Submitted to the Board of Examiners as a Partial Fulfillment of Requirements for The Degree of Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga

THE EFFECTIVENESS OF SEQUENCE PICTURE

  

TECHNIQUE AND LECTURING TO TEACH WRITING

SKILLS OF RECOUNT TEXT

“(An Experimental Study of The Eighth Grade Students of MTs Yaspi

Pakis in The

  Academic Year of 2017/2018)”

GRADUATING PAPER

  

Submitted to the Board of Examiners as a Partial Fulfillment of Requirements for

The Degree of Sarjana Pendidikan (S.Pd) in English Education Department of

Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN)

of Salatiga

  By: SAWITRI 11313154 ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA 2017

  

DECLARATION

In the name of Allah the Most Gracious and the Most Merciful.

  Hereby, the writer declares that this graduating paper is originally made by the writer herself. It is not plagiarism nor made by others. The thing related to other people ’s work are written in quotation and included in the bibliography.

  This declaration is made by the writer to be understood.

  Salatiga, September 18

  th

  2017 The Writer Sawitri 11313154

  

DEDICATION

  The writer dedicated this graduating paper to: 1.

  State Institute for Islamic Studies (IAIN ) Salatiga, especially for English Education Department of Teacher Training and Education Faculty.

  2. Edi Mancoro Islamic Boarding House.

  3. My beloved father and mother, Bapak Sumadi and Ibu Rubet who always love and support me.

  4. My beloved brother and sister, Mas Aminuddin and Mbak Nita Erawati. Thank for your motivation, love and kindness.

  5. My beloved close friend Isti wulan Khosidah and Siti Muzaiyanah who always give support, motivation for me, and always by my side anytime I need.

  6. My friends all members of TBI 2013, especially for class TBI E 2013 thanks for your support.

  7. Kulliyatud Dirosah al Islamiyyah Wal Ijtima’iyyah (KDII) Edi Mancoro Boarding House.

  8. My roommates of third room of Edi Mancoro Islamic Boarding House; Ismawati, Dewi Marinda, Hesti, Mafuroh Dewi, Fiki and Novitasari. Thank for the support and spirit.

  ACKNOWLEDGE Bismillahirrohmanirrohim.

  Assalamu’alaikum Wr. Wb.

  Alhamdulillahirobbil ‘alamin, all praise to Allah due to his protection, power and mercy which are given to the writer, so she could complete her graduating paper entitled; The Effectiveness Between Sequence Picture Technique and Lecturing to Teach Writing Skill of Recount Text. (An Experimental Study of Eighth Grade Students of MTs Yaspi Pakis in The Academic Year of 2017/2018). Secondly, Thanks a lot my prophet Muhammad SAW for his guidance that leads the writer to the truth.

  The writer would like to express her deepest gratitude and apreciation to: 1.

  Drs. Rahmat Hariyadi, M.Ag, the Rectorat of State Islamic Studies Institute (IAIN) Salatiga.

  2. Mr. Suwardi, M.Pd as the Dean of Teacher Training and Education of State Institute for Islamic Studies (IAIN) Salatiga.

  3. Mrs. Noor Malihah, M.Hum.,Ph.D.,as the Head of English Education Department, thanks for your guidance.

  4. Mr. Ruwandi M.A., as the writer’s a counselor. Thanks for your advice, suggestion and correcting my graduating paper.

  5. All lecturers and staff of IAIN (Salatiga), the writer deeply thanks to you all for your advice, knowledge, and kindness.

  6. Almaghfurlah Mr.Mahfud Ridwan Lc and Mrs. Nafisah as the leader of Edi Mancoro Islamic Boarding House (PPEM).

  7. Muhammad Hanif M.Hum. as the counselor of Edi Mancoro Islamic Boarding House.

  8. My parents and my big family who always support and advice me.

  9. All of my friends in Edi Mancoro Islamic Boarding House (PPEM).

  10. The Head master, teachers, staff and students of MTs Yaspi Pakis, especially for the eight grade students in the academic year of 2017/2018.

  Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.

  Wassalamu’alaikum. Wr. Wb.

