text. Based on the result of this research, it was revealed that there was statistically difference on scores awarded on the pre test and the post test. The t value was 1.841 and the t table

was 1.692 with the significance 0.05. Since the tvalue >ttable, it could be

concluded that the null hypothesis was rejected and the alternative hypothesis was accepted.

2. Picture series was effective for teaching writing in form of analytical exposition text. The information served by pictures avoid boredom and a lack

of interest in the classroom. The use of series of pictures not only provided the students with the basic material for their compositions but also stimulated their imagination powers. Students could decrease their writing problems in five aspects of writing that include thesis, support for position, transition, closing paragraph and grammar and spelling. The aspect which got the highest improvement was support for position. It happened because the use of picture series in writing enabled the students to gain the ideas on their minds and enriched their arguments so that they could express them into a better argumentative text. In conclusion, the implementation of picture series was effectively proven to facilitate the students to improve their writing skills.

5.2 Suggestion

Based on the conclusions that have been previously explained, some suggestions can be directed toward the English teachers in SMA Muhammadiyah 2 Bandar Lampung and other researchers. The suggestions are as follows:

1. To the English teachers of SMA Muhammadiyah 2 Bandar Lampung.

- It was advisable for the English teachers to use a proper technique for teaching writing. The use of a technique like picture series was not only for adjusting the material with the situation but also for avoiding the students’ boredom. Therefore, besides the students could understand the material easily, they also got the better mark.

51

- What the teacher needed to pay attention was that by seeing the research finding, picture series was appropriate to enrich ideas and arguments in writing but was not appropriate for teaching grammar and spelling.

2. To other researchers

This study is mainly intended to describe how picture series could be implemented to improve the students’ writing skills. The results of this study may be used as one of the reading references before the researchers conduct a similar study related to the development of the students’ writing skills.

REFERENCES

Alexander, J. Estril. 1988. Effective Dimensions in Teaching. Illinois: Scoft and Foresman Company

Alexander, L. G. 1975. Practice And Progress. London: Longman Group.

Alice and Hogue. 1996. Writing Academic English. Addison-Weasley Publishing Company

Arikunto, Suharsimi. 1989. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bina Aksara. Brookhart, S. M. 1999. The Art and Science of Classroom Assessment: The Missing

Part of Pedagogy. ASHE-ERIC Higher Education Report (Vol. 27, No.1). Washington, DC: The George Washington University, Graduate School of Education and Human Development.

Bowen, Betty Morgan. 1982. Look Here! Visual Aids in Language Teaching. London: McMillan.

Brown, Douglas H. 2004. Language Assessment – Principles and Classroom Practices. New York: Pearson Education, Inc.

Bruington, Pat. 1984. Get It in Writing. Ohio: Bell and Howell Company.

Brown, et al. 1977. Audio Visual Instruction: Technology, Media and Methods. New York: McGraw Hill, Inc.

Butler, Robert A. 1978. Handbook of Practical Writing. New York: McGraw-Hill Book Company.

Depdiknas. 2006. Silabus Kurikulum Tingkat Satuan Pendidikan 2006. Jakarta: Depdiknas.

Gay, L. R. 1987. Educational Research; Competencies for Analysis and Application. Ohio: Merrill Publishing Company.

Gebhard, Jerry G. 1996. Teaching English As a Foreign Language or Second Language – A Teacher Self-development and Methodology Guide. Michigan: The University of Michigan Press..

53

Hakuta, K. 1986. Cognitive Development of Billingual Children. Los Angeles: University of Carolina, Center for Language Education and Research.

Harris, David. P. 1974. Testing English As a Second Language. New York: McGraw – Hill, Inc

Hatch, E., & Farhady, H. 1982. Research Design and Statistics for Applied Linguistics. Massachusetts: Newbury House

Heaton, John B. 1988. Writing English Language Test. New York: Longman. Heaton, J. B. 1990. Classroom Testing. New York: Longman.

Hogue, Ann. 1996. First Step in Academic Writing. NY: Addison-Wesley Longman Lorch, Sue. 1984. Basic Writing- A Practical Approach. Canada: Little Brown

Company

Mason, E.J., & Bramble, W.J. 1989. Understanding and conducting research. New York: McGraw–Hil

Moore, Robert H. 1965. Effective Writing. New York: Holt, Rinehart and Winston, Inc.

Oshima and Hogue. 1999. Writing Academic English-3rd ed. NY: Pearson Education Oshima and Hogue. 1997. Introduction to Academic Writing-Second Edition. New

York: Longman.

Kiang, He Gang. 1989. Let Students Write Actively (Vol XVII). English Forum Raimes, Ann. 1983. Technique in Teaching Writing. New York: Oxford University

Press.

Reid, Joy. M. 1993. Teaching ESL Writing. New York: Prentice Hall Regents. Richard, Jack and Rodgers, Thodore. 1986. Approaches And Methods in Language

Teaching. New York: Cambridge University Press.

Setiyadi, Ag. B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.

Tashakkori, A., & Teddlie, C. 1998. Mixed methodology (Vol. 46). Thousand Oaks, CA: Sage.

Sari, T. W. 2010. The Implementation of Picture Composition in Teaching Paragraph Writing at The Second Grade of SMA Negeri 2 Bandar Lampung. (Unpublished Script). Bandar Lampung: Lampung University.

White, Fred D. 1986. The Writers’ Arts: A Practical Rhetoric and Handbook. California: Handsworth Publishing Company

Yunus, N. A. 1981. Preparing and Using Aids for English Language Teaching. Kuala Lumpur: Oxford University Press.

V. CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and suggestions of this research. The researcher presents two main points to be concluded and two suggestions for improvement.

