The use of photographs in teaching writing news item texts to the tenth grade of SMA students.
ABSTRACT
Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing
News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: English
Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This study investigates the use of photographs in the teaching of writing news item texts for the tenth grade of SMA students. It deals with conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing.
The objective of this research is to describe how the use of photographs gives benefits to the students’ writing news item texts ability, especially for the tenth grade students of SMA. In order to achieve the objective of the research, the method employed is library research which means that all of the data were obtained from the library, such as books, newspapers, internet and many others. Some theories that support this study such as theory of writing, theory of writing skills, curriculum, and also photographs, were obtained from the library. This study is considered as a descriptive study.
Based on the theoritical analysis, it can be concluded that (1) photograph is very helpful in teaching writing news item texts because it provides solutions to support students with better learning atmosphere. (2) photograph makes writing fun for students; especially in the process of their writing, (3) using photograph as media surely helps to attract students’ attention and encourage their motivation in learning, (4) using photograph in language teaching or for educational purposes means helping the teacher in supporting or providing teaching material, (5) photographs are the cheapest, the simplest, and the most practical aid that can be used successfully in teaching language, (6) photographs help the teacher in teaching new vocabulary and grammar as well as provide the students the basic material for their composition.
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ABSTRAK
Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing
News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Jurusan Pendidikan dan Bahasa dan Sastra, Fakultas Keguruan dan Pendidikan, Universitas Sanata Dharma
Penelitian ini membahas penggunaan foto untuk mengajarkan menulis teks news item pada SMA kelas sepuluh. Penelitian ini berkenaan dengan kondsii atau hubungan yang ada, pendapat yang menjadi pegangan, proses yang berjalan, efek-efek yang berpengaruh dan kecenderungan yang berkembang.
Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan menulis teks News Item siswa, khususnya siswa kelas sepuluh. Untuk mencapai tujuan dari penelitian ini metode penelitian kepustakaan dipergunakan. Artinya semua bahan penelitian diperoleh dari sumber-sumber pustaka seperti buku-buku, koran, internet dan banyak lagi. Beberapa teori yang mendukungpenelitian ini seperti teori menulis, kurikulum, dan juga foto-foto diperoleh dari sumber pustaka. Penelitian ini juga dianggap sebagai penelitian deskriptif.
Berdasarkan hasil analisis dapat disimpulkan bahwa (1) foto sangat membantu untuk mengajarkan teks news item karena foto memberikan solusi yang mendukung siswa dengan suasana belajar yang lebih baik, (2) foto membuat pelajaran menulis menjadi menyenangkan bagi siswa, terutama pada proses penulisan, (3) menggunakan media foto sebagai media mengajar, membantu menarik perhatian siswa dan mendorong motivasi dalam belajar, (4) menggunakan foto saat mengajar bahasa atau pada bidang pendidikan yang lain berarti pula membantu guru dalam membuat bahan ajar, (5) foto adalah alat bantu pengajaran yang paling murah, mudah dan praktis yang bisa dipergunakan dalam pengajaran bahasa, (6) foto membantu guru dalam mengajarkan kosakata baru dan tata bahasa serta menyediakan ide bagi siswa untuk karangan mereka.
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THE USE OF PHOTOGRAPHS IN TEACHING WRITING
NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA
STUDENTS
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Grafita Aprilianti Student Number: 101214181
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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THE USE OF PHOTOGRAPHS IN TEACHING WRITING
NEWS ITEM TEXTS TO THE TENTH GRADE OF SMA
STUDENTS
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Grafita Aprilianti Student Number: 101214181
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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iv
DEDICATION PAGE
Do not be anxious about anything, but in everything by prayer
and supplication with thanksgiving let your requests be known to
God.
And the piece of God, which surpasses all understanding, will
guard your hearts and tour minds in Christ Jesus.
(Philippians 4:6-7)
I dedicated this Final Paper to:
My Greatest Lord Jesus Christ
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ABSTRACT
Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing
News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: English
Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
This study investigates the use of photographs in the teaching of writing news item texts for the tenth grade of SMA students. It deals with conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing.
The objective of this research is to describe how the use of photographs gives benefits to the students’ writing news item texts ability, especially for the tenth grade students of SMA. The students sometimes get problems in getting the ideas and expressing it in the form of writing. Besides, the teacher should be able to provide the students with the interesting media in teaching learning activities
In order to achieve the objective of the research, the method employed is library research which means that all of the data were obtained from the library, such as books, newspapers, internet and many others. Some theories that support this study such as theory of writing, theory of writing skills, curriculum, and also photographs, were obtained from the library. This study is considered as a descriptive study.
Based on the theoritical analysis, it can be concluded that (1) photograph is very helpful in teaching writing news item texts because it provides solutions to support students with better learning atmosphere. (2) photograph makes writing fun for students; especially in the process of their writing, (3) using photograph as media surely helps to attract students’ attention and encourage their motivation in learning, (4) using photograph in language teaching or for educational purposes means helping the teacher in supporting or providing teaching material, (5) photographs are the cheapest, the simplest, and the most practical aid that can be used successfully in teaching language, (6) photographs help the teacher in teaching new vocabulary and grammar as well as provide the students the basic material for their composition.
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viii
ABSTRAK
Aprilianti, Maria Grafita. (2016). The Use of Photographs in Teaching Writing
News Item Texts to the Tenth Grade of SMA Students. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Jurusan Pendidikan dan Bahasa dan Sastra, Fakultas Keguruan dan Pendidikan, Universitas Sanata Dharma.
