THE EFFECT OF WORDLESS PICTURE BOOK ON STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT.
THE EFFECT OF WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements
For the Degree of Sarjana Pendidikan
By:
SAMERIS SITANGGANG
Registration Number: 2113321045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2017
Abstract
Sitanggang, Sameris. 2113321045. The Effect of Using Wordless Picture Book
on Students’ Achievement in Writing Procedure 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 procedure text. It was an
experimental research. The subject was students of Grade VII, Negeri Senior High
School (Sekolah Menengah Pertama: SMP)Stabat.Two classes from five parallel
classes were taken by cluster random sampling 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 procedure text.
Keyword : Wordless Picture Book, Writing, students’ Achievement
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:
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
4. Dra. Meisuri, MA., the Secretary of English Department.
5. Nora Ronita Dewi, S.Pd., S.S, M.Hum., the Head of English Education
Study Program.
4. Dr. Rahmad Husein, M.Ed., her Thesis Supervisor.
5. Isli Iriani Indiah Pane S.Pd, M.Hum., her Thesis Supervisor as well as
her Academic Advisor.
6. Dr. Anni Holila Pulungan, M.Hum., her Reviewers.
7. Johannes Jefria Gultom, S.Pd, M.Hum., her Reviewers.
8. All the Lecturers of English and Literature Department who have
taught, guided, and advice her throughout the academic year.
ii
9. Eis Sri Wahyuningsih, M.Pd., and Mr.Pantas, Administrative staff of
English Education.
10. Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving
chance to conduct the research.
11. H. Doyo, S.Pd., the English teacher of Grade eight SMP Negeri 1 Stabat
for the support.
12. Drs. Pangaloan Sitanggang (alm) and Rosita Naibaho, her beloved
father and mother ; her old sister Margaretha Ria J Sitanggang, S.Kom,
her brothers Arianto Sitanggang and Fransiskus Juandi Sitanggang; .
and sister Gratia Miranda Sitanggang
13. Her friends in Class Extension C 2011, Shilvia Pratiwi, Fitri Apriani,
Elfrida Sinaga, Silvia Suzanna Perangin angin S.Pd, Puteri Ester
Tarigan S.Pd, Santa Mutia Damanik S.Pd, Arie Dwi Utami Mirza
S.Pd lovely and best fiends (KLM) Megawati Siregar S.Pd, Yudhi
Aditya Kurniawan S.Pd, Putri Permata Sari Samosir S.Pd, Sarah
Marilyn Silaban S.Pd, Sirikit Karola Br.Sembiring S.Pd., Mauritz
Anggadewa Panggabean. Chrisnalia Ivana Sihombing S.Pd, Dian
Sonia Sinurat S.Pd, Agus Timanta Tarigan, Artha Romana Gisela
Sihombing, Chaterine Simanungkalit, Chitra Yuli Yohan Sihombing,
Oktaviyanti Siregar, Jelita Rosario Gurning, Koori Mandes Sagala,
Andri Bawena Perangin-angin, Christmay Purba, Alberto Hutapea,
Idris Sianturi
14. Her friends in PPL SMP Negeri 2 Kabanjahe Nancy Pratiwi V Panjaitan
S.Pd, Riskana Sitepu S.Pd, Sri Datita Sembiring S.Pd and all friends .
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, November 2016
The Writer,
Sameris Sitanggang
NIM. 2113321045
iii
TABLE OF CONTENTS
Page
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION................................................................... 1
A. The background of the Study ...................................................................... 1
B. The Problem of the Study ........................................................................... 3
C. The objective of the Study........................................................................... 4
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. Students’ achievement in writing ....................................................... 7
b. Writing Process .................................................................................. 7
2. Genre of Writing .................................................................................... 9
3. Teaching Writing .................................................................................... 11
4. Writing Achievement ............................................................................. 12
5. Writing Assessment ................................................................................ 12
6. Procedure Text ....................................................................................... 14
7. Media ...................................................................................................... 18
8. Wordless Picture Book ............................................................................ 19
a.The Advantages of Wordless Picture Book ......................................... 20
b. The Procedures of Wordless Picture Book ......................................... 21
c. The Applying of Wordless Picture Book in Procedure Writing ......... 23
B. Conceptual Framework ............................................................................... 24
C. Hypothesis ................................................................................................... 26
CHAPTER III RESEARCH METHODOLOGY ....................................... 27
A. Research Design .......................................................................................... 27
B. Population and Sample ................................................................................ 28
C. The Instrument for Collecting Data ............................................................. 28
D. The Procedures of Research ........................................................................ 29
E. Validity of the Test ...................................................................................... 32
iv
1. Internal Validity .................................................................................. 32
2. External Validity ................................................................................ 32
F. Rubric........................................................................................................... 33
G. Technique for Analyzing the Data .............................................................. 35
CHAPTER IV THE DATA AND DATA ANALYSIS ................................ 37
A. The Data ...................................................................................................... 37
B. Data Analysis ............................................................................................. 38
C. Hypothesis Testing ..................................................................................... 40
D. Research Findings ....................................................................................... 41
E. Discussions .................................................................................................. 41
CHAPTER V CONCLUSION AND SUGGESTION ................................. 43
A. Conclusion................................................................................................... 43
B. Suggestion ................................................................................................... 43
REFERENCES .............................................................................................. 44
v
LIST OF TABLES
Page
Table 1.1 The Students’ Score of Writing Test................................................ 2
Table 3.1 Research Design ............................................................................... 26
Table 3.2 Teaching Procedure in Experimental Group .................................... 28
Table 3.3 Teaching Procedure in Control Group ............................................. 29
Table 3.4 Rubric ............................................................................................... 32
vi
LIST OF APPENDICES
Page
Appendix A.
