THE EFFECT OF PICTURES SERIES MEDIA ON STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT.

(1)

THE EFFECT OF PICTURES SERIES MEDIA ON

STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE

TEXT.

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

PEPI HANDAYANI

Registration Number: 2113321037

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

(2)

DECLARATION

Except where appropriately acknowledged, this thesis is my own work, has been expressed in my own words, and has not previously been submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, September 2016

Pepi Handayani Reg No. 2113321037

(3)

(4)

(5)

(6)

ABSTRACT

Handayani, Pepi. 2113321037. The Effect of Pictures Series Media on Students’ Achievement in Writing Narrative 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 Picture Series media on students’ achievement in writing narrative text. It was an experimental research. The subject was students of Grade X, Senior High School (Sekolah Menengah Atas: SMA Swasta Imelda Ritonga. Two classes from nine parallel classes were taken by cluster random sampling which divided into two groups, 20 students as control group and 20 students as experimental group. The instrument used in this research was writing test. The findings 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. It indicated that using Picture Series media significantly affected the students’ writing achievement.

(7)

ACKNOWLEDGEMENT

First and the foremost, the researcher would like to express her deepest gratitude to Allah SWT for the blessing, health and opportunity which had enabled her to complete this without the love of Allah SWT, 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 researcher was helped by many people through their guides, supports, prays, comments and suggestions. The researcher would like to express her sincere gratitude to:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts, State University of Medan.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department.

 Dra. Meisuri, M.A., the Secretary of English Department, her Academic Advisor and her Thesis Advisor.

 Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English Education Study Program and her Thesis Advisor.

 Dr. Rahmad Husein, M.Ed., her Reviewer.

 Isli Iriani Indiah Pane, S.Pd., M.Hum., her Reviewer.

 Eis Sri Wahyuningsih, M.Pd., and Mr. Pantas., Administrative Staff of English Education.

 The Headmaster of SMA Swasta Imelda Ritonga Lasma O.R Simanjuntak, S.Pd., K., and the English Teacher Laila Hanum.

 Her beloved Parents Zulkifli and Elis, thanks for everlasting love, support, pray and motivation.

(8)

iii

 Her lovely sister Alm. Yelni Mardeni, her brother Piko Hendrik Salputra, A.Md., Tra, her second mother Andah, her beloved nephew M. Zikri Al-hadi, her beloved Family and her future sister in law Yulia Roza A.Md., Far, for always support and motivation.

 Her special friend Alvin for always giving suggestions and motivations; her best friends in Class Extension B 2011, Tut Wuri Situmeang S.Pd, Dyan Yosephin S.Pd, Ratna Siregar S.Pd, Sellia Elhawa S.Pd, Puput Siregar S.Pd, Triana Sari S.Pd and her friends from the other class Sarah Marilyn S.Pd, Sirikit Karola, Ari Dwi Utami, Fauziah Muhlisa S.Pd, Laura Atika Sembiring, Anna Elisabet, Desy Mita S.Pd, Liliana, Ucak, Tari for togetherness and experiences shared. And also for who cannot be mentioned one by one.

The researcher realizes that, this thesis still still has some weakness and mistakes. So that, 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 this study.

Medan, September 2016 The researcher,

Pepi Handayani Reg No. 2113321037

(9)

Pages

ABSTRACT ... . i

ACKNOWLEDGEMENTS ... . ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF APPENDICES ... vii

CHAPTER I. INTRODUCTION 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 A. Theoretical Framework ... 5

1. Writing ... 5

a. The Defenition of Writing ... . 5

b. Writing Process ... 6

2. Genre ... 7

a. The Defenition of Genre ... 7

b. Kinds of Genre ... 8

c. Narrative Text ... 9

3. Media ... 12

a. Criteria of Media ... 12

b. Kinds of Media ... 13

4. Pictures ……….. 14

a. Pictures Series Media ……….. 14

(10)