Penelitian ini membahas penggunaan foto untuk mengajarkan menulis teks news item pada SMA kelas sepuluh. Penelitian ini berkenaan dengan kondsii atau hubungan yang ada, pendapat yang menjadi pegangan, proses yang berjalan, efek-efek yang berpengaruh dan kecenderungan yang berkembang.
Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan menulis teks News Item siswa, khususnya siswa kelas sepuluh.Tujuan penelitian ini adalah untuk mendiskripsikan bagaimana penggunaan foto bisa memberikan manfaat kepada pengembangan kemampuan menulis teks News Item siswa, khususnya siswa kelas sepuluh. Siswa kadang-kadang sulit mendapatkan ide dan menuliskan dalam bentuk tulisan. Selain itu guru juga harus mampu menyediakan media pengajaran yang menarik bagi siswa dalam kegiatan belajar mengajar.
Untuk mencapai tujuan dari penelitian ini metode penelitian kepustakaan dipergunakan. Artinya semua bahan penelitian diperoleh dari sumber-sumber pustaka seperti buku-buku, koran, internet dan banyak lagi. Beberapa teori yang mendukungpenelitian ini seperti teori menulis, kurikulum, dan juga foto-foto diperoleh dari sumber pustaka. Penelitian ini juga dianggapsebagai penelitian deskriptif.
Berdasarkan hasil analisis dapat disimpulkan bahwa (1) foto sangat membantu untuk mengajarkan teks news item karena foto memberikan solusi yang mendukung siswa dengan suasana belajar yang lebih baik, (2) foto membuat pelajaran menulis menjadi menyenangkan bagi siswa, terutama pada proses penulisan, (3) menggunakan media foto sebagai media mengajar, membantu menarik perhatian siswa dan mendorong motivasi dalam belajar, (4)
menggunakan foto saat mengajar bahasa atau pada bidang pendidikan yang lain berarti pula membantu guru dalam membuat bahan ajar, (5) foto adalah alat bantu pengajaran yang paling murah, mudah dan praktis yang bisa dipergunakan dalam pengajaran bahasa, (6) foto membantu guru dalam mengajarkan kosakata baru dan tata bahasa serta menyediakan ide bagi siswa untuk karangan mereka.
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ACKNOWLEDGEMENTS
In the name of Jesus Christ, the most beneficent, the most merciful, praise to Jesus Christ. First, I would like to thank to my Greatest Lord Jesus Christ who has given me the chance to finish this paper and for all his blessing during the writing of this paper. This is one of my greatest days in my life.
Second, I would like to express my deepest appreciation to my advisor, Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D. for his valuable guidance, advices, and suggestions which are very helpful in finishing this paper. I would like to thank for all of the lecturers in the English Language Study Program for the knowledge, guidance, instructions and helps during the study at the university.
Besides, I would like to thank my beloved family (mother, father, brother, and sister) for their prayer and continuous supports. I would not finish this paper without their encouragement. I would like to thank my close friends in PBI (Cecen, Andin, Okta) for all of the happiness and sadness we have shared. For Priska, I thank her for all the companionship and kindness to accompany me during the consultation. I will miss that togetherness. I also thank for Mbak Danik and all of the secretariat staff ELESP, for the guidance of the secretariat staff.
Next, I thank my beloved boyfriend, Santoso PutuSiyar for all his helps and prayer when I was down and unmotivated doing my paper. My gratitude also goes to my lovely cat Omlet for always being my spirit and inspiration during writing this paper and when I am have no motivation.
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Last but not least, I sincerely thank everyone whose names cannot be mentioned one by one for all the support and motivation. May God always give His blessings to us all.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
MOTTO AND DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xii
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Objective of the Study ... 4
C. Approach of the Study ... 4
CHAPTER II.DISCUSSION ... 6
A. Theory of Writing ... 6
B. Teaching Writing News Item Text to Tenth Grade of SMA ... 6
C. The Use of Photographs to Teach Writing to Tenth Grade of SMA... 10
CHAPTER III.CONCLUSIONS ... 19
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LIST OF TABLES
Table Page
2.1 Standard Competence and Basic Competence of Writing Skill for
Senior High School Students Grade X Smester 2 ... 7 2.2 An Example of a News Item Text and its Generic Sturture ... 8
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1 CHAPTER I
INTRODUCTION
In this chapter, the writer presents the background information. The information is presented in three different parts. They are background of study, approach of study, and objective of study.
A. Background of the Study
English is one of the global languages. It means that English is used to communicate and considered as the international standard for the language. Almost all the aspects of life require the people to master English. Such as education, health, occupation, and communication. Therefore, it is one of the compulsory subjects in Indonesian schools, including in senior high schools. The purpose of the English teaching and learning process is to develop students’ communicative competence. To have communicative competence, students need to be able to comprehend as well as to master productive and receptive skills in the form of four language skills: listening, speaking, reading and writing. Therefore, the emphasis of English teaching and learning is to develop students’ four language skills.
Writing is one of the productive skills that the students need to master. According to Brown (2001), in this globalization era, all business transaction, records, legal documents, political and military agreements are written by a
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2
writing specialist (p. 218). Writing skill has become indispensable and has high significance in this global literature. The writing skill, at least at rudimentary levels, is a necessary condition for achieving employment, especially in literate cultures. Besides, Byrne (1993) states that students need to master writing because it is important for their future needs, for occupational purposes, for academic studies, or for personal communications (p. 98).
