THE IMPLEMENTATION OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD AND PICTURES TO IMPROVE STUDENTS’ WRITING SKILL (A CAR OF THE EIGHTH GRADE STUDENTS OF SMP AL-USWAH SEMARANG) Submitted to the Board Examiners as a Partial Fulfillment of t
THE IMPLEMENTATION OF COOPERATIVE
INTEGRATED READING AND COMPOSITION
(CIRC) METHOD AND PICTURES TO IMPROVE
STUDENTS’ WRITING SKILL (A CAR OF THE
EIGHTH GRADE STUDENTS OF SMP AL-USWAH
SEMARANG)
Submitted to the Board Examiners as a Partial Fulfillment of theRequirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in
English Teacher Training and Education Faculty
Directed By:
NURUL KUSUMA WARDANI
NIM 11311009
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
DECLARATION
ميحرلا نحمرلا الله مسب
“In the name of Allah the Most Gracious and the most Merciful” Hereby the writer fully declares that this graduating paper is made by the writer and it is not containing materials written or has been published by other people except the information from references and also the writer is capable of accounting for this graduating paper if in future this is can be proven of containing others‟ ideas or in fact, the writer imitates the others‟ graduating paper.
In addition, the writer really hopes that this declaration can be understood for all human being.
th
Salatiga, August 25 2015 The Researcher
MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
Jl. Tentara Pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50721
Website
thSalatiga, August 23 2015 Rr. Dewi Wahyu Mustikasari, M.Pd.
The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR’S NOTE
Case: Nurul Kusuma Wardani ‟s Graduating Paper
Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr. Wb.
After reading and correcting Nurul kusuma Wardani ‟s graduating paper entitled
“THE IMPLEMENTATION OFCOOPERATIVE INTEGRATED
READING AND COMPOSITION (CIRC) METHOD AND PICTURES TO
IMPROVE STUDENTS’ WRITING SKILL (A CAR of the Eighth Grade
Students of SMP Al-Uswah Semarang) ”. I have decided and would like to propose that if it could be accepted by the Teacher Training and Education
Faculty, I hope it would be examined as soon as possible.
Wassalamu’alaikum Wr. Wb.
Counselor
GRADUATING PAPER
THE IMPLEMENTATION OF COOPERATIVE INTEGRATED
READING AND COMPOSITION (CIRC) METHOD AND PICTURES TO
IMPROVE STUDENTS’ WRITING SKILL (A CAR OF THE EIGHTH
GRADE STUDENTS OF SMP AL-USWAH SEMARANG)
WRITTEN BY:
NURUL KUSUMA WARDANI
NIM: 113 11 009
has been brought to the board of examiners of English and Education Department of
Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN)
thSalatiga on August 29 2015 and hereby considered to complete the requirements for the
degree of Sarjana pendidikan Islam (S.Pd.I) in English and Education.
Board of examiners
Head : Moh. Khusen, M. Ag., M. A. Secretary : Rr. Dewi Wahyu Mustikasari, M. Pd. st 1 Examiner : Mashlihatul Umami, S. Pd. I., M. A. nd 2 Examiner : Setia Rini, M. Pd. th Salatiga, August 29 2015Dean of Teacher Training and Education Faculty
NIP. 19670121 199903 1 002 MOTTO ااهاعۡس ُو هلَِّإ اًسۡفان ُ هللَّٱ ُفِّ لاكُي الَ ....
Allah does not impose upon any soul a duty but to the
extent of its ability (Qs. Al-Baqarah 2: 286)DEDICATION
This graduating paper is whole intended dedicated for: 1. My beloved parents (Dady Sumaksono and Isnaini) 2. My beloved brothers (Vendy Dani Saputra and Bekti Nugroho)
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.Alhamdulillahirabbil‟ alamin, thanks to Allah because the writer could complete this research as one of the requirements for getting Educational Islamic Studies (S.Pd.I) in the English Education Department of State Institute for Islamic Studies (IAIN) Salatiga in 2015.