  Salatiga, September 28

  th

  2017 The writer

  Sawitri 113 13 154 ABSTRACT SAWITRI, 2017. The Effectiveness of Sequence Picture Technique and Lecturing to Teach

  Writing Skills of Recount Text (An Experimental Study of the Eighth Grade Students of MTs Yaspi Pakis in the Academic Year of 2017/2018). Graduating paper. English Department Teacher Training and Education Faculty.State Institute for Islamic Studies (IAIN) of Salatiga. Consultant: Ruwandi, M.A.

  

Key Words : Sequence Picture, Lecturing and To Teach Writing Skills of Recount Text.

  The aims of this study are1)To find out the the profile of the students’ writing before using sequence picture technique and lecturing, 2)To find out the profile of the students’ writing after using sequence picture technique and lecturing, 3) To find out the effectiveness between sequence picture technique and lecturing to teach writing skills of recount text of the eighth grade students of MTs Yaspi Pakis in the A cademic year of 2017/2018.The research method that is used in this study was quantitative. The writer used true experimental design. This study was carried out in two classes, one class as experimental class and the other as control class. The technique of collecting data were observation, test and documentation. The data were gathered through tests. The test consisted of the pre-test and post-test. The sample of this study was 56 students. Based on the result of statistical calculation, it proved that 1) before using sequence picture technique and lecturing the wriring skills between two group was equal,2) after using sequence picture technique and lecturing the writing skills was difference, 3) the result of tt and to was 0.37 and 4.32, there was no effectiveness between Sequence Picture and Lecturing because to<tt. However the treatment there was difference because based upon the result of post-test, Ma>Mb (61>53). Then there was effectiveness because to>tt. Based on the finding result of this study, the writer concluded that there was efeectiveness of sequence picture technique and lecturing to teach writing skills of recount text of the eighth grade students of MTs Yaspi Pakis in the academic year of 2017/2018.

  

MOTTO

“Do Your Best at Any Moment that You

Have”

(Sawitri)

  TABLE OF CONTENTS TITLE ............................................................................................................................ i DECLARATION .......................................................................................................... ii ATTENTIVE OF COUNCELOR ............................................................................... iii STATEMENT OF CERTIFICATION ........................................................................ iv MOTTO ........................................................................................................................ v DEDICATION ............................................................................................................ vi ACKNOWLEDGEMENT .......................................................................................... vii ABSTRACT ................................................................................................................ ix TABLE OF CONTENT ............................................................................................... x LIST OF TABLE ....................................................................................................... xiv LIST OF FIGURE ..................................................................................................... xvi

  CHAPTER I Introduction .................................................................................................................. 1 A. Background of the Study .................................................................................. 1 B. Statement of the Problem ................................................................................. 5

  C.

  Objective of the Study D.

  Benefit of Study ................................................................................................ 6 E. Limitation of the Study ..................................................................................... 7 F. Definition of Key Term .................................................................................... 7 G.

  Paper Outline .................................................................................................... 8

  CHAPTER II THEORETICAL FRAMEWORK .............................................................................. 10 A. Review of Related Study ............................................................................... 10 B. Writing ........................................................................................................... 11 1. Definition of Writing ............................................................................... 13 2. Aspect of Writing .................................................................................... 13 3. Purpose of Writing .................................................................................. 16 4. Writing Strategies .................................................................................... 19 C. Picture ............................................................................................................ 23 1. Definition of Picture ................................................................................ 23 2. Characteristic of the Picture .................................................................... 23 3. Kind of Picture ........................................................................................ 24 4. Role of Picture ......................................................................................... 25 5. Advantages of Picture ............................................................................. 26

  6. Disadvantages of Picture ......................................................................... 27 7.

  Picture Sequence ..................................................................................... 27 D. Lecturing ....................................................................................................... 27 1.

  Definition of Lecturing ............................................................................ 27 2. The Skill of Lecturing ............................................................................. 30 3. Advantages and Disadvantages of Lecturing .......................................... 30 4. The Purpose of Lecturing ........................................................................ 30 E. Recount Text ................................................................................................. 31 1.

