USING PICTURES TO IMPROVE STUDENTS’ WRITING SKILL AT SMP MUHAMMADIYAH 06 DAU MALANG

USING PICTURES TO IMPROVE STUDENTS’ WRITING SKILL

AT SMP MUHAMMADIYAH 06 DAU MALANG

THESIS

By:

NUZUL FEBRYANTO 07360133

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

USING PICTURES TO IMPROVE STUDENTS’ WRITING SKILL

AT SMP MUHAMMADIYAH 06 DAU MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve

Sarjana Degree in English Department

By:

NUZUL FEBRYANTO 07360133

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

This thesis written by Nuzul Febryanto was approved on April 10, 2012

Advisor I Advisor II

This thesis was defended in front of the examiners of Faculty of Teacher Training of Education of the University of Muhammadiyah Malang

and accepted as one of requirement achieve Sarjana Degree in English Education

on April 10, 2012

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Dean,

(Drs. H. Fauzan, M.Pd)

Examiners: Signatures:

1. Drs. Jarum, M.Ed 1...

2. Riza Elfana, M.A 2...

3. Drs. Mas’udi, M.Ed 3...

M OT T O

“T ugas kita bukanlah untuk berhasil. T ugas kita

adalah untuk mencoba, karena didalam mencoba

itulah kita menemukan dan belajar membangun

kesempatan untuk berhasil”

(M ario T eguh)

“Success is the good for tune that comes fr om

aspir ation, despir ation, and inspir ation”

( Evan Esar )

D E D I CA T I ON

I dedIc a t ed t hIs t hesIs t o:

My Bel oved Pa r ent s

My SiSt er S

My Eby

My Fr iends

ACKNOWLEDGEMENT

Alhamdulillah, all praise to ALLAH, the Merciful and Charitable. Because of his guidance, blessing, and affection, the researcher can finish this study. Besides, peace and blessing are devoted for Prophet Muhammad who has guided us from darkness into lightness.

The writer would like to express his great appreciation to many persons who had helped him in finishing this thesis. The writer thanks to:

1. His beloved parents “ Zulhairi and Nurhairi” who always pray, support, and give the affection during writing thesis.

2. His first advisor “Drs. Mas’udi, M.Ed” and his second advisor “Dra. Dian Inayati, M.Ed ” for their guidance, suggestion, correction, and comment on this thesis. Moreover, without their real understanding and strong motivation, this thesis would have never found its completion.

3. His beloved Eby “Ariani” who always be patient accompany the writer to consult this thesis to the advisor.

4. His lovely sisters “Riza and Atik” who always give spirit and motivation. 5. His great friends such as: Nay (Nanang) , Ireh, Amri, Imam, Kaka (Mamad),

Alay, Budi, Amok, Amin, Widi, Mardex, I’in, and others that could not be mentioned one by one.

Malang, 10 April 2012 The Writer

USING PICTURES TO IMPROVE STUDENTS’ WRITING SKILL AT SMP MUHAMMADIYAH 6 DAU MALANG

ABSTRACT

As one of the English skills, writing has an important role in teaching and learning process. Writing is a student’s way to express their feeling through words or symbols that will be conveyed to others. Unfortunately, many problems are still found by teachers when they teach writing in the class. They found their students often use incorrect grammar, had lack of vocabularies, and faced difficulties to write a good paragraph. It is the task of teachers to solve these problems by selecting suitable techniques in teaching writing. However selecting a suitable technique is not easy because not all techniques are applicable and suitable for their class. Such problems also happened at SMP muhammadiyah 06 Dau Malang. So, the researcher offers the solution by using picture to improve students’ writing skill at SMP Muhammadiyah 06 Dau Malang.

Based on the statement above, the statement of the problem is whether the used of picture improve students’ skill in writing at SMP Muhammadiyah 06 Dau, Malang. The data obtained from this study are expected to be useful for the teachers, schools and other researchers. The scope of this study is using Picture to improve students’ skill in writing, while the limitation of this study is on the use of pictures to improve students’ skill of writing descriptive texts.

The design of this research was classroom action research. The design of classroom utilized in this study involved the spiral of planning, action and observing, reflecting and revised plan.

The study showed that “Technique in Using Pictures” was success in improving students’ skill in writing. This technique made all of the students easy to write. It was caused by the used of such technique. Pictures provided not only shared experience for students, but also helped them to focus on the picture. Besides, pictures provided a lot of varieties of task.