Peace and solution always be given to our last prophet Muhammad SAW who has guided us from the darkness to the brightness. However, this success would not be achieved without support from individual, people and institution. For all guidance, the researcher would like thanks to: 1.
Dr. Rahmat Hariyadi, M.Pd, as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
4. Rr. Dewi Wahyu Mustikasari, M.Pd., as the counselor who advice, support, suggestion, direction and guidance from the beginning until
5. All of lecturers in English Education Department and all staffs who helped me to process the thesis administration.
6. My beloved parents who always give support, trust, finance, encouragement, and all of your prayers for me. You are the best parents in this world. I love you.
7. My beloved brothers (Vendy and Bekti). Thank you for all of your prayers and support. I love you.
8. My friends Dewi, Niken, Fadilah, Dyah, Dewi N, and Ambar. Thank you for your help and support.
9. Mrs. Chabibah, the English teacher of SMP Al-Uswah Semarang, thanks for your guidance and support.
10. The big family of SMP Al-Uswah Semarang, thanks for your attention and support.
11. My friends in TBI who cannot mention one by one. Thanks for your support.
Wassalamu’alaikum Wr. Wb. th
Salatiga, August 25 2015 The Researcher
TABLE OF CONTENTS
TITLE ................................................................................................................ i DECLARATION ............................................................................................. ii ATTENTIVE COUNSELOR ‟S NOTE .......................................................... iii PAGE OF CERTIFICATION ......................................................................... iv MOTTO.............................................................................................................v DEDICATION ................................................................................................ vi ACKNOWLEDGEMENT ............................................................................. vii TABLE OF CONTENTS ................................................................................ ix LIST OF TABLES ........................................................................................ xiii LIST OF FIGURES....................................................................................... xiv ABSTRACT ....................................................................................................xv
CHAPTER 1 INTRODUCTION ...................................................................1
A. Background of the Study .......................................................................1 B. Problems of the Study ...........................................................................4E.
Benefits of the Study .............................................................................5 F. Definition of Key Terms .......................................................................6 G.
Graduating Paper Organization .............................................................8
CHAPTER II REVIEW OF RELATED LITERATURE ...........................9
A. Previous Studies ....................................................................................9 B. Related Theories..................................................................................10 1. Cooperative Integrated Reading and Composition (CIRC) ..........10 a. Cooperative learning ..............................................................10 b. CIRC Method .........................................................................12 c. Advantages of Using CIRC ....................................................14 d. Weaknesses of Using CIRC ...................................................15 2. Picture ...........................................................................................15 a. Medium of Teaching ..............................................................15 b. Definition of Picture ...............................................................17 c. Advantages of Picture ............................................................19 d. Disadvantages of Picture ........................................................20 3. Writing ..........................................................................................21 a. Definition of Writing ..............................................................21 b. Purpose of Writing .................................................................22 4. Simple Past Tense ........................................................................23 a. Simple Pattern Sentence .........................................................23A.
Research Setting ..................................................................................30 1.
General Description of Location ...................................................30 2. Research Schedule ........................................................................31 B. Research Methodology........................................................................32 1.
Definition of CAR ........................................................................32 2. Characteristics of CAR ................................................................33 3. Principles of CAR ........................................................................33 4. Procedures of CAR ......................................................................34 a.
Cycle1 ....................................................................................35 b. Cycle 2 ...................................................................................37 C. Objects of Research.............................................................................39 D.
Techniques of Collecting Data ............................................................39 1.
Observation ..................................................................................39 2. Interview and Questionnaire ........................................................39 3. Test ...............................................................................................40 4. Documentation .............................................................................40 E. Role of the Research ..........................................................................40 F. Analysis of Data ..................................................................................41 1.
Qualitative Data ............................................................................41 2. Quantitative Data ..........................................................................41
CHAPTER IV RESEARCH FINDING AND DISCUSSION ...................44
2. Cycle 2 ..........................................................................................57 B. Description of Students‟ Writing Skill Improvement .........................70 1.