  Definition of Recoun Text ....................................................................... 31 2. Generic Structure of Recount Text .......................................................... 31 3. Language Feature of Recount Text ......................................................... 32 F. Evaluation Rubric .......................................................................................... 32 G.

  Evaluation Criteria ........................................................................................ 37 H. The Minimum Completeness Criteria (KKM) .............................................. 38 I. Conceptual Framework ................................................................................. 40 J.

  Research Hypothesis ..................................................................................... 41

  CHAPTER III Research Report .......................................................................................................... 43 A. Setting of Research ......................................................................................... 43 1. The location of MTs Yaspi Pakis ............................................................. 43

  2. Vissions and Missions of MTs Yaspi pakis ............................................. 44 3.

  Observation Check List ............................................................................ 45 B. Research Method and Design ......................................................................... 45 C. The benefit of Experimental Research ........................................................... 47 D.

  Population and Sample ................................................................................... 47 E. Technique of Collecting Data ......................................................................... 52 F. Research Instrument ....................................................................................... 53 G.

  Technique of Analyzing Data ......................................................................... 54 H. Statistical Hypothesis ..................................................................................... 55

  CHAPTER IV Data Analysis .............................................................................................................. 56 A. Data Presentation ............................................................................................ 56 1. The score of pre-test ................................................................................. 56 2. The score of post-test ................................................................................ 58 B. Data Analysis .................................................................................................. 60 1. The calculation of pre-test score ............................................................... 60 2. The calculation of post-test score ............................................................. 66 C. Discussion ....................................................................................................... 72 CHAPTER V Closure ........................................................................................................................ 74

  A.

  Conclusion ...................................................................................................... 74 B. Suggestion ...................................................................................................... 75

  REFERENCES CURRICULUM VITAE APPENDIXES

  LIST OF TABLE

TABLE 2.1 The List Kind of Picture ............................................................. 24TABLE 2.2 Rubric Assessment of Writing Test (Content) ......................... 33TABLE 2.3 Rubric Assessment of Writing Test (Organization)................. 33TABLE 2.4 Rubric Assessment of Writing Test (Vocabulary) ................... 34TABLE 2.5 Rubric Assessment of Writing Test (Language use) ................ 35TABLE 2.6 Rubric Assessment of Writing Test (Mechanic)....................... 36TABLE 2.7 The Specification of Test ............................................................ 37TABLE 2.8 Evaluation Criteria ..................................................................... 37TABLE 3.1 Observation Check List .............................................................. 45TABLE 3.2 Technique of Sampling ............................................................... 49TABLE 4.1 The score pre-test of experiment group .................................... 56TABLE 4.2 The score pre-test of control group ........................................... 57TABLE 4.3 The score of post-test of experiment group .............................. 58TABLE 4.4 The score of post-test of control group ..................................... 60TABLE 4.5 The calculation of experiment group (pre-test) ........................ 62TABLE 4.6 The calculation of control group (pre-test) ............................... 62TABLE 4.7 The calculation of experiment group (post-test) ...................... 67TABLE 4.8 The calculation of control group (post-test) ............................. 68

  LIST OF FIGURE

FIGURE 3.1 The Procedure to Determine KKM ............................................... 39FIGURE 3.2 Procedure of Research .................................................................... 40

CHAPTER I INTRODUCTION A. Background of the Study Language is something to express our opinion, emotion, desires whether

  in speaking or writing. Language has very important role in social relationship among human being. It is a media of communication that can help people to interact, converse, and to share with other people in the world. Language has important role in our life, especially use English language. English is the important language in the world, because English as an International Language. However, English used to communicate with the people in other country. It is the reason why many people want to study about English.

  English has goals. It is popular all over the world including Indonesian country. English has a compulsory subject in school that covers four skills namely: listening, reading, speaking and writing. The English teaching should be focused on the student’s ability to communicate well, through spoken and written.

  Writing is one of the important skill in English subject beside speaking, reading, and listening. Writing is an activity to create a note or some information about something in our mind. Some people in the world make their note on media using letter. Writing also defined as process of expressing ideas or thoughts in words should be done at our leisure. Writing can be very enjoyable as long as we have the ideas and the mean to achieve it. As one of the fours language skills, writing has always occupational or academic purpose.