Based on the standards of the basic competencies stated in Kepmendiknas
no. 23/2006, senior high school students should master writing skill. In detail, that
the graduates of senior high schools must be able to comprehend and write down some short functional texts, monologs, and essays. The examples of those texts are procedures, descriptive, recounts, narratives, reports, news items, analytical expositions, hortatory expositions, spoofs, explanation discussion, review, and public speaking. For example, they are required to produce a simple text about a current event in the form of a news item text.
Unfortunately, the potentiality of every student to write something is different. In fact, students often have problems in exploring ideas and expressing the ideas in the form of writing. Most of students regard that writing is a difficult task. Not all students are ready to write their ideas when the teacher asks them to write, even in the native language (Rivers, 1997, p. 253). Furthermore, some of the students do not maximize their thinking to develop their ideas. In other words, they sometimes produce not really good texts than what the teacher requires. Therefore, teachers as the facilitators in a teaching and learning process should be able to create media that will bring out students’ motivation and interest.
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3
There are many media to that can be used in teaching English, such as photographs, pictures, cartoon, audio, tape-recorder, television, and so on. In many cases, they are really helpful since the use of them can lead to an interesting learning process.
There are several core problems for teaching writing in senior high school. First, the students have low motivation during the writing activity. For them, writing is a complicated skill because the students have to explore ideas and express them in form of writing, especially in writing news item text. It is supported by Sabilah (1999), who reports that the students’ ability in English writing skill was still far from the target stated in the curriculum. They did not have the ability to express their ideas in written as cited in Ariningsih (2010, p. 3). Second, the teachers use monotonous material to teach. Most English teachers tend to use textbooks, photocopied exercises, and workbooks in their teaching and learning process as the main sources. Similarly, Ariningsih (2010) explains that most of the teachers do not give a lot of opportunities to the students to practice and develop writing skill and do not give correct treatment to the
students’ writing problem. Yet, the appropriate method and technique to teach
writing effectively (p. 3) have not been found.
Third, there is the lack of media used in teaching. It is closely related to the second problem above, since the teachers cling merely on the books, the use of media (photographs, video, internet, etcetera.) is neglected. It is the biggest misfortune because Munadi (2008) states that media for learning can create a
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helpful learning process so that the students can learn effectively and efficiently (p. 7).
In conclusion, the writer assumes that using media, such as photographs, can provide a solution for the problems. The writer believes that the use of photograph can motivate as well as escape the students from the boredom because it provides motivation boost and new things in teaching writing. Therefore, the writer suggests the use of photographs in teaching writing, especially in writing news item text for the tenth grade students of SMA.
B. Objective of the Study
The objective of this research is to describe how the use of photographs gives benefits to the students’ writing news item text ability, especially for the tenth grad students of SMA.
C. Research Method
This study is a library study which means that all data were from the library, such as books, newspapers, internet and many others. The writer obtained the data such as theory of writing, theory of writing skills, curriculum, and also photographs from the library.
This study is also a descriptive study. According to Ary (1990), there are several studies subcategorized under descriptive study, they are: survey studies, developmental studies, follow-up studies, documentary analysis, trend studies, and correlation studies (p. 33). He also says that descriptive research is not
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generally directed toward hypothesis testing and may measure only one variable that involves the activity in reporting the frequency of some events (p. 38).
This study investigated the use of photographs in the teaching of writing news item text for the tenth grade of SMA students. It dealt with conditions or relationships that existed, opinions that were held, processes that were going on, effects that were evident, or trends that are developing. Accompolish the objective, the researcher used a descriptive research, namely the documentary analysis to dig deeper on the use of photographs in teaching writing news item text for the tenth grade of SMA students and the result would be elaborated descriptively.
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6 CHAPTER II DISCUSSIONS
This chapter consists of discussion about the theories of writing, teaching language and the use of photographs in teaching writing, especially teaching writing news item texts to the tenth grade students of SMA.
A.Theory of Writing
Ardianti and Esti (2013), write that in learning a language, there are four skills; listening, speaking, reading, and writing that should be mastered by the learners. Through listening and reading, they will understand words; while through speaking and writing they can express their feeling and need (p.1). Therefore, teaching and learning process of the four skills in English, including writing skill should be the main focus of every English teacher. Uma and Ponambala (2001) state that English is more than a subject to be learnt but a skill (writing, reading, speaking, and listening) to be practiced and developed (p. 94). As a result, the teaching and learning process of those skills need to be done well in order to prepare the students to master English skillfully. The teaching and learning of four skills in English is important because students should have communicative abilities of writing, reading, speaking, and listening in using English, in order to face today’s globalization era.
Writing, as the focus of this study, is considered difficult by most of the tenth grade SMA students. The main problem they face is because of the inability
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7 or the weaknesses of the students in producing the content of the writing and arranging what they want to say in the written form. According to Brown (2001), writing is the result of thinking, drafting, and revising procedures (p. 335). It implies that a writer needs to think about the content of the writing first and then arrange the ideas using appropriate language. Writing in correct forms of language involves correct spelling, punctuation, diction, grammar, sentence, and paragraph formation, and etcetera.
In general, a good writing is developing ideas into a paragraph consisting of some important parts. A good paragraph consists of three major parts. They are a topic sentence, supporting sentences, and a concluding sentence. A topic sentence states the main idea of the paragraph. It is supported by supporting sentences which give more details information about it. Then it is concluded by the concluding sentence which signals the end of the paragraph and leaves the important points.