Test Analysis .................................................................................70 2. Observation Analysis ....................................................................73
CHAPTER V CLOSURE .............................................................................75
A. Conclusion...........................................................................................75 B. Suggestions .........................................................................................76 REFERENCES APPENDICESLIST OF TABLES
Table 2.1 Minimal Sentence .........................................................................25Table 2.2 Basic Sentence ..............................................................................25Table 2.3 Statement of Simple Past Tense in Form of to be ........................26Table 2.4 Statement of Simple Past Tense in Form of Verb ........................27Table 3.1 Research Schedule .......................................................................31Table 4.1 Result of Pre-Test and Post-Test Cycle1 ......................................53Table 4.2 Result of Pre-Test and Post-Test Cycle 2 .....................................65Table 4.3 Result of Pre-Test 1, Post-Test 1, Pre-Test 2 and Post-Test 2......70Table 4.4 Students‟ Mean Score ...................................................................71Table 4.5 Result of t-test Calculation ...........................................................72LIST OF FIGURES
Figure 3.1 Model of CAR .............................................................................34Figure 4.1 St udents‟ Score Percentage .........................................................72
ABSTRACT
Wardani, Nurul Kusuma (2015): The Implementation of Cooperative Integrated Reading and Composition (CIRC) Method and Pictures to Improve Students‟ Writing Skill (A CAR of the Eighth Grade Students of SMP Al-Uswah Semarang). Consultant: Rr. Dewi Wahyu Mustikasari, M.Pd.
Keywords: Cooperative Integrated Reading and Composition (CIRC)Method, picture, and writing skill
This research is aimed to improve students‟ writing skill through CIRC method and pictures. This research answer these basic questions (1) How is the implementation of CIRC method and pictures improve students‟ writing skill of the eighth grade students of SMP Al-Uswah Semarang? and (2) How is the students‟ writing skill improvement after being taught using CIRC method and pictures of the eighth grade students of SMP Al-Uswah Semarang? The methodology of this research used Classroom Action Research (CAR) and the data were analyzed by qualitative and quantitative data. It conducted in two cycles. Each cycle consists of planning, action, observation and reflection. From the result, the writer found several findings on it. The result of this research is there is an improvement of students‟ writing skill by using CIRC method and pictures. It can be seen from the mean score of pre-test and post-test. In cycle 1 post-test is higher than pre-test: 77,8 >64,1 then in cycle 2: 86,2>75,5. Besides that, the t-test calculation also show that t-test > t-table (2,76) in each cycle. T-test in cycle 1 is 3,92 and t-test in cycle 2 is 4,28. In addition, the percentage of st udents‟ score who pass the KKM in pre-test 1 is 53,57%, post-test 1 is 67,86%, pre-test 2 is 71,43% and post-test 2 is 89,29%. The KKM of English subject in this school was 70.
The writer‟s target was 85%, it meant that 24 of 28 students must pass the KKM. While the result in post-test 2 was 89,29%, so 25 students was pass the KKM, thus the target was achieved. It meant that the use of CIRC method and pictures are able to improve students‟ writing skill.
CHAPTER I INTRODUCTION A. Background of the Study Learning language has four parts of skill. They consist of reading,
writing, listening, and speaking. All of these language skills have relationship each other. If students only have mastering one of skill, they may not do the assignment well. For example, to write the narrative text, students must understand about the generic structures and language features of it. While, to understand about them, students have to take the reading comprehension previously. From this, they can write good narrative text correctly.
In the teaching-learning process, the teachers are responsible for executing the process. Teaching is one of the competences of teachers, and they have to master it. To assist the four skills (reading, writing, listening, speaking), it needs teachers‟ proficiency to teach pedagogically. From that students can understand and comprehend the material being taught. However here are not just the teachers who participate in the process, students also have participated in it.