  In addition, Heaton (1975:135) claims that writing is one of the language skills have to be taught and trained continuously because it is more complex and difficult to learn. Writing process, it does not only concern about grammar, schematic structure and language feature, but writing also the concept and opinion.

  In fact students may be able to speak fluently and their utterances can be understood by interlocutors. It does not always mean that they will be able to express it in the same way when they write it. Besides, written communication becomes one of competences of English language teaching in Indonesian country.

  Besides students must comprehend and understand the writing procedure which one good and true. Student cannot do anything told way when they wrote, but any procedures and rules, which must be applied when they made a sentence. It is not enough with one procedure, but many kinds of the pattern that use. For examples: When I told the last story, I used past tense. When the writer doing something now and in process of something it, she used present continuous, and when the writer do something and the same time so she used present tense, etc.

  In fact, many students in junior high school still difficult to write. They are very rare to write and most of them feel that writing is very difficult, because of it is problem needed more thinking and many times to make writing of their own words. In addition, they have to practice the other skill like speaking, listening or reading to practicing writing.

  Actually, some students at the eighth grade of MTs Yaspi Pakis still confuse to write. Some of them are less successful in writing and they cannot write properly. So, from this case we should be make the students on the eighth grade of MTs Yaspi Pakis more interesting in writing.

  The teachers’ motivation also needed by the students when they are learn. Especially in study writing. Some of student feel shy when they asked to write in the paper or book. From this case the teacher should be active to guided the students in the class.

  According to Davison (2000:27-28), quoted by Setiasih (2015:4), Writing potencies is known and appreciate as a process activelly in our life. Therefore, written text or paper is made not only as remembering tools, found ideas, make a sentences and improving ideas or information, but writing also should be interesting activity.

  Writing in Junior High School is activity which need some way to do it, because they are English learner as foreign language (EFL) and their skill in writing is low. However, it is same with learner in first language or mother language.

  Because writing is difficult to the student in Junior High School, therefore teacher also has other interesting technique in teaching to give the students motivation in study writing. Those technique in the form of technique of learning that customized with student needs.

  In this research, the writer would compare about two technique in teaching learning especially in study writing. It has purposes to know about the difference between two technique, when those technique used to the students in junior high school especially to master writing in recount text. However there are picture sequence and lecturing.

  Picture sequence is one of techniques in English teaching learning especially to improve their writing ability, so with the interesting technique the students are not feel boring and keep have fun. The writer use the technique in English teaching to support the student in study writing. They also need interesting technique in study language to make their study more interesting.

  Based on the explanation above, it is necessary to create a tecnique that can involved both the teacher and students to participate in learning activities.

  Teachers must to create technique in teaching language to make student more partisipant in learning process. Technique in teaching also can be used in order to help the students in gathering and developing their ideas in writing. It can also make the students more involved in learning process that leads understanding. So, they can make sense of the writing activities in their real life and they can be more motivated. So, from the case above, the research inspired to apply “ THE EFFECTIVENESS OF SEQUENCE PICTURE TECHNIQUE AND LECTURING TO TEACH WRITING SKILLS OF RECOUNT TEXT of the eighth grade students of MTs Yaspi Pakis, Kab.Magelang in the academic year of 2017/2018.

B. Statement of the Problem

  Problem that will be discussed in this study are stated as follow: 1.

  How far is the profile of students’ writing skills before using sequence picture technique and lecturing of the eighth grade students of MTs Yaspi Pakis in the academic year of 2017/2018 ? 2. How far is the profile of students’ writing skills after using sequence picture technique and lecturing of the eighth grade students of MTs Yaspi Pakis in the academic year of 2017/2018 ? 3. How far is the effectiveness of sequence picture technique and lecturing to teach writing skills of recount text of the eight grade students of MTs Yaspi Pakis in the academic year of 2017/2018? C.

   Objective of the Study

  The objectives of study stated as follows: 1.