Key words: Writing, Techniques, Pictures, Descriptive text

Malang, 10 April 2012

The Advisor I, The Writer,

TABLE OF CONTENT

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... v

TABLE OF CONTENT ... vi

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Statement of the Problems ... 4

1.3 Purposes of the Study ... 5

1.4 Significance of the Study ... 5

1.5 Scope and Limitation ... 5

1.6 Definition of the Key Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching Writing ... 7

2.2 Paragraph Writing ... 8

2.3 Descriptive Paragraph ... 10

2.4 Teaching Media ... 13

2.5 Teaching Writing Using Picture ... 15

CHAPTER III RESEARCH METHODOLOGY

3.1 Research design ... 23

3.2Setting and Subject of the Study ... 25

3.3 Preliminary Observation... 25

3.4 The Procedure of Classroom Action Research ... 25

3.5 Research Instrument ... 28

3.6 Data Collection ... 31

3.7 Data Analysis ... 32

CHAPTER IV RESULT FINDINGS AND DISCUSIONS 4.1 The Preliminary Observation ... 33

4.2 The Result of CAR ... 35

4.3 Discussion ... 41

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusion ... 43

5.2 Suggestions ... 44 REFFERENCES

REFFERENCES

Ary Donald. 2002. Introduction to Research in Education (Six Edition). USA: Wadsworth Group a Division of Thomson Learning Inc.

Board of Studies NSW. 2001. English K-6 Modules. Board of Studies NSW: Australia

Brindley, Susan. 1994. Teaching English. Routledge 11 New Fetter Lane, London EC4P 4EE

Brown, H. Douglas. 2000. Principle by Language Learning and Teaching 4th Edition. United State: San Francisco State University.

Burns, A. 1999. Collaborative action research for English language teachers.

Cambridge: Cambridge University Press.

Byrne, Donn. 1984. Teaching Writing Skill.Burnt Mill: Longmans

Callahan, J. Fand and Clark, L. H. 1982. Teaching in the Middle and Secondary School. New York: Mac Millan Publishing co, Inc.

Harmer, Jeremy. 2004. How to Teach Writing. Pearson Education Limited: England.

Jacob, Holly. L. 1995. Writing Development. USA: McGraw Hill, Inc

Jarum. 2004. Problem of Teaching Writing at Smu Hassanuddin Wajak, Malang: A Case on the Preparation for Writing Task in Final Examination. Unpublish Thesis. Malang: University of Muhammadiyah Malang.

Karim, Mariana and Rachmadie, Sabrony. 1996. Writing. Jakarta: Proyek Pendidikan Tenaga Akademik

Kasbolah, Kasihani E. 1999.Teaching English to Young learners. Unpublished material. Malang: UM Press.

Langan, John. 2001. College writing skills with readings. Boston: McGraw Hill College Education

Maharani, R. 2005. Using Diaries to Improve English Writing Skill for the Third Year Students of SMPN 1 Lamongan. Unpublish Thesis. Malang: University of Muhammadiyah Malang.

Martin, J. Lee. 1980. The Five Hundred Word. New Jersey: Prentice Hall

Muthmainnah. 2010. Using Pictures to Improve Seventh Grade Students Ability in Writing Procedure Text at SMP Muhammadiyah 03 Bangsri Jepara. Unpublish Thesis. Malang: University of Muhammadiyah Malang.

Oshima, Alice and Hogue, Ann. 1999. Writing Academic English. Addison Wesley Longman, 10 Bank Street, White Plains, NY 10606.

Ploger, K. M. 2000. Simplified Paragraph Skill. Lincolnwood: NTC. Publishing Group

Rahmadina, P. 2009. The Implementation of Brainstorming Strategy to Improve Seventh Year Students of SMP Negeri 8 Malang Ability in Writing Descriptive Paragraph. Unpublish Thesis. Malang: University of Muhammadiyah Malang.

Raimes, Ann. (1983). Techniques in Teaching Writing. Oxford University Press. New York, N.Y 10016 USA.

Sadiman et al, 2008. Media Pendidikan. Jakarta: PT RajaGrafindoPersada.

Sulistiowati. 2010. Improving the Ability of Second Year Students of SMPN 1 Dau in Writing Recount Paragraph by Using Picture Series. Unpublish Thesis. Malang: University of Muhammadiyah Malang.