In the 1975 curriculum, implementation of teaching-learning process is still concern in teachers, where students are just listening to the
(CBSA)" , where students are expected to be active in the classroom
(students centering), for example asking question, share their idea, group working, etc. For long time, students centering-based curriculum has some alteration, there are 2004 curriculum (KBK), 2006/school based curriculum (KTSP), and up to now, the 2013 curriculum which implemented character education in the system of education in school. Although, some schools have been back to the 2006/school based curriculum (KTSP) in second semester, because The Minister of Education stopped it. Therefore, between teachers and students have responsibility each other. Thus, in this context, it needs the teachers‟ creativity to teach the language for students. That it will be useful to stimulate students to be more active in the classroom.
The writer takes the data questionnaire for students and interviews the English teacher to know what the problems are. It carries out when the writer take the observation in this school. In writing lesson, students in the eighth grade of SMP Al-Uswah often faced some problems. The problems are the lack of mastering vocabularies, the lack of comprehending structure, difficulty to find proper words, and difficulty to continue the words were made. Some of these problems cause students cannot improve their writing ability. Therefore to overcome these problems, teachers should use their creativity to assist students in writing sentence or
Teachers can use many ways in language teaching, for example using method of language teaching. By using it, the teaching-learning process in the classroom is more comfortable and makes class enthusiasm. The methods are used should match with the students‟ necessary. Cooperative learning is the most appropriate solution for students, because from learn cooperatively they can help each other to comprehend the material easily from their friends‟ spoken. Many kinds of method of language teaching that included in cooperative learning, one of them is Cooperative Integrated Reading and composition (CIRC). This method is appropriate to improve students‟ writing skill. How students reached their comprehension after reading and discussing then implemented into compose a sentence or paragraph are the first points on this method. It includes cooperative learning which concern in group working.
Typically, the involvements of friends rarely become the central activity, but in the CIRC program, students plan, revise, and edit their essays in closely collaboration with their teammates (Slavin, 2005: 204).
To support the implementation of the CIRC method, it also takes other media. In this case the picture is suitable to assist students in writing a sentence or text. Picture can provide an imagination or overview so students can easily explore their ideas and implement it into a sentence or text. Reading and Composition (CIRC) method typically used to students in 2-6 at elementary school. This time the writer tries to apply it in Indonesian students (their mother tongue is Indonesian) at junior high school. Therefore, the writer makes this research entitled “The Implementation
of Cooperative Integrated Reading and Composition (CIRC) Method and Pictures to Improve Students’ Writing Skill (A CAR of the Eighth Grade Students of SMP Al-Uswah Semarang). ” B. Problems of the Study
In this research, the writer would like to focus on the following problems:
1. How is the implementation of CIRC method and pictures improve students‟ writing skill of the eighth grade students of SMP Al-Uswah Semarang? 2. How is the students‟ writing skill improvement after being taught using CIRC method and pictures of the eighth grade students of SMP
Al-Uswah Semarang? C.
Limitation of Problem
This research is concentrated on the implementation of Cooperative Integrated Reading and Composition (CIRC) method and pictures to improve students‟ writing skill. The object of this research is the eighth grade students of SMP Al-Uswah. The topic must be limited in students‟ writing sentence. The pattern of sentence is simple sentence on simple past tense. Th e contribution of students‟ writing is on writing recount and narrative text. Therefore, this research especially would be focused on how far students mastering writing skill to write simple past tense using CIRC method and pictures.
D. Objectives of the Study
Based on the problems of the study above, objectives of the research are as follow:
1. To describe the implementation of CIRC method and pictures to improve students‟ writing skill of the eighth grade students of SMP Al- Uswah Semarang.
2. To describe the students‟ writing skill improvement after being taught using CIRC method and pictures of the eighth grade students of SMP Al-Uswah Semarang.
E. Benefits of the Study
In this research, benefits of the study are: 1. Theoretical
This research may useful for other English teachers in teaching and improving their creativity by using method of language teaching (CIRC) and medium of language teaching (picture). a.