Pre-Test For Experimental And Control Group .......................... 44
Appendix B.
Post-Test For Experimental And Control Group ........................ 45
Appendix C.
Students’ Score of Pre-Test and Post-Test Experimental
Group .......................................................................................... 46
Appendix D.
Students’ Score of Pre-Test and Post-Test Control Group ......... 47
Appendix E.
The Calculation of Mean and Standard Deviation Experimental
Group ......................................................................................... 48
Appendix F.
The Calculation of Mean and Standard Deviation Control
Group .......................................................................................... 50
Appendix G.
The Calculation of T-Test ........................................................... 52
Appendix H.
The Reliability of the Test .......................................................... 53
Appendix I.
Percentage Points of the T Distribution ...................................... 55
Appendix J.
Lesson Plan ................................................................................. 57
vii
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.
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 important aspects in studying English 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 the writer’s observation in grade VII of SMPNEGERI 1 STABAT,
most of the students always got difficulties when they were asked to write in
English.Based on the observation, the writer found the data of the writing score
test in two semesters. The data can be seen as follows:
Table 1.1 The Grade VII students’ Scores of Writing Test
Semester
Score
Students
Percentage
1st semester
≥ 70
22 students
63
2012/2013
STUDENTS’ ACHIEVEMENT IN WRITING PROCEDURE TEXT
A THESIS
Submitted to Fulfill the Partial Requirements
For the Degree of Sarjana Pendidikan
By:
SAMERIS SITANGGANG
Registration Number: 2113321045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2017
Abstract
Sitanggang, Sameris. 2113321045. The Effect of Using Wordless Picture Book
on Students’ Achievement in Writing Procedure 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 procedure text. It was an
experimental research. The subject was students of Grade VII, Negeri Senior High
School (Sekolah Menengah Pertama: SMP)Stabat.Two classes from five parallel
classes were taken by cluster random sampling 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 procedure text.
Keyword : Wordless Picture Book, Writing, students’ Achievement
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:
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.
4. Dra. Meisuri, MA., the Secretary of English Department.
5. Nora Ronita Dewi, S.Pd., S.S, M.Hum., the Head of English Education
Study Program.
4. Dr. Rahmad Husein, M.Ed., her Thesis Supervisor.
5. Isli Iriani Indiah Pane S.Pd, M.Hum., her Thesis Supervisor as well as
her Academic Advisor.
6. Dr. Anni Holila Pulungan, M.Hum., her Reviewers.
7. Johannes Jefria Gultom, S.Pd, M.Hum., her Reviewers.
8. All the Lecturers of English and Literature Department who have
taught, guided, and advice her throughout the academic year.
ii
9. Eis Sri Wahyuningsih, M.Pd., and Mr.Pantas, Administrative staff of
English Education.
10. Gito, S.Pd., M.Pd., the Headmaster of SMP Negeri 1 Stabat for giving
chance to conduct the research.
11. H. Doyo, S.Pd., the English teacher of Grade eight SMP Negeri 1 Stabat
for the support.
