THE EFFECT OF APPLYING CARTOON PICTURES ON THE STUDENTS ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT.
THE EFFECT OF APPLYING CARTOON PICTURES ON
THE STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department
Faculty of Languages and Arts, State University of Medan
In Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By:
NURHAMINTA HASIBUAN
Register Number : 2101321005
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
Alhamdulillahirobbil ‘alamin thanks to praise to Almighty Allah S.W.T
who has blessed and given the ability to the writer to complete her thesis as a
partial fulfillment of the requirement for th degree of sarjanapendidikan at the
English Department of faculty of Language and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without God blessing and supporting from many people. The writer
would like to express her sincerest gratitude to those who help her in bringing this
assignment into its present existence. On this occasion, she would like to thank to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of the State University
of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts, Vice Dean I, II, and III and all the administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and also
as her first Thesis Consultant.Rika, S.Pd., M.Hum, the Secretary of
English Department. Dra. Masitowarni Siregar, M.Ed, the Head of
English Education Department.
Rafika Dewi Nasution, S.Pd.,M.Hum, her second Thesis Consultant.
All lectures who have taught her in this English Department, for giving
new knowledge, advices in facing life, and for giving gorgeous study
experiences.
Arsyad Sopian,SH, the Headmaster of SMP BUDISTRYA Medan for
giving permission an helping the writer to do this research.
The most special person in her life, her greatest and sincere thanks are
fully dedicated to her beloved parents, (alm) H. Ulong Hasibuan and Hj.
Maisam Ritonga for their mutual understanding, never ending love, spirit,
pray, moral and financial support.
ii
Also her beloved sisters Masniah Hasibuan and Hawayu Hasibuan who
always give their support.
Never forget her sincere thanks go to her beloved friends that always
support her in happiness and sadness, Indah Pratiwi (tante), Irna
Junita(bulek), Sri Devi Meilani(bunda), Filzah Farhana,
Riza Handayani, Fauzi Rizki Ananda (Ayah) and
Deby Arifsyah Putra (Abang) for their willingness to motivate and
support her .All the students of Regular C’10 that could not mention one
by one. And her roommate Sirry Hidayani (Ay), and
Nani Nursam Qori.
Medan,
September 2014
The Writer
NurhamintaHasibuan
NIM.2101321005
iii
ABSTRACT
Hasibuan, Nurhaminta. 2101321005. The Effect of Applying Cartoon Pictures
on the Students’ Achievement in Writing Descriptive Text. A Thesis.English
Department. Faculty of Language and Arts, State University of Medan,
Medan : 2014.
This study deals with The Effect of Applying Cartoon Pictures on the Students’
Achievement in Writing Descriptive Text. The method of the research was quasi
experimental design. The population of the research was grade VIII of SMP
Swasta Budisatrya Medan. There were three classes namely VIII -1, VIII-2 and
VIII-3 and each class consist of 30 students with the total number 90 students
.Two classes were chosen as purposive sampling there are VIII-1 as the
experimental group and VIII-2 as the control group. The experimental group was
taught by applying Cartoon Pictures and the control group without applying
Cartoon pictures. The data were acquired by administrated the pre – test and the
post – test. The mean score of the experimental group in pre – test = 60.33,
Control Group = 59.96. In the post – test, mean score of the experimental group =
70.43 , while the control group = 66.06.
KeyWords:Cartoon Pictures, WritingAchievement, Descriptive Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS ...........................................................................
iv
LIST OF TABLES ....................................................................................
vii
LIST OF APPENDICES ............................................................................
viii
CHAPTER I : INTRODUCTION .............................................................
1
A. The Background of the study ......................................................
1
B. The Problem of The Study ..........................................................
4
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. Students’ Achievement .............................................................
5
2. Writing .....................................................................................
6
a. The Purposes of Writing .........................................................
7
b. The Characteristics of Written Language ...............................