By using CIRC method and pictures, students‟ writing skill is more advanced than before use this method.
b.
This research will help the writer herself to improve teaching English, especially in writing.
F. Definition of Key Terms
This research is composed of four main terms which are essential to be described. The writer wants to explain the meaning of the title consideration briefly: 1.
Cooperative Integrated Reading and Composition (CIRC) Method CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Stevens et al., 1987(David et al., 2014: 116)). It can also implement in junior or senior high school Indonesian students. Although the objects of this method are different, but the basic activities of CIRC program are same. It is clarified by Slavin:
The main objective of the developers of CIRC program to writing lesson and language arts is to design, implement, and evaluate the approach of writing process for teaching writing and language arts that will take advantage of the presence of many friends (students) of the class. (Slavin, 2005: 204).
It means that main objectives of CIRC program are on the reading and writing. The activities are done by group, but its evaluation is individually. The students will increase their reading or writing skill,
In most knowledge, picture is meant as a representation of something. It can made by painting, drawing, engraving, or photography.
The purpose of providing picture is to enhance and hone the visual perception of students. Without the "critical looking" and "educated seeing" that students develop when visuals are used to support their writing skill, then students' creative writing capabilities will be significantly impaired and retarded (Scrivener, 1994: 134).
Picture can increase students‟ writing skill, because it helps students to tell a bout how the picture‟s condition easily. It also enhance the stud ents‟ interesting.
3. Writing Skill
Writing can also, of course, be used as an integral part of a larger activity where the focus is on something else such as language practice, acting out, or speaking (Harmer, 2004: 33).
Writing is represent of ideas into composing words become sentence, then sentence become paragraph. In this research, writing is focused on write simple pattern sentence. The pattern of simple sentence usually consists of subject, predicate, and object (optional).
G. Graduating Paper Organization
the study, problems of the study, limitation of problem, objectives of the study, benefits of the study, definition of key terms, and graduating paper organization. Chapter II discusses about review of related literature, it contains of previous studies and related theories. Chapter III is method of research, consists of school and students profile, research methodology, the role of this research, technique of collecting data, and analysis of data.
Chapter IV describes about research finding and discussion, consists of implementation of CIRC method and pictures and description of students‟ writing skill improvement. Chapter V is closure, it contains conclusions and suggestions.
CHAPTER II REVIEW OF THE RELATED LITERATURE A. Previous Studies The researches which
almost same with writer‟s research has ever
an
been done by other researchers. First, the research entitled Analytical Rubric to Improve the Writing of EFL College Students” by Hui- Chuan Liao and Lina Hsu, 2014, the students of National Kaohsiung University of Applied Sciences, Taiwan. This research had purpose to improve students‟ writing skill trough analytical rubric which used as both the writing guide and the scoring criteria. The object of this research was EFL College students. It was a descriptive quantitative research which using ANOVA to analyze the data and t-test in addition to descriptive statistic. Data were collected using a self-reported questionnaire and pre-, mid-, and post-test writing. Besides that, error feedback and writing comments from other students are used to support collecting data. From that, students would be motivated toward English writing so improved their writing performance.
The secondary was taken from journal of University of Macau, China by Sylvia Sao Leng Ieong, 2003. The title was
“Using Picture Dictation Exercises for Practising All Four Skills
”. This research had purpose to make students mastering four skills; listening, speaking, reading, and writing using dictation, which involves learners in all four skills of listening with attention, fun and interest, speaking with confidence, reading with care and purpose and writing with accuracy. Data were collected from the result of students‟ assignment: drawing a picture (from listening), writing the story by their own sentence, and retelling story (reading and speaking).
The differences between the writer‟s research paper and the other researchers above were the writer‟s research focused on the implementation of CIRC method and pictures, while research from Hui-Chuan Liao and Lina Hsu focuses on the analytical rubric, but the object is same, that is improve st udents‟ writing skill. Then, the research from Sylvia Sao Leng Ieong focuses on the same media that is picture, but the object is different. The writer focused on only one skill that is writing. While Sylvia‟s research focused on the four skills that are listening, writing, reading, and speaking.