In addition, Murcia (2003) states that writing is the production of written words that produces a text which must be read and comprehended. In other words, writing makes a product in the form of written texts which are used to deliver the writer’s ideas and meanings to the readers.
Surely, the teacher cannot leave the students in their own confusion. Tenth grade SMA students tend to give up easily when they get difficult tasks. They need help from the teacher, as the facilitator to facilitate their learning and as motivators to keep their motivation to write high.
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8 Therefore, the writer believes that the teacher should be able to help the students. A teacher should be a facilitator, a motivator and also a feedback provider for the students. It also supported by Brown (2001: 340) that teacher should be a facilitator and responder to students. As a facilitator, he offers guidance for students to write. As a responder, he should ensure students, respond to, and use varieties of materials and techniques. Material, techniques, and media have to be combined in a balance without forgetting the goals.
In relation to teachers’ roles in the process of writing, Harmer (2004) also proposes some tasks that the teachers must perform before, during, and after the process of writing. They are 1) demonstrating, 2) motivating and provoking, 3) supporting, 4) responding and 5) evaluating (p. 41).
The first task, according to Harmer (2004) that must be done by the teacher in the process of writing is demonstrating (p. 41). It is a need for the students to be able to understand writing conventions and genre constraints of particular types of writing. As a result, the teacher has to be able to draw the two features to their attentions.
Furthermore, Harmer (2004) also proposes the second task for the teacher in the process of writing is motivating and provoking the students (p. 42). It is difficult for some of the students to write in English. Besides, they sometimes have no idea of the words used to write their messages. This is the situation where teachers can help them by provoking them to get the ideas and then persuading them to work on their writings.
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9 Supporting the students is the third task that Harmer (2004) proposes for the teachers to do (p. 42). In the process of writing, teachers become the main supporters for the students when they are writing in classroom, especially when the students face difficulties. They must be available and well-prepared to help them solve the difficulties. Thus, the students will be motivated in doing their writings.
Then, the next task proposes by Harmer (2004) is responding to the students’ writing works (p. 42). The responding task refers to how the teachers react the students’ writing works. Content and construction are the focus of this task. After looking at the writing works produced by the students, the teachers can give feedbacks or suggestions for the students’ improvement in writing.
Harmer (2004) also proposes the last task to do by the teacher in the process of writing is evaluating the students’ works (p. 42). This task refers to how the teachers will evaluate the students’ writing works and then grade them. The task is done by the teachers to see the students’ progress in writing. As conclusion, the teachers are required to be able to perform those tasks in the process of writing so that the student can develop their writing skill better.
According to Brown (2001), there are some aspects that need to be considered by the teacher in the teaching writing process, especially at the tenth grade of SMA which belongs to teenagers (p. 92). Brown (2001) suggests that there should be a special set of considerations applies to teaching them (p. 92). As the result, the teaching and learning writing for the tenth grade of SMA students
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10 must be designed also to help them develop their writing strategies so that they will be able to improve their writing skill.
B.Teaching Writing News Item Text to Tenth Grade SMA
According to the curriculum by BSNP (2006), the English teaching of Senior High School in Indonesia is to develop students’ competencies. They are 1) developing students’ oral and written competence to achieve the informational competence which makes it possible for the students to access various knowledge, 2) developing students’ awareness of the importance of English in improving Indonesia’s competence at the world’s level, and 3) developing students’ understanding on the relationship between cultures and language. Moreover, according to the Regulation of Ministry of National Education no.22 year 2002 about the standard of competencies and basic competencies for the tenth grade students of SMA Semester 2 is that they have to perform several writing competencies as shown in the Table 2.1.
Table 2.1: Standard Competence and Basic Competence of Writing Skill for Senior High School Students Grade X Semester 2.
Standard Competence Basic Competence 12. Expressing meaning in
short functional texts in the forms of narrative, descriptive and news item in daily contexts.
12.1 Expressing meaning of short functional written texts (such as, announcements, advertisements, invitations, etc.) accurately, fluently, and acceptable by using written language in daily contexts. 12.2 Expressing meaning and rhetoric stages
accurately, fluently, and acceptable by using written language in daily contexts in the form of: narrative, descriptive, and news item.
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11 The table above shows that in the second semester, the tenth grade students of SMA will learn narrative, descriptive, and news item and short functional texts. However, in this study, the researcher only focuses on one particular text type that is news item text.
News item text is one of text types that the students have to learn in senior high school. Derewianka (1990) defines that news item text is to inform readers, listeners, or viewers about events of the day which are considered newsworthy or important (p. 46). According to Nugroho (2014) supported in her thesis. She writes:
According to Pardiyono (2007), news item is a text which gives information to readers about important events. It gives information about “events of the day” (Hammond, Burn, Joice, Brosnan, and Gerot, 1992: 84). Based on Gerot and Wignel (1995), the generic structure of news item is head line, newsworthy event, background event, and sources. Davis (1985) adds that the language features of news item are action verbs, saying verbs (said, added), passive verb, and direct-indirect speech (p. 8). Writing news item text will move through a set of stages: headline, newsworthy event, background events, and the sources. In general, a headline contains the title of the text, that reflects the whole contents of the background events, while the newsworthy event is the first paragraph which functions as the summary of the whole event that tells the readers who are involved in the event or the participants, where the event takes place, how and why the event takes place. In brief, it recounts the event in a summary form. The background event is the
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12 next paragraph that elaborates what happened, to whom and in what circumstances. It might be written in two or three paragraphs depending on what could be the backgrounds of the event. In brief, it elaborates what happens to whom in what circumstances. The sources paragraph contains comments by participants in, witnesses to, and expert on the event. These news item texts elements can come in various orders, depending on its purposes.