8
c. The Writing Process ...............................................................
10
d. Genre of writing .....................................................................
11
e. Descriptive text ....................................................................
12
3. Media .......................................................................................
14
a. Media in Language Teaching .................................................
15
b. Advantages of using Media in Language Teaching .................
16
iv
c. Kinds of Media ......................................................................
17
1. Picture ...............................................................................
17
2. Cartoon .............................................................................
18
a. Cartoon Pictures as Visual Aids in The
Teaching of English ......................................................
19
1. How to use Cartoon Pictures Creatively .........................
20
2. Advantages and Disadvantages of using cartoon pictures
20
d. The Use Cartoon Pictures in writing Activity ...............
21
B. Conceptual Framework ...............................................................
23
C. Hypothesis ...................................................................................
24
CHAPTERIII : RESEARCH METHODOLOGY ....................................
25
A. The Research Design ...................................................................
25
B. The Population and Sample .........................................................
26
C. The Instrument for Collecting Data .............................................
27
D. The Research Procedures ............................................................
27
1. Pre - Test .................................................................................
28
2. Treatment ................................................................................
28
3. Post-Test ..................................................................................
33
E. The Scoring of the Test ................................................................
33
F. The Technique of Analyzing Data ................................................
34
G. The Statistical Hypothesis ............................................................
35
CHAPTER IV : THE DATA AND DATA ANALYSIS ...........................
36
A.
B.
C.
D.
The Data .....................................................................................
The Data Analysis ......................................................................
Testing Hypothesis .....................................................................
Research Findings .......................................................................
v
36
39
41
41
CHAPTER V : CONCLUSION AND SUGGESTION .............................
42
A. Conclusions ................................................................................
B. Suggestion ..................................................................................
42
43
REFERENCES ..........................................................................................
44
APPENDIX ................................................................................................
46
vi
LIST OF TABLES
Pages
Table 2.1
The Example of Descriptive text ...............................................
14
Table 3.1
Research Design .......................................................................
26
Table 3.2
Teaching Procedure of Experimental Group ............................
28
Table 3.3
Teaching Procedure of Control Group ......................................
31
Table 3.4
The scoring of Writing Descriptive Text ..................................
34
Table 4.1
Pre – Test and Post – Test Scores of Experimental Group ........
36
Table 4.2
Pre – Test and Post – Test Scores of Experimental Group .........
37
vii
LIST OF APPENDICES
Pages
Appendix A
The Writing Test ...............................................................
Appendix B
The Calculation of T – Test or the Result of Pre – test
46
and Post – test with d Value ...............................................
47
Appendix C
Critical Values of t* ..........................................................
50
Appendix D
Lesson Plan (Experimental Group) ....................................
51
Appendix E
Lesson Plan ( Control Group ) ...........................................
65
Appendix F
The Score of Pre – test in Experimental Group ..................
79
The Score of Post – test in Experimental Group .................
82
The Score of Pre – test in Control Group ...........................
85
The Score of Post – test in Control Group ..........................
88
i
1
CHAPTER I
INTRODUCTION
A.
TheBackground of the study
Language is an instrument to convey information. It is used to express
ideas, feelings, purposes, thoughts, and opinions in the written or in the spoken
way. Through language we can store and transfer knowledge, transmit messages
from one person to another person and from one generation to another. In short,
almost human activities are conducted through the use of language. By using
languages, human beings can narrate and share their experience to others and tell
some information to others. One of languages is English.
English, as an international language, it is used by most countries in the
world for diplomacy, global tender, tourism, education and so forth.
Consequently, people as human resources are demanded to have the ability to
communicate in that language. Realizing how important English has become, the
government has determined to teach English in schools as a foreign language.
This is the reason why English must be taught beginning from primary level up to
the university level. All languages, including English contain four basic language
skills: receptive skills, listening (understanding the spoken language) and reading
(understanding the written language); and the productive skills, speaking and
writing.