Beside that, the writer used method of language teaching to support the media which is used.
B. Related Theories 1.
Cooperative Integrated Reading and Composition a.
Cooperative learning Cooperative learning is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. This method can help students develop leadership skills one another learnt academic content. In academic classroom, students are expected to help each other, to discuss and argue with each other, to access each other‟s current knowledge and fill in gaps in each other understands (Slavin, 2005: 4).
The role of classmates very helpful t o develop students‟ interesting and motivation in the course. They may feel shy when asked anything that they are not know to the teacher than to their friends. It overcomes the students who have less confidence. It is why cooperative learning is important for students.
Support from Vygotsky's theory of constructivism has put the importance of cooperative learning model. Vygotsky's constructivism emphasizes that knowledge is built and constructed mutually, learners within the context of socio- histories.Involvement with others opens the opportunity for them to evaluate and improve comprehension. In this way, the experience in a social context provides an important mechanism for the development of students‟ thinking. (Suprijono, 2011: 55). From Vygotsky‟s theory, it can conclude that cooperative learning has many advantages for students, such as build and construct knowledge, evaluate and improve students‟ comprehension, and develop students‟ thinking. Students who learn cooperatively have high responsibility than others, it means that they have to finished their work, because each student in group certainly has responsibility.
Cooperative learning has several methods which often used by
1) Student Team Achievement Division
2) Team Game Tournament
3) Jigsaw II
4) Team Accelerated Instruction
5) Cooperative Integrated Reading and Composition(Slavin,
2005:11) Those methods often implemented on the teaching-learning activity from elementary up to senior high school even in the college.
They emphasize on the grouping students in order to make students learn cooperatively. From cooperation, students can share their idea as a contribution of individual responsibility in group. For example, STAD and JIGSAW II, although students take a group working, but each member responsible to answer the assignment. Then, if their group do their assignment well, teachers give reward for that winner group.
b.
Cooperative Integrated Reading and Composition (CIRC) Method CIRC is a comprehensive program for teaching reading and writing in the upper elementary and middle grades (Slavin, 2005:16).
In CIRC, teacher use novels or basal readers. Students are assigned to team composed of pairs of students from two or more different reading levels.
The point of CIRC is instruction in reading comprehension, integrated writing, and language arts using writing process approach. course or also write the main idea of the story if the topic is about genre. As Slavin (2005: 18) Team members receive points based on individual performance on quizzes and composition which are "added" to produce a team score. Achievement criteria are specified; teams that meet the criteria receive certificates.
Reward is needed when the students be able to do the assignment from teacher. It can influence students‟ learning motivation. It is not just about what they attained, but also how to engage students to be active in the classroom.
Related to that, the stages in this method can help students to increase their brave and activeness during learning process. Learning stages in the CIRC by Suprijono (2011: 130) are as follows:
1) Forming groups of four members in heterogeneous
2) Teacher giving a discourse/ clipping/ other tasks in accordance with the topic of learning
3) Students work together to read each other, finding the main ideas or discussing the point/problem of task and give feedback on discourse/ clipping/ other tasks, and then write sentence or paragraph on paper.
4) Presenting/ read the results of the group
5) Teacherand students make conclusion together
6) Closing
The reason why grouping students heterogeneously is to make the balance group‟s power of each group. The students who less confident are helped by their friends who have high mental. The material that disscussed not only text or story, but also can be made All of these measures, the teacher may add to or modify, in accordance creativity of each teacher.
c.