The generic structure of a news item text is presented in the table below: Table 2.2: An Example of a News Item Text and its Generic Structure
Title S’Pore to Double Arts, Media by 2012
Newsworthy event SINGAPORE: The Singapore government wants to double the size of the country’s media, design and arts industries to 6 percent of the economy by 2012, a minister said on Saturday.
Background event The target comes as officials have said they want the country to move away from its stuffy, rule-bound image and embrace more creativity as it seeks ways to sustain economic growth.
Background event The creative industries are poised to play a significant role in transforming our economy and society,” Lee Boon Yang, Minister for communication and the Arts, told in a graduation ceremony for fine arts students.
Source Singapore’s government has set aside more than S$ 200 million (US$ 116 million) over five years to invest in the arts sector, Lee said, without giving details. – AP
Writing news item texts is somewhat similar to communicating information through spoken language. Ideally, someone who can communicate well using oral communication will also be able to communicate through writing. So, writing activities should be done by integrating speaking skill and writing skill so that students will easily generate ideas. Most students get difficulty in generating ideas when they have to construct a text. Harmer (cited by Ardianti and Esti: 2013) says that during the process of learning writing, students
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13 have lots of difficulties. It becomes a problem because frequently writing is relegated to the status of homework (p. 1). It happens because they lack of exposure to a text construction, they have inadequate grammar knowledge, and they do not use inappropriate technique.
A news item text as one of the texts proposed for the tenth grade students of SMA should be taught in an appropriate way and with teacher’s assistance. This is done to avoid boredom and assumption that writing is a nonsense activity and difficult to do. Ardianti and Esti (2013) write that some students are lack of excitement and motivation to study under the teacher’s guidance. It can be a major problem for teachers because if students have lack of passion in writing, they cannot develop their writing well (p.1). This difficulty can happen because students need something to stimulate their creativity. Teacher must give students more exposures and teach them how to make an outline before they write a full text.
Therefore, writing an outline for an essay is both important and beneficial. An outline records ideas; it is a way to help organize the students’ thinking. Most students tend to write and think at the same time. This will block their thinking and cause many mistakes in their writing.
B. The Use of Photographs to Teach Writing to Tenth Grade SMA
Based on the above suggestion by Brown, the writer comes up with a thought that the use of media in teaching writing is an urgent matter to create the most interesting and suitable topic for the student. Therefore the use of the right
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14 teaching media may increase students’ attention and motivation in learning the writing skill. The writer’s statement is in accordance with statements of several experts like Gerlach and Ely cited in Arsyad (2002), who state that media is human or equipment that can give knowledge or skill to the students.
The using of media such as photograph brings six benefits which are important in teaching news item texts to the tenth grade of SMA students.
1. Photographs are Useful in Teaching Writing News Item Texts
Canning-Wilson (2001) argues that learners prefers visual media that are colored, contain a story, relate to previous experiences and can be associated with places, objects, persons, events or animal of which they are familiar.
The writer’s statement about the advantages of media in teaching is also supported by Siti (2012) in her thesis that discusses the use of picture to improve students’ writing skill. Besides, she concludes that the implementation of picture series in the teaching and learning process of writing is believed to be effective to improve the students’ skills in writing (p. 112).
Siti states that the use of picture series in writing enables the students to gain the ideas within their minds and express them into readable text. In addition, the implementation of picture series and other supporting picture series-based activities are effectively proven to facilitate the students to improve their writing skills as well as raise their interest and motivation to write (2012: 112).
Derived from the explanation above, it can be inferred that photographs are very useful and play an important role in supporting the teaching learning
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15 process. It helps students to imagine, generate their ideas and write optimally.
In addition, Byrne (1993) also argues that the use of visual media in writing is potential to be used as media for writing activities as source of ideas. Wright (1989), states that (2) the picture can interpret abstract concepts or ideas into more real concepts, so it can help to prevent and correct misconception; (3) the picture can increase the depth of understanding to the concepts and more effective compared to the theory; (4) the picture can help the students develop their critical judgment and their interpretation about the events in the picture.
Furthermore, Wright (1989) states that specifically photograph contribute to some points, such as interest, motivation, a sense of the context of the language, and a specific reference point or stimulus.
2. Photographs Make the Writing Fun
Maulida (2008) proposes that colorful and funny photograph presented will come up students’ interest and stimulate them to think, talk and write upon a definite subject presented by photograph.
Additionally, the writer also finds that Brown (2001) states that by using picture as media, students would be active in learning and teacher would enjoy the evidence of their progress. From the explanation above, the writer can conclude that the usage of picture is needed in explaining material; it also helps the students to understand and increase their ability in comprehending the lesson. As the result the writing activity is not considered as their burden.
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16 Moreover, Sudjana and Rivai (2009) also state that teaching learning process will be more effective if the objects or events of the teaching materials are visualized realistically to be similar with the real condition. In this study, photograph described the real condition closest with the students’ environment.