The position of English in Indonesia has become a foreign language that is
used by many people in situation. In Indonesia, English is taught in junior high
school and senior high school, even in elementary schools. In learning English
1
2
there are four language skills, they are listening, speaking, reading and writing.
The students must master the four of language skills so they can use English
actively and also passively. Writing as one of the language skills besides listening,
speaking and reading, must be taught optimally by the teacher to the student.
Writing as one of the language skill seems to be a very difficult skill to be
mastered. However students have learnt English for years, they still find it
difficult to master this skill. Al – Khasawneh (http://www.esp-world.info) states
that the students appeared to have many problems when writing in English, like
not knowing how to organize their ideas, because it is a new experience for them.
In learning writing, students are taught how to transform their ideas and messages
into written form. Written products are often the result of the students’ writing
activities.
Nurransiyah (2010) states that written product is influenced by some
elements such as vocabularies, grammar, organization, spelling and punctuation.
In the second year of Junior High School, the basic competency that should be
achieved in the writing English subject is that students have abilities in developing
and producing written simple functional text in the form of recount, narrative, and
descriptive. Descriptive is a type of text that focuses on describing thing in
specific way. Descriptive is a type of functioned to describe particular person,
place or thing. The students can use present tenses in writing descriptive text.
Descriptive text is a text which says what a person thing is like. Its
purpose is to describe and reveal a particular person, place, or thing. The generic
structures of descriptive text are identification and description. In identification
3
the writer identifies the phenomenon, to be described. In description, the writer
describes in parts, qualities, or/and characteristics.
In fact, not all students were able to write descriptive text, students find
some difficulties in building and developing their ideas, choosing the right words,
using the grammar and organizing the text. Based on the writer’s observation
which is done in SMP SwastaBudisatrya Medan, especially on Grade VIII by
diagnostic test. According to Harmer (2001:321) diagnostic tests can be used to
expose learner difficulties, gaps in their knowledge, and skill deficiencies during a
course. Thus when we know what the problem are, we can do something about
them. Thewriter found that students got problem in writing descriptive text. There
were many students who got problems in writing descriptive text. The English
teacher admitted that many students failed in achieving writing skill though they
have learn English from elementary school. Some of them do not have any ideas
to write. When they have come with the idea, they do not know how to write it in
English. They also have difficulty in using the convention of English grammar.
One of the many strategies in motivating students to write well especially
in writing descriptive text is through the use of pictures especially by applying
cartoon pictures. It is important to use cartoon pictures to help them in write down
their ideas or opinion. Cartoon Pictures are among the high imaginative media that
many sentences can be produced by the writer. They are needed to guide the
students in improving their writing ability. They are very potential in the process
of delivering message to the readers. By using picture in teaching writing and
learning , especially writing descriptive text, students can be motivated to convey
4
their ideas and to present their descriptive text by providing details about the
information that can be written based on the pictures. And, one of the strong
reasons is that the writer is very much interest in the availability pictures and how
they could be used to arouse students’ interest in writing descriptive.
B.
The Problem of the Study
Based on the background of the study, the problem of this study can be
formulated as follows:“ is there any significant effect the application of cartoon
pictures on students’ achievement in writing descriptive text ?”
C.
The Objective of the Study
This study is intended to find out the effect of using cartoon pictures in
writing descriptive text.
D.
The Scope of the Study
This study is focused on students’ achievement in writing descriptive text
particularly on describing object. The level of students being studied is the second
grade of junior high school.
E.
The Significance of The Study
Findings of the study are expected to be useful for:
1.
Teachers in order to give an effective application of cartoon pictures in
teaching writing, particularly in descriptive text.
2.
Students in order to increase their achievement in writing descriptive text.
3.
Encourage other researchers to get some information for their research.
44
REFERENCES
AL-khasawneh, F.M.S.2011.A Journal Writing for academic Purposes : Problem
Faced by Arab post Graduate students of the Collage of Business, UUM.