Advantages of using CIRC According to Suyitno (2005: 6), CIRC method has many advantages for students and teacher, there are: 1)
CIRC is ideal to enhance students' skills in problem solving to solve problems 2)
The dominance of the teacher in the learning decreases 3)
Students are motivated on the results carefully, because working in groups 4)
Students can understand the meaning of questions and check each job 5)
Helping weak students 6)
Improving learning outcomes especially in solving the problem in the form of problem-solving 7)
Experience and learning activities students will always be relevant to the child's developmental level 8)
All learning more meaningful for the students so that the learning outcomes of the students will be able to last longer. From the explanation above, the writer can conclude that some advantages of CIRC are students can solve the problem, help the weak students, increase students‟ activeness, and others. All those advantages are gotten by students if they did the CIRC program seriously and teacher be able to give direction for them.
d.
Weaknesses of using CIRC Each method of language teaching has disadvantage, likewise
CIRC. Suyitno (2005:6) add two weaknesses of CIRC:
2) It is difficult to set the class to be quiet so that the classes tend to be crowded If the teacher not to be able organize students, it can make teaching-learning activity is not effectively, but weakness of CIRC is not too influence teaching-learning process in the classroom. It depends on creativity of teacher to carry the methods are used. That is why they must have pedagogical skill as a teacher.
2. Picture a.
Medium of Teaching The basis of the teaching - learning activity in the classroom is making communication itself between teacher and students, they are sharing opinion each other to increase ideas and knowledge. In the communication process often creates a problem, so it can cause the communication results are not efficient. One attempt to overcome that is by using the medium of teaching, in this case the medium of language teaching.
Association for Education and Communication Technology (AECT) define that medium is all forms which used for a process of information distribution. ....
Medium is something that is channeling messages and can stimulate the mind, feel, and the willingness of the audience (students) so it can encourage the learning process of themselves (Usman and Asnawir, 2002:11).
From the explanation above, the writer can say that medium willingness of the course. By using medium, it helps teachers to develop their creativity to extend the material for students. Medium also make circumstance of the classroom is not monoton. This caused students‟ interest is advance.
Rudi Bretz (1977) as quoted by Usman and Asnawir (2002:27) classifies the main characteristic of the medium in the eight classifications: audio-visual motion; audio-visual silence; audio-semi motion; visual motion; visual silence; visual of audio-semi motion; and print.
Students can receive the message through these medium if teachers use it appropriate with the necessary and material. Therefore, teachers must be able to choose a good and suitable media to teach their students.
Along with the steady of these conceptions, functions of medium are not only as model/assist tools, but as carriers of information or message of teaching to students (Usman and Asnawir, 2002:24).
Dick and Carey as quoted by Usman and Asnawir (2002:126) states that there are four criteria in the selection of medium: 1)
The availability of local resources, it means that if the media is not found on the source, then it should be bought or made their own;
3) Factor is related on the flexibility, practicality, and durability of the medium which is used for long time, it means can used anywhere and anytime;
4) The effectiveness and cost for long time, even if it seems expensive but probably cheaper than any other medium that can only be used for disposal
However, teachers can ask to the students about the selection of medium. By sharing information about this, students feel that they involve on the lesson plan and programs of education. Besides, the medium is suitable for students‟ necessary.
b.
Definition of Picture Picture is one of media of language teaching which easily to get it, cheap, helpful, and easily to understood. Usman and Asnawir
(2002:47) state that picture is the original form of reproduction medium in two dimensions. It is an effective visual tool because it can be visualized that will be described in more concrete and realistic.
Through picture, students comprehend the meaning easily because it is like a real things. They also can predict the action of object in the picture or may determine the message of picture directly.
All ESL writing teachers can find a valuable resource in picture: drawings, photographs, posters, slides, cartoons, magazine advertisements, diagrams, graphs, tables, charts, and maps (Raimes, 1983: 27). Pictures are needed also easily to looked for from the
Using picture as a topic for several writing classes not only to develop a wide variety of tasks but also a sequence of task, gathering more vocabulary, knowledge of idiom and sentence structure, and organizational skills as they proceed (Raimes, 1983: 34). The picture can be used as a guidance for students to discuss a cultural phenomenon and their own experience related to the topic.