3. Helping to Attract Students’ Attention and Motivation
Reaiser and Dick (1996) give an explanation on the benefits of the media in teaching. They say that media can motivate students. Media can increase student’s motivation and interest in learning English by presenting the media in interesting design. An interesting media, for example colorful pictures, motion pictures, interactive video, etc., will surely attract students’ interest and motivation because they never had such things in their class before.
Similarly with the use of photograph as media, Wright (1989) argues that using photograph as media can help to attract students’ attention and encourage their motivation in learning. It is also strengthened by Siti’s research that argues the same thing (2012: 113).
Wright (1989) states that photograph should have criteria such as (3) photographs for teaching should be interesting, this point is very important because the more students get interested in the picture, the bigger their motivation and willingness to learn. (4) Photographs for teaching should also be meaningful and authentic. It means that the photographs should be familiar for all students and the picture are taken from the real things or incidents that are up to date.
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17 4. Helping the Teachers in Supporting and Providing Teaching Materials
Media is very useful for teaching writing. As said before, the writer proposes the use of media in teaching writing because it is not only helping the students to get the lesson more clearly and easily, but also it helps the teacher. The facts of the benefit of media, especially picture (photograph) is similar with Siti’s research.
Therefore, the writer proposes photographs as media to improve writing skill of the tenth grade students of SMA. Photographs can be categorized as visual media and it is very useful in teaching. This fact can is supported by Sudjana and Rivai. Sudjana and Rivai (2009) state that one of the techniques which are considered effective as supporting means to achieve the objective in language learning process is the use of visual media as teaching media.
Sudjana and Rivai (2009) also support the writer’s statement. They say that media can be defined as a tool that can help the teacher in teaching. Media are useful in the teaching learning process, it can help the teacher to convey the material clearly and help the students in receiving the material. By using media during the teaching learning process, the students may obtain their experiences and support them to understand the material.
Reaiser and Dick also state that the media helping the teacher to explain the objectives clearly through the media, as well as helping the students to get preliminary knowledge before the lesson starts. Media can remind students the activities before starting the lesson. Such as reminder that is presented via whiteboard, in-focus or a written handout. Finally, Reiser and Dick (1996) also
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18 state that the media give more opportunities for the students to practice more and give feedback to them.
5. Photographs are Cheapest and Simplest
More experts that conduct research on the benefit of picture in the teaching are Gerlach and Ely. Gerlach and Ely (1980), claim that the use of picture in the teaching learning process has some advantages. The advantages of the picture include: (1) the picture is inexpensive and widely available, because the price of the picture is relatively cheaper than the others media and it can be taken from magazines, newspapers, calendars, and etcetera. In brief it can be said that picture like photograph is cheap and widely available. Picture also provides info to avoid misconception and also increase the depth of understanding to the concepts. The picture can also help students to develop critical judgment (p. 277).
However, the teacher cannot simply choose any picture randomly. There are five criteria that teacher should consider when choosing photographs as media for teaching. According to Wright (1989) media for teaching learning process should be (1) simple to prepare. It means that the teacher can prepare the photos easily, not too complicated, cheap, and can be made with the existing device like camera from smartphone, pictures from newspaper, and also internet, (2) easy to organize. The photograph for teaching should be easy to organize, not too difficult to collects, easy to print and then put them in a certain container, easy to divide and categorize according to topic and time sequence.
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19 6. Photographs Help in Teaching New Vocabulary and Grammar
Siti (2012) elaborates that the benefits of the implementation of pictures in teaching writing could: (1) improve the students’ writing skills in four aspects of writing skills that include content, vocabulary, language use and organization, (2) improve the students’ motivation in teaching and learning process of writing, and (3) maximize the teaching and learning process of writing (p. 113)
According to Wright (1989), the crateria should be considered is (5) Photographs should have sufficient amount of language. It means that the photographs should give rise to a sufficient amount of language in the language lesson.
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19 CHAPTER III
CONCLUSIONS
In this chapter, the writer provides the conclusions of the study.
A. Conclusions
Based on the analysis, several things could be concluded. First, photographs were very helpful in teaching writing news item text. It helped the students to improve their writing skill. Teaching using photographs was a technique that provided solutions to support students with better learning atmosphere. Second, using photographs made writing fun for students; especially in the process of their writing. Third, using photograph as media surely helped to attract students’ attention and encourage their motivation in learning. When the students were motivated, ideas might come up in their minds and they were able to write easily. Fourth, using photographs in language teaching or for educational purposes meant helping the teacher in supporting or providing teaching material. Fifth, photographs were the cheapest, the simplest, and the most practical aid that could be used successfully in teaching language. Photographs had a great value because they looked like the real thing and made word description more meaningful. Photographs could be used in basic language drill. Sixth, photographs helped the teacher in teaching new vocabulary and grammar as well as provided the students the basic material for their composition, thus photographs gave the
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20
teacher full attention to the correct use of language, at the same time their imaginative powers were stimulated by encouraging precise thinking while helping the students to talk and write upon a definite subject.
Therefore, the writer suggested that the teaching of writing in the tenth grade of SMA should incorporate the use of photographs as the media for teaching. The teacher would easily get the photographs by various meanings, device, and sources.
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21
REFERENCES
Ardianti, S., and Esti .K. (2013). The Implementation of Project-Based Learning Approach in Teaching Writing News Item Text. E-Journal Unesa.