Suyanto, K. K. E. 1999. English for Young Learners. Malang : University of Malang.

Trask, R.L. 1999. Key Concepts in Language and Linguistics. Routledge 29 West 35th Street, New York, NY 10001.

Wright, Andrew. 1989. Pictures for language learning. Cambridge: Cambridge University Press.

Zulfainah. 2007. The Effect of Using Sequenced Pictures on the First Year Students’ Writing Narrative Ability at SMAN 2 Batu. Unpublish Thesis. Malang: University of Muhammadiyah Malang.

1

CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement of the problem, purpose of the study, significances of the study, scope and limitation, and definition of key terms.

1.1 Background of the Study

English is very important to be mastered. By English, people can easily enter international world in every part of societies. It is supported by Trask (1999: 128) that English is beyond dispute the premier international language throughout the world. In everywhere, English is regarded as the first language such as dominant as business, science, technology, communication and popular culture.

Teachers play an important role in helping students master English. Teachers have the role to transfer their knowledge of English to the students and guide them to practice what they have got from the classroom. It is supported by Brindley (1994:3) that teaching English sets out to support teachers in the part of becoming a ‘good’ English teacher – ‘knowing the subject’ by bringing together some of the thinking on key areas in English, and relating that thinking to effective classroom practice.

There are four skills in English that students need to master: reading, speaking, listening, and writing. Among the four skills, writing is considered as the most complex skill, because students need to follow several complex processes to

2

make a good writing. As stated by Byrne, writing is translating thought into language that requires some components like grammar, vocabulary, mechanic, and rhetoric. The combination of these components makes the skill of writing complex (1984). It can be said that writing is a difficult task because it requires special skills in the production. Some of the special skills are in the choice of words, the use of structure, the mechanic, and rhetoric.

Writing is an act or art of forming letters to record ideas which characters and words express or to communicate the ideas by visible signs. It is different from speaking because writing needs a process. Oshima and Hogue (1999:3) explain that:

It is important to note that writing is a process, not a “product”. This means that a piece of writing, whether it is a composition for your English class or a lab report for your chemistry class is never complete; that is, it is always possible to review and revise, and review and revise again.

According to Harmer (2004: 41), teaching writing is the way where a teacher has to give writing direction to the students, stimulate them to get ideas, help students when they lose their words, and always give support. Besides, a teacher has to give reaction to the content and construction, gives suggestion to improve students’ writing, and evaluates their writing by showing where they write well and where they make mistakes.

There are several problems that are faced by students at SMP Muhammadiyah 06 Dau Malang. They have lack of vocabularies and they often forget easily new vocabularies after they get the meaning from dictionary. Even though, they have already learned how to make a good paragraph, they still find difficulties in

3

constructing the sentences. They find difficulties in choosing and using the appropriate vocabularies.

It is supported by Zulfainah finding (2007) found that first year students faced several problems in writing, especially in writing narrative. The first problem was that the students’ writing was not comprehensible because the content of the composition was not relevant to the topic, the ideas were not clearly stated, the ideas and sentences were not well organized. The second problem was that the students had low motivation and were not interested in doing the tasks. The students were only asked to write sentences and paragraph without being given some clues, so that it was difficult for them to express their ideas into paper.

To solve the problems, some researchers have applied a particular technique to help improve students’ writing. Rizka (2005), for instance, used diaries to guide and encourage students to express their ideas, feelings, or experiences freely and spontaneously.

Another study done by Prilia (2007) introduced brainstorming technique to help improve the students’ ability in writing descriptive paragraph. It has found that students’ ability in writing a descriptive paragraph has improved by implementing brainstorming strategy in the classroom. The students can be active and enthusiastic in learning English.

Sulistiowati (2010) found that the use of picture series is very effective for students in guiding and encouraging students to express their ideas in their writing product. By implementing picture series in the classroom, the students can be active

4 and enthusiastic in learning English.

Based on the explanation above, it can be concluded that all techniques used by previous researchers were good, but some problem occurred. On technique using diary, for example, the students could not create a good writing because the teachers did not check the students’ writing, such as the content, unity, and coherence. Besides, in Prilia’s (2007) study, using brainstorming made students not focus in creating their writing because the teachers gave too general topics, which led to the students’ lack of coherence and unity in writing. For the use of picture, teachers had to work harder to find appropriate picture series with the material. In addition, not all picture series can be used for expressing ideas in writing.