Available :http://.esp-world.info.Accessed on January 15th, 2014.
Arsyad,Azhar.2009.MediaPembelajaran. Jakarta : PT. RajaGrafindoPersada
Ary, D, et. Al. 2010.Introduction to Research in Education.8th Ed.New York:
MADSWORTH, CENGAGE Learning.
Brown, D. 2001. Teaching by Principles. An Interactive Approach to language
Pedagogy 2nd Edition. San Francisco, California : Longman.
Brown, D. 2003.Language Assessment.Principle and Classroom Practices. San
Francisco, California : Longman.
Brown, J.W, et. Al. 1983.Av Instruction.Technology, Media, and Methods 6th
Edition. New York : McGraw – Hill.
Cobun,Ed. D.T.C.1976.Media Specialist : Specialist in Media – International
Journal of Instructional Media 35, 223-227.
Deporter, B. and Heracky. M. 2009. Quantum Learning.Bandung :PenerbitKaifa.
Devia.2009. Kinds of Instructional Media for Teaching English. Available
http://devia86.blogspot.com/2009/08/kinds-of-instructional-mediafor.html.Accessed on March 3rd, 2014.
Gay, L. 1987. Educational Research : Composition. Cambridge : Winthrop.
Harmer, J. 2001.The Practice of English Language Teaching 3rd Edition
Complexity Revised and Updated.Harlow. Pearson Education Limited.
Harmer, J. 2004.How to teach Writing.England : Longman.
Knapp, P & Watkins, M. 2005.Genre, Text, Grammar.Sydney : University of
New South
Wales.
Lee &Coppen.1964. Simple Audio-Visual Aids to Foreign-Language Teaching.
London :Oxford University Press.
Mukarto, et.AL. 2004. English on Sky for Junior High School Students Year VIII
(SMP/MTS). Jakarta:Erlangga.
44
45
Munthe, R &Syukriah. A journal.“Find The Differences” Picture As Media To
Teach Speaking Descriptive Text To The Seventh Graders.
Journal.EnglishDepartment.Surabaya
State
University.Availablehttp://ejournal.unesa.ac.id/index.php/retain/article/vie
w/1837. Accessed on January 15th, 2014.
Nurussaniyah, H. 2010. Improving Students’ Ability in Writing Descriptive
Text.http://universityofibnkhaldunbogorindonesia.blogspot.com/2011/02/improving-students-ability-inwriting_8737.html.Accessed on January 15th, 2014.
Pardiyono.2007. PastiBisa !. Teaching Genre – Based Writing.
Yogyakarta:Andi.Permana, D &Zuhri, F .A Journal.The Implementation of
Picture Series as Media in Teaching Writing of Narrative Text of the Tenth
Graders
of
Senior
High
School.Journal.English
Department. Surabaya State University. Available :http://ejournal.unesa.
ac.id/index.php/retain/article/view/1355. Accessed on January 15th, 2014.
Siahaan, S &Shinoda, K. 2008.Generic Structure.Yogyakarta:GrahaIlmu.
Sihombing,Jenfina. 2010. The Effect of Applying Pictures on Students’
Achievement in writing Descriptive paragraph. Journal.English
Department.State University of Medan.
http://meetbied.wordpress.com. Accessed on February 25th, 2014.
http://tpcommunity05.blogspot.com . Accessed on March 10th, 2014.
http://web.mst.edu/~gdoty.html
http://www.shvoong.com/writing-and-speaking/branded-content/2103882advantages-disadvantages-using-cartoon-picturesmedia/##ixzz2xYMwWxts.Accessed on February 2nd.