   To find out the profile of students’ writing skills of recount text before using

  sequence picture technique and lecturing of eight grade of MTs Yaspi Pakis in the academic year of 2017/2018.

  2. To find out the profile of students’ writing skills of recount text after using

  sequence picture technique and lecturing of the eight grade students of MTs Yaspi Pakis in the academic year of 2017/2018.

  3. To find out the effectiveness of sequence picture technique and lecturing to

  teach writing skills of recount text of the eighth grade students of MTs Yaspi Pakis in the academic year of 2017/2018.

D. Benefit of the Study

  By the graduating paper, the writer expects that this research would give several benefit, theoretically,practically and methodologically:

  1. Theoretical Benefits To produce a new knowledge in teaching foreign language, like English, especially on writing skill by using technique in teaching English learning.

  2. Practical benefits a.

  For student 1) It can improve the students’ writing skill. 2) The student can learn English writing in interesting way.

  b.

  For teacher To improve their teaching competencies and teaching style especially in teaching writing.

3. Methodologically

  The result from this study can be used to evaluate and reflect the way of teaching writing in the institution. It should motivate teacher to change the technique used for teaching writing.

  E. Limitation of the Study

  The writer would limit the effectiveness of using sequence picture technique and lecturing to teach writing skills of recount text of the eighth grade students of MTs Yaspi Pakis in the academic year of 2017/2018. This studies especially on how the student of MTs Yaspi Pakis focus on writing skill and technique that used.

  F. Definition of Key terms 1.

  Picture Sequence Picture sequence is cartoon strip and instruction strips of picture are potentially useful while the strip can be used to stimulate and guide writing for the students (wright: 1989).

  2. Lecturing lecturing is a technique of imparting knowledge in the special way while can be learned and improved upon (George and Madeleine :1987 that taken by Faroq, Abbasi, Qadir).

3. To teach writing skill of recount text

  Writer can benefit from teachers who simply support and give them time to write (NCTE: 2006) is quoted by Setiasih. Besides, recount text defines as text tell experience in the past event (Ningrum: 2013). To teach writing skill of recount text needed effort, because the students should write about their experience in the past event and she/he must be used simple past tense.

G. Paper Outline

  The paper consists of five chapters. Each chapter will be discussed as follows:

  Chapter I tell about introduction and the writer will explain the relationship related to the paper. It consist of background of study, statement of the problem, objectives of the study, benefit of the study, limitation of the study, review of related research, definition of key terms, and paper outline.

  Chapter II describes the theoretical framework. In this chapter, the writer would like to explain about writing, picture, sequence picture, lecturing, and recount text and research hypothesis.

  In the chapter III, the writer told about the research report that consist of setting of research, observation check list, research method and design, population and sample, and technique of collecting data, research instrument, technique of data analysis, and statistical hypothesis.

  Then, in the chapter IV, the writer would like to explain about data analysis, data presentation and discussion of the study.

  The last is chapter V. In this chapter, the writer close the paper while consist of conclusion and suggestion of this study.

CHAPTER II THEORETICAL FRAMEWORK A. Review of Related Study In this study, the writer reviews several research papers from the previous research. Mecca (2014) have conducted a research in line with the current research. She conduct a research about the effectiveness of picture sequence in teaching

  narrative text writing “(an quasi experimental study at the eight grade students of SMP Islam l Syukro Universal Ciputat)

  ”. She concludes that picture sequence is effective in the teaching of narrative text writing, it showed by t-score.

  Another research is also conducted by Naela (2011). She conducted a research about the use of picture in narrative text to imp rove students’ attention in learning in MAN Tengaran (a classroom action research in the first year students of MAN 1 Tengaran in the academic year 2011/2012). After the research finished, She said that by applying picture, the achievement of the students’ attention has improved.

  Jusman (2014) also conducted a research about developing students’ skill in writing procedure text by using sequence picture of the ninth grade students at SMP Negeri 8 Pasangkayu. In his research, the writer concluded that student s’ writing skill in procedure text can be developed through sequence pictures.

