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IMPROVING THE FIFTH GRADE STUDENTS’ SENTENCE WRITING
ACHIEVEMENT BY USING PICTURES AT SD AL – BAITUL AMIEN
JEMBER IN THE 2010/2011 ACADEMIC YEAR

THESIS

By:
DWI REKTO YULIANTO
050210491120

ENGLISH EDUCATION PROGRAM
LANGUAGE
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THESIS

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CONSULTANT’S APPROVAL

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APPROVAL

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Place : The Faculty of Teacher Training and Education, Jember University

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DEDICATION

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2. My beloved sisters Dr. Maria Belgis, S.Tp and Luluk Setiono, S.T who

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ACKNOWLEDGEMENT

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and Grace, I can accomplish the writing of this thesis.

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Baitul Amien Jember of 2010/2011 Academic Year.

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Jember, June 2011

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TABLE OF CONTENTS

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COVER ..........................................................................................................
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idgigili APPROVAL ...................................................................
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CONSULTANT’S
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APPROVAL ..................................................................................................

iv

v
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.cid.idDEDICATION ...............................................................................................
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ACKNOWLEDMENT...................................................................................
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TABLE
OF
CONTENTS
..............................................................................
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LIST OF APPENDICES ...............................................................................

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xi
ca.cid.idLIST OF TABLES ........................................................................................
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LIST OF CHARTS.........................................................................................
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SUMMARY
....................................................................................................
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I. INTRODUCTION
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1.1ttBackground
of the Research ...............................................................
1
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1.2 Research Problem.................................................................................

3

d.idKey Terms .................................................
3
ca.ciof
ca.cid.id 1.3 Operational Definition
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1.4 Objectivelib
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1.5ttSignificance
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aj.ca.ci LITERATURE
aj.ca.ci .idII. REVIEW OF RELATED
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ne Learners ................................................................
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2.1 Writing for
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2.2ttThe
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Writing
Skill
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Learners
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2.2.1 Grammatical Skill ............................................................................

7

9
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ca.cid.id 2.2.2 Mechanical Skill................................................................................
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Types
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2.5 Pictures as Teaching Media .................................................................

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14

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2.6 Kinds of Pictures ..................................................................................

14

2.6.1 Individual Picture .............................................................................
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2.7 The Advantages of Using Picture ........................................................ 17

d.idUsing
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ca.cid.idIII. RESEARCH METHOD
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3.1 Research Design
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3.3 Subject Determination Method ............................................................

23

23
d
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3.4.1 Writingib
Test
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Observation
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3.4.3 Interview............................................................................................

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ca.cid.id 3.4.4 Documentationj……………………………………………………..
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3.5 ResearchliProcedure
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The
Planning
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3.5.2 The Implementation of the Action ....................................................

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aj.ca.ci .idand Evaluation ............................................
aj.ca.ci .id 3.5.3 Classroom Observation
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3.5.4 Data Analysis
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3.5.4.1
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3.5.4.2 Reflection of the Action .................................................................

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IV. RESARCHilRESULTS,
AND
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4.1
The
Results
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Actions
in
Cycle
1.......................................................
30
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4.1.1 The Results of Observation Checklist..............................................

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4.1.2 The Results of the Students’ Writing Achievement Test.................

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4.1.3 Reflection of Cycle.i1d ......................................................................
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5.1 Conclusion ..........................................................................................
.idd
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4.3 Discussion……………………………………………………………
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V. CONCLUSION AND SUGGESTIONS
38
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38 b.un
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REFERENCES

ca.cid.idAPPENDICES
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ca.cid.id
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1. Research Matrix
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LIST OF APPENDICES

7. Scoring Guide

11. Research Subjects’ Names

d
d 12. Students’ Previous Listening
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14. Research Permission from the Principal of SD Al Baitul Amien Jember

ca.cid.id
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LIST OF TABLES

ca.cid.id
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4.1 The Students’ Previous
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34
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4.3 The Improvement of the Students’ Sentence Writing Achievement

on
Previous Score.........................................
36
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LIST OF CHARTS

ca.cid.id
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Process
......................................................................................................
31
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4.2 The Percentage of Students who were Active and Passive

32
.cid.id
.cid.id (Meeting 1) .................................................................................................
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(Meeting
.................................................................................................
32
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SUMMARY

Dwi Rekto Yulianto. 2011. Improving the Fifth Grade Students’ sentence Writng
Achievement by Using Pictures at SD Al – Baitul Amien Jember in the 2010/2011
Academic Year.
Thesis, English Education Program, Language and Arts Department, Faculty of
Teacher Training and Education, Jember University.
Consultants

: 1. Dra. Made Adi Andayani T., M.Ed
2. Drs. Sugeng Ariyanto, M.A

Key words

: Writing Achievement, Pictures

This classroom action research was intended to improve the fifth grade
students’ writing achievement and active participation at SD Al – Baitul Amien
Jember 2010/2011 academic year by using pictures. The subjects of this research
were the students of class V B which were determined purposively. The research
subjects were chosen because the average score of writing achievement in this class
was 67.40 while the minimum standard scores (SKM / Standard Kelulusan Minimal)
for writing was 70. The students still experienced difficulties in applying the verb
form that was suitable for a certain tense required, for example “Ann goes to school
every day”. The verb form of simple present tense as ‘ goes’ was still rarely found in
students’ answers. They tended to use verb of Present Continuous Tense like ‘is
going’. They could not differentiate between Simple Present and Present Continuous
Tense. In addition, they always forgot to use a capital letter in the first sentence and
for the name of people. The English teacher said that the English teacher did not use
any teaching aids in the teaching and learning process. Because of that, it was found
that the students felt bored easily and did not concentrate on the English lesson.
This classroom action research was done in cycle. The cycle covered four
stages of activities namely; planning of the action, implementing of the action
classroom observation and evaluation, and reflection of the action. The cycle was
conducted in three meetings. The data about the students’ sentence writing

xiii

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achievement were collected from writing test and observation. Observation was used
to observe the students’ activities during the writing teaching and learning process by
using pictures.
Writing test was used to measure the students’ ability in writing sentences.
The result of this writing test was used to decide whether the students had achieved
the target minimum or not. The students’ writing was evaluated based on the writing
aspects they are grammar, mechanics, and organization. The cycle of this research
was considered successful if the mean score of the students achieved the standard
score that was 70.
The mean score of the students’ sentence writing achievement had improved
compared with the previous score from 67.40 to 76.46. Moreover, the percentage of
the students who were actively involved in the teaching and learning process by using
pictures in this cycle improved from 50% in before being given the action to 73% in
the first and 77% second meeting. In conclusion, the action was stopped because the
first cycle had achieved the target minimum requirement and the limitation of the
time from the school. It means that the action of teaching writing through pictures
could improve the students’ sentence writing achievement.

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