2. Photograph as a Visual Medium in Teaching Writing Recount Text
Photograph is the representation of the real picture of an object such as, people, place, building, things and many more. In daily life, many people like to
take photograph. They usually take photograph in various occasion both in happy and sad moment. For example, when the people went to Kuta Beach for having
holiday, all of them surely would took photograph and made Kuta Beach as a background of their photograph. The people usually keep their photograph on the
album, frame or mobile phone. Photograph will be a memory of past moment for everyone, because it tells past events that ever experienced in real life.
Photograph can be utilized as a visual medium in teaching writing recount text, because photograph represent the past events in the form of picture. It has a
relationship with recount text that retell about the events that happened in the past. So, Photograph can be an interesting visual medium that can be used in teaching
writing recount text. It is supported by Indah in her research that found the average score of
the students’ achievement who were taught writing recount text by using photograph is 76,8 which is categorized good meanwhile the average
score of the students’ achievement who were taught writing recount text without using photograph is 64 which is categorized fair. In addition, the t-test level
significant t 0.05 shows that t- obtained value is 12.85 and t-table value is 1.98, so there is a significant difference in the students’achievement between those who
were taught writing recount text by using photographs and those who were taught writing recount text without using photographs. It means that teaching writing
recount text by using photograph is effective.
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The teacher can ask the students to bring their own photograph that kept on their family album , frame, or mobile phone to school or the teacher can utilize
photograph documentation of school events that owned by the school. Then, the teacher can give instruction to them to write a recount text based on the
photograph. It can give a new experience for the students to learn English skill, especially writing skill in interesting way.
29
Dwi Nur Indah, “Improving Writing Recount Text By Using Photograph”, skripsi, Semarang: IKIP PGRI Semarang, 2010, pp. 38
—54, unpublished.
3. The Benefit of Utilizing Photograph
According to Raimes, photograph as one of the valuable resources of pictures provides:
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a. A shared experience in the classroom b. A need for common language forms to use in the classroom
c. A variety of tasks d. A focus of interest for students
Heinich et al. explained that photograph as one of the still pictures most commonly used in instruction is categorized into non-projected visuals that give
some benefits as follows:
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a. Non-projected visuals are easy to use because they do not require any equipment
b. They are relatively inexpensive. Many can be obtained at little or no cost c. They can be used in many ways at all levels of instruction and in all
disciplines d. You may also used them to stimulate creative expression, such as telling or
writing stories or composing poetry
F. Previous Study
The first previous study is a skripsi entitled Improving Writing Recount Text By Using Photograph A Case Study of the Eleventh Year Students of SMA
NEGERI 1 Batangan Pati in the Academic Year of 20092010 written by Dwi Nur Indah, English Education Department, Faculty of Language and Art
Education, IKIP PGRI Semarang 2010. This research was conducted to prove whether the use of photograph is effective or not in teaching writing recount text
to the eleventh year students of SMA N 1 Batangan Pati in the academic year of 20092010. The researcher used a quasi-experimental research design. In selecting
the sample, the researcher used random sampling technique. The researcher chose
30
Raimes, op. cit. pp. 27 —28.
31
Robert Heinich et al., op. cit., p. 142.
two classes as the sample. They are XI IPA 2 as the control class and XI IPA 1 as the experiment class. The researcher used writing test as the instrument to collect
the data. The researcher gave pre-test and post-test. The researcher analyzed the data by using statistical analysis. The researcher used t-test formula to find out the
effectiveness of using photograph in teaching writing recount text. The result of the data shows that the t-obtained value 12.85 was greater than the t-table value
1.98 by appling 0,05 level of significant. It means that the use of photographs in teaching writing recount text to the eleventh year students of SMA N 1 Batangan
Pati in the academic year 20092010 is effective.
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The second previous study is The Use of Real Picture Series in Teaching Recount Text Writing written by Desy Yunita Sari Widarti et al. English
Education Study Program, Language and Art Education Department, Teacher Training Education Faculty of Tanjungpura University, Pontianak. The purpose
of this research is to know whether the use of real picture series is effective or not in teaching recount text writing to the tenth year students of SMA Negeri 2 Sungai
Ambawang Kab. Kubu Raya, West Kalimantan Province in academic year 20132014. This research applied a pre-experimental research design in one group
pre-test post-test design. The sample of this research is the students of class XB that consisted 26 students. The instrument that used to collect the data is written
test. The pre-test was given by the researcher before the treatment while post-test was given after the treatment. The data analyzed statistically. To prove the
effectiveness of using the real picture series in teaching recount text writing the researcher applied the ES Effect Size formula. The result of the data shows that
the effect size is 2,6. Therefore, it can be concluded teaching writing recount text through the real picture series is strong effective.
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32
Ibid., pp. 1 —60.
33
Desy Yunita Sari Widarti et. at, The Use of Real Picture Series in Teaching Recount Text Writing, pp.1
—10.
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