THE STUDENTS’ ACHIEVEMENT IN WRITING
DESCRIPTIVE TEXT
A THESIS
Submitted to the English Department
Faculty of Languages and Arts, State University of Medan
In Partial Fulfillment of the Requirements for
the Degree of Sarjana Pendidikan
By:
NURHAMINTA HASIBUAN
Register Number : 2101321005
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ACKNOWLEDGEMENT
Alhamdulillahirobbil ‘alamin thanks to praise to Almighty Allah S.W.T
who has blessed and given the ability to the writer to complete her thesis as a
partial fulfillment of the requirement for th degree of sarjanapendidikan at the
English Department of faculty of Language and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish without God blessing and supporting from many people. The writer
would like to express her sincerest gratitude to those who help her in bringing this
assignment into its present existence. On this occasion, she would like to thank to:
Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of the State University
of Medan.
Dr. Isda Pramuniati, M.Hum, the Dean of Faculty of Languages and
Arts, Vice Dean I, II, and III and all the administrative staffs.
Prof. Dr. Hj. Sumarsih, M.Pd, the Head of English Department and also
as her first Thesis Consultant.Rika, S.Pd., M.Hum, the Secretary of
English Department. Dra. Masitowarni Siregar, M.Ed, the Head of
English Education Department.
Rafika Dewi Nasution, S.Pd.,M.Hum, her second Thesis Consultant.
All lectures who have taught her in this English Department, for giving
new knowledge, advices in facing life, and for giving gorgeous study
experiences.
Arsyad Sopian,SH, the Headmaster of SMP BUDISTRYA Medan for
giving permission an helping the writer to do this research.
The most special person in her life, her greatest and sincere thanks are
fully dedicated to her beloved parents, (alm) H. Ulong Hasibuan and Hj.
Maisam Ritonga for their mutual understanding, never ending love, spirit,
pray, moral and financial support.
ii
Also her beloved sisters Masniah Hasibuan and Hawayu Hasibuan who
always give their support.
Never forget her sincere thanks go to her beloved friends that always
support her in happiness and sadness, Indah Pratiwi (tante), Irna
Junita(bulek), Sri Devi Meilani(bunda), Filzah Farhana,
Riza Handayani, Fauzi Rizki Ananda (Ayah) and
Deby Arifsyah Putra (Abang) for their willingness to motivate and
support her .All the students of Regular C’10 that could not mention one
by one. And her roommate Sirry Hidayani (Ay), and
Nani Nursam Qori.
Medan,
September 2014
The Writer
NurhamintaHasibuan
NIM.2101321005
iii
ABSTRACT
Hasibuan, Nurhaminta. 2101321005. The Effect of Applying Cartoon Pictures
on the Students’ Achievement in Writing Descriptive Text. A Thesis.English
Department. Faculty of Language and Arts, State University of Medan,
Medan : 2014.
This study deals with The Effect of Applying Cartoon Pictures on the Students’
Achievement in Writing Descriptive Text. The method of the research was quasi
experimental design. The population of the research was grade VIII of SMP
Swasta Budisatrya Medan. There were three classes namely VIII -1, VIII-2 and
VIII-3 and each class consist of 30 students with the total number 90 students
.Two classes were chosen as purposive sampling there are VIII-1 as the
experimental group and VIII-2 as the control group. The experimental group was
taught by applying Cartoon Pictures and the control group without applying
Cartoon pictures. The data were acquired by administrated the pre – test and the
post – test. The mean score of the experimental group in pre – test = 60.33,
Control Group = 59.96. In the post – test, mean score of the experimental group =
70.43 , while the control group = 66.06.
KeyWords:Cartoon Pictures, WritingAchievement, Descriptive Text.
i
TABLE OF CONTENTS
Pages
ABSTRACT ...............................................................................................
i
ACKNOWLEDGEMENT .........................................................................
ii
TABLE OF CONTENTS ...........................................................................
iv
LIST OF TABLES ....................................................................................
vii
LIST OF APPENDICES ............................................................................
viii
CHAPTER I : INTRODUCTION .............................................................