12. Drs. Pangaloan Sitanggang (alm) and Rosita Naibaho, her beloved
father and mother ; her old sister Margaretha Ria J Sitanggang, S.Kom,
her brothers Arianto Sitanggang and Fransiskus Juandi Sitanggang; .
and sister Gratia Miranda Sitanggang
13. Her friends in Class Extension C 2011, Shilvia Pratiwi, Fitri Apriani,
Elfrida Sinaga, Silvia Suzanna Perangin angin S.Pd, Puteri Ester
Tarigan S.Pd, Santa Mutia Damanik S.Pd, Arie Dwi Utami Mirza
S.Pd lovely and best fiends (KLM) Megawati Siregar S.Pd, Yudhi
Aditya Kurniawan S.Pd, Putri Permata Sari Samosir S.Pd, Sarah
Marilyn Silaban S.Pd, Sirikit Karola Br.Sembiring S.Pd., Mauritz
Anggadewa Panggabean. Chrisnalia Ivana Sihombing S.Pd, Dian
Sonia Sinurat S.Pd, Agus Timanta Tarigan, Artha Romana Gisela
Sihombing, Chaterine Simanungkalit, Chitra Yuli Yohan Sihombing,
Oktaviyanti Siregar, Jelita Rosario Gurning, Koori Mandes Sagala,
Andri Bawena Perangin-angin, Christmay Purba, Alberto Hutapea,
Idris Sianturi
14. Her friends in PPL SMP Negeri 2 Kabanjahe Nancy Pratiwi V Panjaitan
S.Pd, Riskana Sitepu S.Pd, Sri Datita Sembiring S.Pd and all friends .
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, November 2016
The Writer,
Sameris Sitanggang
NIM. 2113321045
iii
TABLE OF CONTENTS
Page
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS............................................................................... iv
LIST OF TABLES ......................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION................................................................... 1
A. The background of the Study ...................................................................... 1
B. The Problem of the Study ........................................................................... 3
C. The objective of the Study........................................................................... 4
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. Students’ achievement in writing ....................................................... 7
b. Writing Process .................................................................................. 7
2. Genre of Writing .................................................................................... 9
3. Teaching Writing .................................................................................... 11
4. Writing Achievement ............................................................................. 12
5. Writing Assessment ................................................................................ 12
6. Procedure Text ....................................................................................... 14
7. Media ...................................................................................................... 18
8. Wordless Picture Book ............................................................................ 19
a.The Advantages of Wordless Picture Book ......................................... 20
b. The Procedures of Wordless Picture Book ......................................... 21
c. The Applying of Wordless Picture Book in Procedure Writing ......... 23
B. Conceptual Framework ............................................................................... 24
C. Hypothesis ................................................................................................... 26
CHAPTER III RESEARCH METHODOLOGY ....................................... 27
A. Research Design .......................................................................................... 27
B. Population and Sample ................................................................................ 28
C. The Instrument for Collecting Data ............................................................. 28
D. The Procedures of Research ........................................................................ 29
E. Validity of the Test ...................................................................................... 32
iv
1. Internal Validity .................................................................................. 32
2. External Validity ................................................................................ 32
F. Rubric........................................................................................................... 33
G. Technique for Analyzing the Data .............................................................. 35
CHAPTER IV THE DATA AND DATA ANALYSIS ................................ 37
A. The Data ...................................................................................................... 37
B. Data Analysis ............................................................................................. 38
C. Hypothesis Testing ..................................................................................... 40
D. Research Findings ....................................................................................... 41
E. Discussions .................................................................................................. 41
CHAPTER V CONCLUSION AND SUGGESTION ................................. 43
A. Conclusion................................................................................................... 43
B. Suggestion ................................................................................................... 43
REFERENCES .............................................................................................. 44
v
LIST OF TABLES
Page
Table 1.1 The Students’ Score of Writing Test................................................ 2
Table 3.1 Research Design ............................................................................... 26
Table 3.2 Teaching Procedure in Experimental Group .................................... 28
Table 3.3 Teaching Procedure in Control Group ............................................. 29
Table 3.4 Rubric ............................................................................................... 32
vi
LIST OF APPENDICES
Page
Appendix A.
Pre-Test For Experimental And Control Group .......................... 44
Appendix B.
Post-Test For Experimental And Control Group ........................ 45
Appendix C.
Students’ Score of Pre-Test and Post-Test Experimental
Group .......................................................................................... 46
Appendix D.
Students’ Score of Pre-Test and Post-Test Control Group ......... 47
Appendix E.
The Calculation of Mean and Standard Deviation Experimental
Group ......................................................................................... 48
Appendix F.
The Calculation of Mean and Standard Deviation Control
Group .......................................................................................... 50
Appendix G.
The Calculation of T-Test ........................................................... 52
Appendix H.
The Reliability of the Test .......................................................... 53
Appendix I.
Percentage Points of the T Distribution ...................................... 55
Appendix J.
Lesson Plan ................................................................................. 57
vii
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.
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 important aspects in studying English 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 the writer’s observation in grade VII of SMPNEGERI 1 STABAT,
most of the students always got difficulties when they were asked to write in
English.Based on the observation, the writer found the data of the writing score
test in two semesters. The data can be seen as follows:
Table 1.1 The Grade VII students’ Scores of Writing Test
Semester
Score
Students
Percentage
1st semester
≥ 70
22 students
63
2012/2013