Volume 01 Tahun 2013, 2 – 12. Retrieved on March 5, 2015 from
http://www.scribd.com/doc/253151691/THE-IMPLEMENTATION-OF-
PROJECT-BASED-LEARNING-APPROACH-IN-TEACHING- WRITING-NEWS-ITEM-TEXT-TO-THE-TENTH-GRADERS-OF-SMA-I-KARANGAN-TRENGGALEK#scribd.
Ariningsih, D. (2010). The effectiveness of using picture series to improve the
students’ writing skill viewed from their learning motivation: An experimental study in the seventh grade of SMPN 1 Tanjunganom in the Academic Year 2008/2009. Retrieved on March 10, 2015 from
http://eprints.uns.ac.id/8352/.
Arsyad, A. (2002). Media pembelajaran. Jakarta: PT Raja Grafindo Persada. Ary, D., Jacobs, L. C., Razavieh, A. (1979). Introduction to research in
education. Retrieved on May 6, 2015 from http://ww2.odu.edu/~jritz/atta
chments/itrie.pdf.
Badan Standar Nasional Pendidikan. (2006). Standar Kompetensi dan Kompetensi
Dasar SMA/MA. Jakarta: Kepmendiknas.
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy (2nd ed). San Fransisco: Longman.
Byrne, D. (1993). Teaching writing skills (New Ed.). London: Longman Group UK Limited.
Canning-Wilson, (2001). Visual and language learning: Is There a Connection? .
The weekly column article 48 online. Retrieved on March 5, 2015 from
http://www.eltnewsletter.com/back/Feb2001/art482001.htm.
Departemen Pendidikan Nasional. (2006). Kurikulum SMA Mata Pelajaran
Bahasa Inggris. Retrieved on April 2, 2015 from http://sdm.data.kemdikbud.go.id/SNP/dokumen/Permendiknas%20No% 2022%20Tahun%202006.pdf.
Derewianka, B. (1990). Exploring how texts work. Sydney: Primary Teaching Association.
Gerlach, & Ely ( 1980). Teaching and media; A systematic approach. Second
Edition. London: Prentice-Hall, Inc.
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22
Maulida, D. (2008). The effectiveness of using series of pictures in teaching
narrative writing. Retrieved on May 14, 2015 from
http://a-research.upi.edu/operator/upload/s_ing_032932_bibliography.pdf Munadi, Y. (2008). Media pembelajaran. Jakarta: Gaung Persada Press.
Murcia, C. M. & Olshtain, E. (2003). Discourse and context in language teaching. Cambridge: Cambridge University Press.
Nugroho, O. S. (2014). An error analysis on direct-indirect speech in writing
news item text made by the 11th grade students of IPA class in SMA BOPKRI 1 Yogyakarta. Retrieved on April 10, 2015 from
http://library.usd.ac.id/web/index.php?pilih=ta&mod=yes&aksi=full&id =14e531663428ee53021a051120e4c629
Reiser and Dick. (1996). Instructional planning. Boston: Allyn & Bacon.
Rivers, W. M. (1997). Teaching foreign language skill. Chicago: The University of Chicago.
Siti, N. (2012). Improving Writing Skills of tenth Grade Students of SMA N 1
Prambanan by Using Picture Series in the Academic Year of 2011/2012.
Retrieved on March 13, 2015 from http://eprints.uny.ac.id/8464/1/1-07202244033.pdf
Sudjana, N., & Ahmad, R. (2009). Media pengajaran: Penggunaan dan
pembuatannya. Bandung: Sinar Baru Algesindo.
Chitra, J. U., Thiagarajan, A. P. (2001). Teaching Writing Skill Through Silent Movie: An experiment. Indian Journal of Open Learning, 10 (1), 93-99.
ISSN 0971-2690. Retrieved on March 5, 2015 from http://cemca.org.in/ckfinder/userfiles/Chitra_JU__Ponnambala_TA__01 24.pdf
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18 state that the media give more opportunities for the students to practice more and give feedback to them.
5. Photographs are Cheapest and Simplest
More experts that conduct research on the benefit of picture in the teaching are Gerlach and Ely. Gerlach and Ely (1980), claim that the use of picture in the teaching learning process has some advantages. The advantages of the picture include: (1) the picture is inexpensive and widely available, because the price of the picture is relatively cheaper than the others media and it can be taken from magazines, newspapers, calendars, and etcetera. In brief it can be said that picture like photograph is cheap and widely available. Picture also provides info to avoid misconception and also increase the depth of understanding to the concepts. The picture can also help students to develop critical judgment (p. 277).
However, the teacher cannot simply choose any picture randomly. There are five criteria that teacher should consider when choosing photographs as media for teaching. According to Wright (1989) media for teaching learning process should be (1) simple to prepare. It means that the teacher can prepare the photos easily, not too complicated, cheap, and can be made with the existing device like camera from smartphone, pictures from newspaper, and also internet, (2) easy to organize. The photograph for teaching should be easy to organize, not too difficult to collects, easy to print and then put them in a certain container, easy to divide and categorize according to topic and time sequence.
(2)
19
6. Photographs Help in Teaching New Vocabulary and Grammar
Siti (2012) elaborates that the benefits of the implementation of pictures in teaching writing could: (1) improve the students’ writing skills in four aspects of writing skills that include content, vocabulary, language use and organization, (2) improve the students’ motivation in teaching and learning process of writing, and (3) maximize the teaching and learning process of writing (p. 113)
According to Wright (1989), the crateria should be considered is (5) Photographs should have sufficient amount of language. It means that the photographs should give rise to a sufficient amount of language in the language lesson.