1
A. The Background of the study ......................................................
1
B. The Problem of The Study ..........................................................
4
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. Students’ Achievement .............................................................
5
2. Writing .....................................................................................
6
a. The Purposes of Writing .........................................................
7
b. The Characteristics of Written Language ...............................
8
c. The Writing Process ...............................................................
10
d. Genre of writing .....................................................................
11
e. Descriptive text ....................................................................
12
3. Media .......................................................................................
14
a. Media in Language Teaching .................................................
15
b. Advantages of using Media in Language Teaching .................
16
iv
c. Kinds of Media ......................................................................
17
1. Picture ...............................................................................
17
2. Cartoon .............................................................................
18
a. Cartoon Pictures as Visual Aids in The
Teaching of English ......................................................
19
1. How to use Cartoon Pictures Creatively .........................
20
2. Advantages and Disadvantages of using cartoon pictures
20
d. The Use Cartoon Pictures in writing Activity ...............
21
B. Conceptual Framework ...............................................................
23
C. Hypothesis ...................................................................................
24
CHAPTERIII : RESEARCH METHODOLOGY ....................................
25
A. The Research Design ...................................................................
25
B. The Population and Sample .........................................................
26
C. The Instrument for Collecting Data .............................................
27
D. The Research Procedures ............................................................
27
1. Pre - Test .................................................................................
28
2. Treatment ................................................................................
28
3. Post-Test ..................................................................................
33
E. The Scoring of the Test ................................................................
33
F. The Technique of Analyzing Data ................................................
34
G. The Statistical Hypothesis ............................................................
35
CHAPTER IV : THE DATA AND DATA ANALYSIS ...........................
36
A.
B.
C.
D.
The Data .....................................................................................
The Data Analysis ......................................................................
Testing Hypothesis .....................................................................
Research Findings .......................................................................
v
36
39
41
41
CHAPTER V : CONCLUSION AND SUGGESTION .............................
42
A. Conclusions ................................................................................
B. Suggestion ..................................................................................
42
43
REFERENCES ..........................................................................................
44
APPENDIX ................................................................................................
46
vi
LIST OF TABLES
Pages
Table 2.1
The Example of Descriptive text ...............................................
14
Table 3.1
Research Design .......................................................................
26
Table 3.2
Teaching Procedure of Experimental Group ............................
28
Table 3.3
Teaching Procedure of Control Group ......................................
31
Table 3.4
The scoring of Writing Descriptive Text ..................................
34
Table 4.1
Pre – Test and Post – Test Scores of Experimental Group ........
36
Table 4.2
Pre – Test and Post – Test Scores of Experimental Group .........
37
vii
LIST OF APPENDICES
Pages
Appendix A
The Writing Test ...............................................................
Appendix B
The Calculation of T – Test or the Result of Pre – test
46
and Post – test with d Value ...............................................
47
Appendix C
Critical Values of t* ..........................................................
50
Appendix D
Lesson Plan (Experimental Group) ....................................
51
Appendix E
Lesson Plan ( Control Group ) ...........................................
65
Appendix F
The Score of Pre – test in Experimental Group ..................
79
The Score of Post – test in Experimental Group .................
82
The Score of Pre – test in Control Group ...........................
85
The Score of Post – test in Control Group ..........................
88
i
1
CHAPTER I
INTRODUCTION
A.
TheBackground of the study
Language is an instrument to convey information. It is used to express
ideas, feelings, purposes, thoughts, and opinions in the written or in the spoken
way. Through language we can store and transfer knowledge, transmit messages
from one person to another person and from one generation to another. In short,
almost human activities are conducted through the use of language. By using
languages, human beings can narrate and share their experience to others and tell
some information to others. One of languages is English.
English, as an international language, it is used by most countries in the
world for diplomacy, global tender, tourism, education and so forth.
Consequently, people as human resources are demanded to have the ability to
communicate in that language. Realizing how important English has become, the
government has determined to teach English in schools as a foreign language.