B. Writing 1. Definition of writing

  Writing is one of four skills in English learning. There are listening, speaking, reading and writing. Four skills above are the important skill to be mastered by students in Junior high school. Writing is one of the productive English learning skill beside speaking. It means the student have to active to improve their skill of writing and speaking. In writing skill, the student not only produce the words, they can also make a sentence which are grammatically and logically correct. So, the reader understand about the writer told through her/his written and the purpose of the writer.

  From the explanation above about writing, there are many defines about writing in different though that can be explained how writing should be better thought.

  According to Gelb (1952:12), writing is clearly a system of human intercommunication by means of conventional visible marks, but it is evident from what has been said that what the primitives understood as writing is not the same thing as what we do. The question of what lies at the basis of all writing words or ideas is clearly the same as the question of what lies at the basis of all human intercommunication. In other opinion from Layman and Alike taken by Gelb (1952:13), wtiting is written language. In the same opinion from Halliday (1985) taken by Nunan (1991:84), written language serve a range of functions in everyday life, it involve primarily for action, primarily for information and primarly for entertainment. However there are examples for each primarily, primary for action include publict sign, product labels and instruction, and personal corespondence while the primarily for information include newspaper and current affairs magazine, non fiction,book, and advertisement and the last is primarily for entertainment include light magazine , comic strip, film subtittle, poetry and drama.

  Harmer (2004) states that writing has fewer sign and symbols than speech but they can be just as powerful. In the first place, question marks and exclamation marks can modify the import of what is written. For example You are cold. You are cold? You are cold! or even you are cold from those sentence has different meaning.

  Harmer (2004) states that making good writing is more complex than producing speaking. Writing is clearly a complex process and competent. It is frequently accepted as being the last language skill to be acquired (for native speakers of the language as well as for those learning a foreign/second language). Writing is commonly seen as a three stage process: pre-writing, writing, and rewriting. Although this is very much an over simplification, it is a helpful one ( Hamp, Lynons, Heasley,2006:13).

  To write is out down the graphic symbols of that represent language one understand, so that other can read the graphic symbol, if they know the language and the graphic representation (Lado,1982:143).

  From the explanation above, the writer concludes that writing is one of skill in English language learning, it is very complex and different with other skill in English learning. Writing needs carefully and effort that must be combined and arranged. Writing needs more attention in using of language as correctly as possible. However, in writing, we also need hard work.

2. Aspect of writing a.

  A paragraph Paragraph is a group of related sentences that develops one main idea

  (Oshima,1988:55). A paragraph is made up from three kinds of sentences that develop the writer’s main idea, opinion, or feeling about the subject.

  These sentences are the topic sentence, supporting sentence , and concluding sentence.

  a.

  Topic sentence The topic sentence is general statement of the paragraph

  (Oshima,1988:56). It is the key sentence because it names the subject and the controlling idea. The topic sentence come in the beginning or in the end of a paragraph.

  According to Whitaker (2009:14), topic sentence often further describe the main idea of the paragraph. However, to introduces the paragraph’s main idea, we have make a point about the idea related to the topic. The topic sentence is not a fact, it has point of view and connect to the previous paragraph.

  b.

  Supporting sentence Supporting sentence is developing a topic sentence by giving specific detail about the topic (Oshima,1988:61). In order to choose details to support the topic sentence, rephrase it as a question and then answer the question with the supporting sentence.

  c.

  Concluding sentence The concluding sentence is like the topic sentence. It is like the topic sentence because both are general statement. However, the topic sentence is usually the first sentence, a general statement that introduces the topic to be discussed in the paragraph. The concluding sentence is also a general statement, but it is the last sentence and ends the paragraph (Oshima,1988:63).

  In the other opinion from Whitaker (2009:15), concluding sentence is the last sentence. It review the body paragraph, emphasize the point and prepare the next body paragraph. b.

  Sentence problem Writing has purpose to express our message through written text.

  For most beginning writer while english language is not the first language or mother tongue, they are still confuse to write in english text. It is something difficult to do. As beginning writer, usually they will find a common place weakness at the sentence level. It is something that crucial and must be overcome by the writer. There are :

  a). Sentence structure

  1. Independent Clause According to Oshima (1998:153) said that independent clause contains a subject and express a complete thought. It can stand alone as a sentence by itself. An independent clause contain subject, verb and complement.