5. Learning Style ... 17

6. Students’ Achievement in Writiting ... 19

7. Assessment of Writing ... ... 19

B. Relevant Studies ... 22

C. Conceptual Framework ... 22

D. Hyphotesis ... 23

CHAPTER III. RESEARCH METHODOLOGY A. Research Design ... 24

B. Population and Sample ... 25

C. The Instrument for Collecting Data ... 26

D. Teaching Procedure ... 26

E. Scoring the Test ... . 29

F. Validity and Reliability ... 32

G. Technique of Data Analysis ... 34

CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS A. Data ... ... 35

B. Data Analysis ... 36

C. Testing Hypothesis ... 37

D. Research Findings ... 38

E. Discussion ... 38

CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion ... 39

B. Suggestion ... 39

(11)

LIST OF TABLES

Pages

Table 3.1 Assessment of Writing Rubric ... 21

Table 3.2 Research Design ... 24

Table 3.3 The Treatment ... 27

(12)

vii

LIST OF APPENDICES

Appendices Appendix A. The Example of Pictures Series ... 43 Appendix B. Pre-Test and Post-Test for Experimental and Control Group .... 44 Appendix C. The Scores of Pre-Test and Post-Test Experimental and Control Group ... 45 Appendix D. The Reliability of test ... 47 Appendix E. The Calculation of Mean and Standart Deviation of Experimental and Control Group ... 49 Appendix F. Percentage Points of the Distribution ... 53 Appendix G. Lesson Plan ... 54

(13)

CHAPTER I INTRODUCTION

A. The Background of Study

English as a global language in all over the world seems to be priority for people to learn. Nowadays, we live in era of globalization, full of challenges and competition among other people ether in or out of country. English is one of the most common languages use by people.

In learning English, there are four basic language skills that must be well master by the students. Namely speaking, reading,listening, and writing. In this research, the researcher focus on writing skill.

Writing refers to skill which should be mastered by the tenth grade students of senior high school. Writing is an important aspect in language teaching and learning in which teachers should continue developing ways in teaching writing so that students can improve and master their writing ability.

Writing is one of the most powerful communication tools (Level, 2004:3). Writing is a process that what we write is often heavily influenced by constraints of genre, and them these elements have to present in learning activity (Harmer, 2004:86). It is a process of putting ideas or thoughts into words which is combined into the form of paragraphs . In writing, ideas are arranged in series of sentences that are related to each other so the information can be comprehended.

Al-Jamal (2009) in her research found that the problem of the writing such as grammar is not good, they also do not enough vocabulary.

(14)

In the context of education, writing is very important for most of exams, whether they are testing foreign language abilities or other skills. However, most of the students consider that writing is the difficult language skill. The researcher could see the problem when she did the observation at SMA Swasta Imelda Ritonga Rantau Prapat. The researcher found the score of the students in writing is unsatisfied. It compares with the minimal mastery criteria (KKM). The minimal mastery criteria is 70 meanwhile most of the students only got score under 60 or failed.

It has been realized that writing skill is highly important. Moreover, it is important for the teacher to stimulate their students to be a creative person when they do the writing activity as writing is not only a matter of composing something but it is a form of thinking.

In this case, narrative text is chosen as the specific genre to teach because of its social function, its familiarity to students’ life and experiences so the researcher hopes the students will be easier in writing their idea. Galvis (2015:45) suggests that narrative means of comprehension and expression of our experience over time, which can be found in every setting of human interaction. Herlina (2012) clarifies that narrative text related a serried of logically and chronologically related a key of comprehending narrative is a sense of plot, theme, characters, events, and how they relation.

Pictures series refers to learning media to overcome students’ difficultness in improving their writing ability. The reason is because pictures series will

(15)

make writing class become more interesting, enjoyable, and effective for the students.

Zainatuddar (2015) in his research showed that by using pictures series the students were seen to be more active and creative in expressing their ideas. Media refers to the tool for teaching learning process. Media can support and affect the condition of teaching learning process. Wright (1989) also found that pictures series contributed to students’ interest and motivation, a sense of the context of the language, and a specific reference point or stimulus.

Pictures series were effective because the students had motivation to increase their potential in writing narrative text after imangined the pictures. Galvis (2015: 46) in his research proved that pictures series to language teaching and learning had positive effects on the improvement of learners communicative skills.