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19
CHAPTER III
CONCLUSIONS
In this chapter, the writer provides the conclusions of the study.
A. Conclusions
Based on the analysis, several things could be concluded. First, photographs were very helpful in teaching writing news item text. It helped the students to improve their writing skill. Teaching using photographs was a technique that provided solutions to support students with better learning atmosphere. Second, using photographs made writing fun for students; especially in the process of their writing. Third, using photograph as media surely helped to attract students’ attention and encourage their motivation in learning. When the students were motivated, ideas might come up in their minds and they were able to write easily. Fourth, using photographs in language teaching or for educational purposes meant helping the teacher in supporting or providing teaching material. Fifth, photographs were the cheapest, the simplest, and the most practical aid that could be used successfully in teaching language. Photographs had a great value because they looked like the real thing and made word description more meaningful. Photographs could be used in basic language drill. Sixth, photographs helped the teacher in teaching new vocabulary and grammar as well as provided the students the basic material for their composition, thus photographs gave the
(4)
20
teacher full attention to the correct use of language, at the same time their imaginative powers were stimulated by encouraging precise thinking while helping the students to talk and write upon a definite subject.
Therefore, the writer suggested that the teaching of writing in the tenth grade of SMA should incorporate the use of photographs as the media for teaching. The teacher would easily get the photographs by various meanings, device, and sources.
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21
REFERENCES
Ardianti, S., and Esti .K. (2013). The Implementation of Project-Based Learning Approach in Teaching Writing News Item Text. E-Journal Unesa. Volume 01 Tahun 2013, 2 – 12. Retrieved on March 5, 2015 from http://www.scribd.com/doc/253151691/THE-IMPLEMENTATION-OF-
PROJECT-BASED-LEARNING-APPROACH-IN-TEACHING- WRITING-NEWS-ITEM-TEXT-TO-THE-TENTH-GRADERS-OF-SMA-I-KARANGAN-TRENGGALEK#scribd.
Ariningsih, D. (2010). The effectiveness of using picture series to improve the students’ writing skill viewed from their learning motivation: An experimental study in the seventh grade of SMPN 1 Tanjunganom in the Academic Year 2008/2009. Retrieved on March 10, 2015 from http://eprints.uns.ac.id/8352/.
Arsyad, A. (2002). Media pembelajaran. Jakarta: PT Raja Grafindo Persada. Ary, D., Jacobs, L. C., Razavieh, A. (1979). Introduction to research in
education. Retrieved on May 6, 2015 from http://ww2.odu.edu/~jritz/atta chments/itrie.pdf.
Badan Standar Nasional Pendidikan. (2006). Standar Kompetensi dan Kompetensi Dasar SMA/MA. Jakarta: Kepmendiknas.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed). San Fransisco: Longman.
Byrne, D. (1993). Teaching writing skills (New Ed.). London: Longman Group UK Limited.
Canning-Wilson, (2001). Visual and language learning: Is There a Connection? . The weekly column article 48 online. Retrieved on March 5, 2015 from http://www.eltnewsletter.com/back/Feb2001/art482001.htm.
Departemen Pendidikan Nasional. (2006). Kurikulum SMA Mata Pelajaran
Bahasa Inggris. Retrieved on April 2, 2015 from
http://sdm.data.kemdikbud.go.id/SNP/dokumen/Permendiknas%20No% 2022%20Tahun%202006.pdf.
Derewianka, B. (1990). Exploring how texts work. Sydney: Primary Teaching Association.
Gerlach, & Ely ( 1980). Teaching and media; A systematic approach. Second Edition. London: Prentice-Hall, Inc.
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22
Maulida, D. (2008). The effectiveness of using series of pictures in teaching narrative writing. Retrieved on May 14, 2015 from http://a-research.upi.edu/operator/upload/s_ing_032932_bibliography.pdf Munadi, Y. (2008). Media pembelajaran. Jakarta: Gaung Persada Press.
Murcia, C. M. & Olshtain, E. (2003). Discourse and context in language teaching. Cambridge: Cambridge University Press.
Nugroho, O. S. (2014). An error analysis on direct-indirect speech in writing news item text made by the 11th grade students of IPA class in SMA BOPKRI 1 Yogyakarta. Retrieved on April 10, 2015 from http://library.usd.ac.id/web/index.php?pilih=ta&mod=yes&aksi=full&id =14e531663428ee53021a051120e4c629
Reiser and Dick. (1996). Instructional planning. Boston: Allyn & Bacon.
Rivers, W. M. (1997). Teaching foreign language skill. Chicago: The University of Chicago.
Siti, N. (2012). Improving Writing Skills of tenth Grade Students of SMA N 1 Prambanan by Using Picture Series in the Academic Year of 2011/2012. Retrieved on March 13, 2015 from http://eprints.uny.ac.id/8464/1/1-07202244033.pdf
Sudjana, N., & Ahmad, R. (2009). Media pengajaran: Penggunaan dan pembuatannya. Bandung: Sinar Baru Algesindo.
Chitra, J. U., Thiagarajan, A. P. (2001). Teaching Writing Skill Through Silent Movie: An experiment. Indian Journal of Open Learning, 10 (1), 93-99.
ISSN 0971-2690. Retrieved on March 5, 2015 from
http://cemca.org.in/ckfinder/userfiles/Chitra_JU__Ponnambala_TA__01 24.pdf
Wright, A. (1989). Visual materials for the language teacher. London: Longman.