  2. Dependent Clause According to Oshima (1998:153) said that a dependent clause does not express a complete thought. It can not stand alone as a sentence, it is depend on the other sentence. A dependent clause contain of subordinator, subject and verb or complement.

  To make a complete sentence, the writer must to connect an independent sentence and dependent sentence together.

  c.

  Comma splice.

  Comma is a pause or break in a sentence. According to Oshima (1998:33), there are three rules of comma: first is comma put after a time order signal. It is located at the beginning of a sentence and dbefore a subject. Then, Comma located after the first sentence in a compound sentence while stay before coordinating conjunction. Finally, comma can be put between the items in a series while consist of three or more items.

3. Purpose of writing

  Everyone have the purpose when they write something. They want to share their opinion or something through her/his mind in written form. Harmer said that the reader should be able to understand what the writer’s purpose. It is to give information, suggest a course of action, and make a judgment on a book or play or express an opinion about world events (Harmer,2004:25).

  According to Whitaker (2009:2), there are some principles of academic writing.

  a.

  Clear Purpose The purpose in writing are to persuade, analyze or synthesize and to inform. So, the goal of the paper is to answer the question about the topic.

  In persuasive purpose, the writer should choose one answer to the question, support the answer using reason and try to change the readers’ point of view about the topic. Whether in analyzing writing, the writer has purpose to explain and evaluate, choosing the best answer based on criteria that the writer has. In informative writing, The writer has purpose to give new information about the topic.

  b.

  Audience Engagement.

  The student occasionally interest about the topic that writer make, but some of them also not. So, the writer have to engage them with the interest ideas and catch their interest with the writing style.

  1. Clear point of view.

  The writer have to show about the the things in the writers’ mind and support the original idea about the topic.

  2. Single focus The writer have to respond and critique with strengthen the writers’ own point of view.

  3. Logical Organization Writing follows a standard organizational pattern. There are introduction , body and conclusion.

  4. Introduction It is provide the background information, pick up the readers’ attention and the reader know about him/her expected.

  5. The body paragraph It is to support the thesis statement. Every body paragraph has one main point, its called the topic sentence. Each sentences in paragraph has continuity before and after it.

  6. Conclusion It is ending of paragraph to summarize the paper.

  7. Strong Support It is consist of facts, examples, description, personal experience and expert opinions and quotation. The support have relevant to the topic sentences.

  8. Clear and Complete explanation The writer and process of thought should be clearly and completely explained.

  9. Effective use of research The writer will use her/his research to support the ideas, it is must be integrated and not presented separately.

10. Writing Style

  The writer should be used their own words. The writing also should be clearly, concise and easy to read. From the explanation above they are some explanation about purposes of writing. However, the writer must be known when they write about something to get a good writing.

4. Writing strategies A writing is not easy because it need study and practice to develop it.

  For both native speaker and new learner of English have to know that writing is a process. So, it is possible to review and revise, review and revise again as to get a good writing (Oshima,1998:3).

  According to Harmer (2004:4), process of writing involves planning, drafting, editing and final draft. In the same opinion from Oshima (1998:3), process of writing include prewriting, planning, and revising draft.

  a.

  Pre-writing Oshima (1998:3) said that prewriting is an activity to help generate ideas on writing assignment. It is the stage to give motivation and stimulation because its the important part of writing, so the writing process will be carried out easily.

  The writer should be tried and decide what he/she will say before starting to write. They must to make a note before that. They are also make a detailed notes. They should consider about the goal of writing, know about the type of the text and the language they used, especially in choosing information that they will write. According to Oshima (1998:3), preewriting include choosing and narrowing a topic and brainstorming.

  a) Choosing and Narrowing a Topic

  Oshima said that when you are given a free choice of topics and can write about something you are interested in, then you must narrow the topic to a particular aspect of that general subject (1998:3).