5.1 Conclusions

Based on the data gained in this research, it was concluded that the implementation of picture series was effective to improve the students’ ability in writing. The improvement descriptions were presented below.

1. There was a significant difference on writing scores after applying picture series in writing analytical exposition text. Based on the result of this research, it was revealed that there was statistically difference on scores awarded on the pre test and the post test. The t value was 1.841 and the t table was 1.692 with the significance 0.05. Since the tvalue >ttable, it could be concluded that the null hypothesis was rejected and the alternative hypothesis was accepted.

2. Picture series was effective for teaching writing in form of analytical exposition text. The information served by pictures avoid boredom and a lack

of interest in the classroom. The use of series of pictures not only provided the students with the basic material for their compositions but also stimulated their imagination powers. Students could decrease their writing problems in five aspects of writing that include thesis, support for position, transition, closing paragraph and grammar and spelling. The aspect which got the highest improvement was support for position. It happened because the use of picture series in writing enabled the students to gain the ideas on their minds and enriched their arguments so that they could express them into a better argumentative text. In conclusion, the implementation of picture series was effectively proven to facilitate the students to improve their writing skills.

5.2 Suggestion

Based on the conclusions that have been previously explained, some suggestions can be directed toward the English teachers in SMA Muhammadiyah 2 Bandar Lampung and other researchers. The suggestions are as follows:

1. To the English teachers of SMA Muhammadiyah 2 Bandar Lampung.

- It was advisable for the English teachers to use a proper technique for teaching writing. The use of a technique like picture series was not only for adjusting the material with the situation but also for avoiding the students’ boredom. Therefore, besides the students could understand the material easily, they also got the better mark.

- What the teacher needed to pay attention was that by seeing the research finding, picture series was appropriate to enrich ideas and arguments in writing but was not appropriate for teaching grammar and spelling.

2. To other researchers

This study is mainly intended to describe how picture series could be implemented to improve the students’ writing skills. The results of this study may be used as one of the reading references before the researchers conduct a similar study related to the development of the students’ writing skills.

REFERENCES

Alexander, J. Estril. 1988. Effective Dimensions in Teaching. Illinois: Scoft and Foresman Company

Alexander, L. G. 1975. Practice And Progress. London: Longman Group.

Alice and Hogue. 1996. Writing Academic English. Addison-Weasley Publishing Company

Arikunto, Suharsimi. 1989. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bina Aksara. Brookhart, S. M. 1999. The Art and Science of Classroom Assessment: The Missing

Part of Pedagogy. ASHE-ERIC Higher Education Report (Vol. 27, No.1). Washington, DC: The George Washington University, Graduate School of Education and Human Development.

Bowen, Betty Morgan. 1982. Look Here! Visual Aids in Language Teaching. London: McMillan.

Brown, Douglas H. 2004. Language Assessment – Principles and Classroom Practices. New York: Pearson Education, Inc.

Bruington, Pat. 1984. Get It in Writing. Ohio: Bell and Howell Company.

Brown, et al. 1977. Audio Visual Instruction: Technology, Media and Methods. New York: McGraw Hill, Inc.

Butler, Robert A. 1978. Handbook of Practical Writing. New York: McGraw-Hill Book Company.

Depdiknas. 2006. Silabus Kurikulum Tingkat Satuan Pendidikan 2006. Jakarta: Depdiknas.

Gay, L. R. 1987. Educational Research; Competencies for Analysis and Application. Ohio: Merrill Publishing Company.

Gebhard, Jerry G. 1996. Teaching English As a Foreign Language or Second Language – A Teacher Self-development and Methodology Guide. Michigan: The University of Michigan Press..

Hakuta, K. 1986. Cognitive Development of Billingual Children. Los Angeles: University of Carolina, Center for Language Education and Research.

Harris, David. P. 1974. Testing English As a Second Language. New York: McGraw – Hill, Inc

Hatch, E., & Farhady, H. 1982. Research Design and Statistics for Applied Linguistics. Massachusetts: Newbury House

Heaton, John B. 1988. Writing English Language Test. New York: Longman. Heaton, J. B. 1990. Classroom Testing. New York: Longman.

Hogue, Ann. 1996. First Step in Academic Writing. NY: Addison-Wesley Longman Lorch, Sue. 1984. Basic Writing- A Practical Approach. Canada: Little Brown

Company

Mason, E.J., & Bramble, W.J. 1989. Understanding and conducting research. New York: McGraw–Hil

Moore, Robert H. 1965. Effective Writing. New York: Holt, Rinehart and Winston, Inc.

Oshima and Hogue. 1999. Writing Academic English-3rd ed. NY: Pearson Education Oshima and Hogue. 1997. Introduction to Academic Writing-Second Edition. New

York: Longman.

Kiang, He Gang. 1989. Let Students Write Actively(Vol XVII). English Forum Raimes, Ann. 1983. Technique in Teaching Writing. New York: Oxford University

Press.

Reid, Joy. M. 1993. Teaching ESL Writing. New York: Prentice Hall Regents. Richard, Jack and Rodgers, Thodore. 1986. Approaches And Methods in Language

Teaching. New York: Cambridge University Press.

Setiyadi, Ag. B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.

Tashakkori, A., & Teddlie, C. 1998. Mixed methodology (Vol. 46). Thousand Oaks, CA: Sage.

Sari, T. W. 2010. The Implementation of Picture Composition in Teaching Paragraph Writing at The Second Grade of SMA Negeri 2 Bandar Lampung. (Unpublished Script). Bandar Lampung: Lampung University.

White, Fred D. 1986. The Writers’ Arts: A Practical Rhetoric and Handbook. California: Handsworth Publishing Company

Yunus, N. A. 1981. Preparing and Using Aids for English Language Teaching. Kuala Lumpur: Oxford University Press.