Usman and Asnawir (2002: 49-50) explained that choose a good picture is required the following things: 1)
The authenticity of picture, avoid using counterfeit picture. 2)
Simplicity, especially in determining the color. Keep students interested in the picture used. 3)
Forms of items, students receive the proper response of objects in picture. 4)
The pictures are used let show the point is being discussed or being done. 5) Pay attention the value of photography. 6) The artistic aspect is also noteworthy. 7)
The picture must be quite popular, it is known by students in part or in its whole. 8)
The image should be dynamic, it showed a specific activity. 9)
The image should carry a message that is suitable for teaching purposes are being discussed.
All manner to choose pictures above are very useful for teachers. Teachers can use this media for students group or students individual working. The selection of picture must be pay attention. Such determining the color, if its color too incisive, students‟ c.
Advantages of Picture When using picture as media of language teaching, it has some advantages, which are:
1) More concrete and realistic to raise the point, if compared with verbal language.
2) It is beyond space and time. 3) To overcome the limitations of the eye. 4)
Clarify the problem in any field, and can be used for everyone regardless of age (Usman and Asnawir, 2002: 50).
Besides that, if teachers use the interesting picture may stimulate students‟ motivation to learn more about the topic or event being present. It also can influence the students‟ comprehending the meaning or message of picture.
d.
Disadvantages of Picture However, picture has some disadvantages when it uses as media of language teaching. Usman and Asnawir (2002: 50-51) decribe it, that are: 1)
Teachers‟ explanation may different with interpretations according to each student‟s knowledge.
2) The material which coveredis not complete enough, because
When the picture is shown to students, they may have different imagination or interpretation automatically. To overcome this problem, teacher should to explain clearly before giving the picture for students. The other problem is when the picture is too small, it makes students who sit in the behind cannot see it clearly. Teacher should to make it bigger or reduplicate it.
3. Writing a.
Definition of Writing In the language learning, students learn some of language skill.
There are four language skills: speaking, writing, listening, and reading. Writing is one of language skill that should be given for Junior High School. In this chapter, the writer tries to explain the definition and purpose of writing.
Some definitions are given by linguists about writing. According to Gelb (1952: 11), writing began at the time when man learned how to communicate his thoughts and feelings by means of visible signs; understandable not only to himself but also to all other persons more or less initiated into the particular system.
It means that the person must be able to represent his thoughts
Other linguists, White as quoted by Nunan (1989: 36) said that: Writing is not a natural activity. All physically and mentally normal people learn to speak a language. Yet all people have to be taught how to write. This is a crucial difference between the spoken and written forms of language. There are other important differences as well. Writing, unlike speech, is displaced in time. Indeed, this must be one reason why writing originally evolved since it makes possible the transmission of a message from one place to another.
From White‟s statement, the writer can said that there is crucial difference between writing and speaking, it is about whether natural or unnatural process of them. It makes students think that writing rather difficult than speaking.
According to Prior as quoted by Hyland (2002: 31) observes: actually writing is formed of tools (material and semiotic) and populated with others (past, present, and future).Writing does not stand alone as the discrete of a writer, but emerge as an influence of many streams of activity: reading, talking, observing, acting, making, thinking, and feeling as well as transcribing words on paper.
The notion of writing is people not write directly without experience a long time process and through by various activities.
When people write, they have to know the time of event. Such it is took place on the present, past, or future. Thus, the result of their
The purpose of writing, in principle, is the expression of ideas the conveying of a message to the reader; so the ideas themselves should arguably be seen as the most important aspect of the writing (Penny Ur, 1996: 163). It means that purpose of writing is express writer‟s idea to carry the message for reader. Then it useful for reader in the future.
Most of such writing activities result the real purpose tasks (teacher can predict their students will probably need to perform at some stage) versus invented purpose tasks (however engaging, are unlikely to be directly relevant to their students‟ future needs) (Harmer, 2004: 39).
Teacher should to know what the students‟ needs when they got an assignment to write sentences or paragraph. Then inform to students, what the purpose of their writing. From it, certainly students do the assignment disciplinary.