This is the reason why English must be taught beginning from primary level up to
the university level. All languages, including English contain four basic language
skills: receptive skills, listening (understanding the spoken language) and reading
(understanding the written language); and the productive skills, speaking and
writing.
The position of English in Indonesia has become a foreign language that is
used by many people in situation. In Indonesia, English is taught in junior high
school and senior high school, even in elementary schools. In learning English
1
2
there are four language skills, they are listening, speaking, reading and writing.
The students must master the four of language skills so they can use English
actively and also passively. Writing as one of the language skills besides listening,
speaking and reading, must be taught optimally by the teacher to the student.
Writing as one of the language skill seems to be a very difficult skill to be
mastered. However students have learnt English for years, they still find it
difficult to master this skill. Al – Khasawneh (http://www.esp-world.info) states
that the students appeared to have many problems when writing in English, like
not knowing how to organize their ideas, because it is a new experience for them.
In learning writing, students are taught how to transform their ideas and messages
into written form. Written products are often the result of the students’ writing
activities.
Nurransiyah (2010) states that written product is influenced by some
elements such as vocabularies, grammar, organization, spelling and punctuation.
In the second year of Junior High School, the basic competency that should be
achieved in the writing English subject is that students have abilities in developing
and producing written simple functional text in the form of recount, narrative, and
descriptive. Descriptive is a type of text that focuses on describing thing in
specific way. Descriptive is a type of functioned to describe particular person,
place or thing. The students can use present tenses in writing descriptive text.
Descriptive text is a text which says what a person thing is like. Its
purpose is to describe and reveal a particular person, place, or thing. The generic
structures of descriptive text are identification and description. In identification
3
the writer identifies the phenomenon, to be described. In description, the writer
describes in parts, qualities, or/and characteristics.
In fact, not all students were able to write descriptive text, students find
some difficulties in building and developing their ideas, choosing the right words,
using the grammar and organizing the text. Based on the writer’s observation
which is done in SMP SwastaBudisatrya Medan, especially on Grade VIII by
diagnostic test. According to Harmer (2001:321) diagnostic tests can be used to
expose learner difficulties, gaps in their knowledge, and skill deficiencies during a
course. Thus when we know what the problem are, we can do something about
them. Thewriter found that students got problem in writing descriptive text. There
were many students who got problems in writing descriptive text. The English
teacher admitted that many students failed in achieving writing skill though they
have learn English from elementary school. Some of them do not have any ideas
to write. When they have come with the idea, they do not know how to write it in
English. They also have difficulty in using the convention of English grammar.
One of the many strategies in motivating students to write well especially
in writing descriptive text is through the use of pictures especially by applying
cartoon pictures. It is important to use cartoon pictures to help them in write down
their ideas or opinion. Cartoon Pictures are among the high imaginative media that
many sentences can be produced by the writer. They are needed to guide the
students in improving their writing ability. They are very potential in the process
of delivering message to the readers. By using picture in teaching writing and
learning , especially writing descriptive text, students can be motivated to convey
4
their ideas and to present their descriptive text by providing details about the
information that can be written based on the pictures. And, one of the strong
reasons is that the writer is very much interest in the availability pictures and how
they could be used to arouse students’ interest in writing descriptive.
B.
The Problem of the Study
Based on the background of the study, the problem of this study can be
formulated as follows:“ is there any significant effect the application of cartoon
pictures on students’ achievement in writing descriptive text ?”
C.
The Objective of the Study
This study is intended to find out the effect of using cartoon pictures in
writing descriptive text.
D.
The Scope of the Study
This study is focused on students’ achievement in writing descriptive text
particularly on describing object. The level of students being studied is the second
grade of junior high school.
E.
The Significance of The Study
Findings of the study are expected to be useful for:
1.
Teachers in order to give an effective application of cartoon pictures in
teaching writing, particularly in descriptive text.