  Whitaker (2009:5) states how to choose a topic. However to choose a topic you are thinking about things related to the course that you are interested in, besides you can look from textbook, handouts, and instructor-recomended resources for possible idea. After that, you should narrow your idea from subject to topic. So, you can shown a topic in specifically.

  b). Brainstorming According to Whitaker (2009:6), brainstorming is the activity to write about something on your mind after you get a topic. The activities are to write down answer to your question, write down all the information, opinion and question about your topic. This activity wiil help to know what you think and what else you need to find out about your topic. The activity of brainstorming would be explained more bellow:

1. Listing

  Listing is technique in which you think about your topic and make a list quickly while you write the words or phrases come into your mind (Oshima,1998:4). The procedure of listing include, the first is write down the general topic, then make a list depend on your mind, the last is use words, phrases and sentence and do not worry about the grammar and spelling it.

  a.

  Freewriting Freewriting is a brainstorming activity in order to write a topic you are freely. It has a purpose to generate as possibility to write many idea. So, you do not worry about the grammar, appropriatness and spelling.

  b.

  Clustering A cluster is one of the activity in brainstorming. It is the activity which you can use to generate idea. You can write the topic in the center of paper and the those topic should be written in the circle/ ballon. Then you should write whatever ideas that you find in the ballon sorrounding it.

2. Drafting

  In this stage, the students try to write the sentence and they also begin to put their idea on paper. The students should be focus on the content of the text while they will make. To write in the first draft, the writer should focus on getting meaning, based on paper, they should not focus or understand with grammatically correctness. Harmer (2004:4) state that a number of drafts may be produced on the way to the final version.

  In the other opinion from Whitaker (2009:13), there are many ways to write. How to use source material, keep going on your written text, just write, it means that the writer do not worry about the grammatical and perfection, do not waste the time because we will need time to revise, edit, and proofread.

3. Revising and Editing

  According to Harmer (2004:5), in this stage, revising look at the organization , structure and content of the writing, while editing look at the grammar and mechanic in the writing. In this stage looked very different from original plan and first draft.

  In other opinion from Whitaker (2006:17), when the first draft is complete, you should be revised your paper. However, before you can revise, you need to know what to fix. To fix the paper include get feedback, make a cheecklist and mark, make an outline of the first draf, focuse to read the paper, read each body paragraph and support, and the last is re-read a paper carefully to know that a paper is good, grammatically and content.

C. Picture 1. Definition of picture

  Picture is a flat visual representation of an object, person or view and it is main purpose is to draw attention to or emphasize a certain thing (Zenger, 1977:69). According to Lado (1983:19), picture can be used to provide more systematic cultural experience necessary for a full understanding and use of the language. According to Wright (1989:2), pictures are not just an aspect of method through their representation of places, object and people. They are an essential part of the overall experiences, we must help students to cope with.

  From explanation above, the writer assumed that picture can help the students to understand the meaning of the words when they want to use it. Trough picture, the student know about the place, people, things and other object without they know it directly. They can see from out of their own experience.

2. Characteristic of the picture

  There are some characteristic of picture. A picture has various in colour while based on the people needed. Picture also has various sizes, from small untill big size for example magazine, calendar, wallchart etc. Picture can be drawn on the board, the overhead projector, large paper, flashcard, handout sheet and any other. The last picture can be phothocopied (Wright, 1989:187).

3. Kind of picture

  7 Picture of the news

  Picture have some role in learning process especially in writing. According to Wright (1989:17), there are five roles for picture in speaking and writing:

   Role of picture in language teaching.

  11 Picture with a lot of information 4.

  21 Students and teachers drawing

  10 Picture from history

  20 Explanatory picture

  9 Picture of places

  19 Bizzare picture

  8 Picture of fantasies

  18 Ambigious picture

  According to Wright (1989: 202), there are 21 kinds of pictures based on the form, they are will be shown in the table bellow:

Table 2.1 The list kind of picture

  6 Picture one person

  16 Pair of picture

  5 Picture of people in action

  15 Picture of maps and symbol

  4 Picture of several Picture

  14 Single stimulating picture

  3 Picture of famous people

  13 Related picture

  2 Picture for single objects

  12 Sequences of picture

  1 Checkchart for pictures