Therefore, the researcher focused on pictures series media on students’ achievement in writing narrative text.

B.The Problem of Study

Based on the background of study, the problem of this study was the formulated as follow:

“Does teaching writing by using pictures series significanly affect the students’ achievement in writing narrative text?

(16)

C.The Objective of Study

The objective of this study was to investigate the effect of applying pictures series on the students’ achievement in writing narrative text.

D.The Scope of Study

In this study the researcher only focused on finding out the effect of pictures series on students’ achievement in writing narrative text. There were two types of narrative texts used namely fiction and non-fiction.

E.The Significance of Study

The findings of this research were expected to be useful for:

1. Theoretically, the results of this research can be reference for other teachers so it can enlarge and develop their knowledge about teaching writing english by applying pictures series, especially writing narrative text.

2. Practically, for the teachers as an reference to use pictures series in teaching writing narrative text, for the other researchers who are interested in this research to give them information about pictures series, and for the students to increase their ability in writing narrative text by using pictures series.

(17)

39 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The mean of control and experimental group in the post-test score were 66.75 and 80.15. It means that the mean score of experimental group was higher than those of control group.

The result of calculation t-test showed that the score of t-observed (4.69) > the score of t-table (2.024). It means that pictures series media significantly affects the students’ achievement in writing narrative text. Thus, it can be concluded that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.

B. Suggestion

As the result of the study, it was suggested for:

1. English teachers to apply pictures series media in teaching learning process, especially in teaching writing because it can help student become easier in understanding the material.

2. Students to involve actively in this because it facilitates them to share ideas and information before they write. Than applying of pictures series media, the students to increase their ability in writing narrative text.

(18)

3. The other researchers who are interested in this research to give them information about pictures series, and to use picture series media in teaching writing narrative text.

(19)

41 REFERENCES

Al- Jamal, D. (2009). The Impact of Peer Response Enhancing Ninth Graders Writing Skill. Journal of Educational & Psycologic Sciences. Vol 1. No 1. 13 – 40.

Ary,D., Jacobs, L.C & Sorensen, C. (2005). Introduction to Research in Education. New York : Wadsworth..

Dirgeyasa, I Wayan. (2014). Emic Writing : a genre based perspective. Medan : State University of Medan.

Galvis, Perez, L.A. (2015). Using Pictures Series Technique to Enhance Narrative Writing among Ninth Grade Students at Institucion Education Simon Araujo. Journal of English Language Teaching. Vol 8. No 5. 14 – 15. Harmer, J. (2004). How to Teach Writing. England : Pearson Longman.

Harmer, J. (2007). How to Teach English. England : Pearson Longman.

Herlina, (2012). Developing Reading Narrative Text Materials for Eight Graders of Junior High School Implemented with Character Building. English Education Journal. Vol 2. No 2. 148 – 154.

Hermaningsih, D. I. (2013). Teaching Writing Narrative Text Using Pictures to the First Semester Students of Faculty of Social and Politics University of Tulungagung. Jurnal Universitas Tulungagung Bonorowo. Vol 1. No 1. 16 – 28.

Level, R. (2004). Writing and Grammar : Communication In Action. U.S.A: Pearson Prentice Hall.

Stephens, M. (1996). Pictures for Writing. England. Longman

Pardiyono.(2007).Pasti Bisa! Teaching Genre Based Writing.Yogyakarta: ANDI.

Pritchard, A. (2009). Ways of Learning : Learning Theories and Learning Styles in the Classroom. Second Edition. London and New York. Routledge.

(20)

Sukmadinata, N.S. (2008). Metode Penelitian Pendidikan. Bandung : PT. Remaja Rosdakarya.

Weigle, S.C. (2002). Assessing Writing. London : Cambridge University Press.

Wright, A. (1989). Pictures for Language Learning. England : Cambridge University Press.

Zainatuddar. (2015). Teaching Speaking in English by Using Pictures Series Technique. English Education Journal. Vol 6. No 4. 443 – 456.

(21)

(1)