2.
Students in order to increase their achievement in writing descriptive text.
3.
Encourage other researchers to get some information for their research.
44
REFERENCES
AL-khasawneh, F.M.S.2011.A Journal Writing for academic Purposes : Problem
Faced by Arab post Graduate students of the Collage of Business, UUM.
Available :http://.esp-world.info.Accessed on January 15th, 2014.
Arsyad,Azhar.2009.MediaPembelajaran. Jakarta : PT. RajaGrafindoPersada
Ary, D, et. Al. 2010.Introduction to Research in Education.8th Ed.New York:
MADSWORTH, CENGAGE Learning.
Brown, D. 2001. Teaching by Principles. An Interactive Approach to language
Pedagogy 2nd Edition. San Francisco, California : Longman.
Brown, D. 2003.Language Assessment.Principle and Classroom Practices. San
Francisco, California : Longman.
Brown, J.W, et. Al. 1983.Av Instruction.Technology, Media, and Methods 6th
Edition. New York : McGraw – Hill.
Cobun,Ed. D.T.C.1976.Media Specialist : Specialist in Media – International
Journal of Instructional Media 35, 223-227.
Deporter, B. and Heracky. M. 2009. Quantum Learning.Bandung :PenerbitKaifa.
Devia.2009. Kinds of Instructional Media for Teaching English. Available
http://devia86.blogspot.com/2009/08/kinds-of-instructional-mediafor.html.Accessed on March 3rd, 2014.
Gay, L. 1987. Educational Research : Composition. Cambridge : Winthrop.
Harmer, J. 2001.The Practice of English Language Teaching 3rd Edition
Complexity Revised and Updated.Harlow. Pearson Education Limited.
Harmer, J. 2004.How to teach Writing.England : Longman.
Knapp, P & Watkins, M. 2005.Genre, Text, Grammar.Sydney : University of
New South
Wales.
Lee &Coppen.1964. Simple Audio-Visual Aids to Foreign-Language Teaching.
London :Oxford University Press.
Mukarto, et.AL. 2004. English on Sky for Junior High School Students Year VIII
(SMP/MTS). Jakarta:Erlangga.
44
45
Munthe, R &Syukriah. A journal.“Find The Differences” Picture As Media To
Teach Speaking Descriptive Text To The Seventh Graders.
Journal.EnglishDepartment.Surabaya
State
University.Availablehttp://ejournal.unesa.ac.id/index.php/retain/article/vie
w/1837. Accessed on January 15th, 2014.
Nurussaniyah, H. 2010. Improving Students’ Ability in Writing Descriptive
Text.http://universityofibnkhaldunbogorindonesia.blogspot.com/2011/02/improving-students-ability-inwriting_8737.html.Accessed on January 15th, 2014.
Pardiyono.2007. PastiBisa !. Teaching Genre – Based Writing.
Yogyakarta:Andi.Permana, D &Zuhri, F .A Journal.The Implementation of
Picture Series as Media in Teaching Writing of Narrative Text of the Tenth
Graders
of
Senior
High
School.Journal.English
Department. Surabaya State University. Available :http://ejournal.unesa.
ac.id/index.php/retain/article/view/1355. Accessed on January 15th, 2014.
Siahaan, S &Shinoda, K. 2008.Generic Structure.Yogyakarta:GrahaIlmu.
Sihombing,Jenfina. 2010. The Effect of Applying Pictures on Students’
Achievement in writing Descriptive paragraph. Journal.English
Department.State University of Medan.
http://meetbied.wordpress.com. Accessed on February 25th, 2014.
http://tpcommunity05.blogspot.com . Accessed on March 10th, 2014.
http://web.mst.edu/~gdoty.html
http://www.shvoong.com/writing-and-speaking/branded-content/2103882advantages-disadvantages-using-cartoon-picturesmedia/##ixzz2xYMwWxts.Accessed on February 2nd.