It is not easy to teach writing due to the problems that may appear. For example, teachers find their students often use incorrect grammar, have lack of vocabulary, and face difficulties to write a good paragraph. It is the task of teachers to solve these problems by selecting suitable techniques in teaching writing. However selecting a suitable technique is not easy because not all techniques are applicable and suitable for their class. One effective technique is by using picture, because pictures provide not only shared experience for students, but also help them to focus on the picture. Besides, pictures provide a lot of varieties of tasks. Therefore, the writer is interested in conducting research by the title “using pictures to improve students’ skill in writing at SMP Muhammadiyah 06 Dau, Malang”.

1.2 Statement of Problem

5

“Can the use of pictures improve students’ skill in writing?”

1.3 Purposes of Study

The aim of conducting this research is to find out whether a technique of using pictures is able to improve students’ skill in writing.

1.4 Significance of Study

The study is expected to be useful for English teachers especially in teaching writing. By using pictures, the teachers can get new ideas about the technique and apply it in teaching writing, particularly in writing descriptive texts. Teachers can also use pictures as the media to teach other texts such as narrative, procedure, recount, and report. Moreover, it can encourage students to write and improve their skill in writing a descriptive text. Hopefully, the use of pictures will make the class more interesting and bring a new atmosphere.

1.5 Scope and Limitation

This research is focused on the study of improving students’ skill in writing using pictures. The limitation of this study is on the use of pictures to improve the skill of writing descriptive texts, because writing descriptive texts is one of the indicators that students in junior high school have to be reached in order to fulfill their basic competence in writing. The study will involve the second year students of

6

SMP Muhammadiyah 06 Dau, Malang, because the descriptive text forms are introduced in that period.

1.6 Definition of Key Terms

To avoid misunderstanding and misinterpretation, the writer presents some terms used in this study:

Writing : the way people communicate with others using words or symbols

written on paper or other solid medium.

Technique : a specific method applied when teaching process is going on to

help students understand the material given.

Pictures : photographic representation of people, places, or things that can

translate abstract concepts into a more realistic or concrete items (Kasbolah 1999: 21).

Skill in writing : the ability to write ideas, knowledge, or experience in such away that it

can be understood by the reader (Byrne, 1978).

Descriptive text : a kind of text to convey a writer’s dominant impression at a person,

or place, to readers in order that is able to use their sense about something (Martin, 1980).

CHAPTER I

INTRODUCTION

This chapter presents background of the study, statement of the problem, purpose of the study, significances of the study, scope and limitation, and definition of key terms.

1.1 Background of the Study

English is very important to be mastered. By English, people can easily enter international world in every part of societies. It is supported by Trask (1999: 128) that English is beyond dispute the premier international language throughout the world. In everywhere, English is regarded as the first language such as dominant as business, science, technology, communication and popular culture.

Teachers play an important role in helping students master English. Teachers have the role to transfer their knowledge of English to the students and guide them to practice what they have got from the classroom. It is supported by Brindley (1994:3) that teaching English sets out to support teachers in the part of becoming a ‘good’ English teacher – ‘knowing the subject’ by bringing together some of the thinking on key areas in English, and relating that thinking to effective classroom practice.

There are four skills in English that students need to master: reading, speaking, listening, and writing. Among the four skills, writing is considered as the most complex skill, because students need to follow several complex processes to

make a good writing. As stated by Byrne, writing is translating thought into language that requires some components like grammar, vocabulary, mechanic, and rhetoric. The combination of these components makes the skill of writing complex (1984). It can be said that writing is a difficult task because it requires special skills in the production. Some of the special skills are in the choice of words, the use of structure, the mechanic, and rhetoric.

Writing is an act or art of forming letters to record ideas which characters and words express or to communicate the ideas by visible signs. It is different from speaking because writing needs a process. Oshima and Hogue (1999:3) explain that:

It is important to note that writing is a process, not a “product”. This means that a piece of writing, whether it is a composition for your English class or a lab report for your chemistry class is never complete; that is, it is always possible to review and revise, and review and revise again.

According to Harmer (2004: 41), teaching writing is the way where a teacher has to give writing direction to the students, stimulate them to get ideas, help students when they lose their words, and always give support. Besides, a teacher has to give reaction to the content and construction, gives suggestion to improve students’ writing, and evaluates their writing by showing where they write well and where they make mistakes.

There are several problems that are faced by students at SMP Muhammadiyah 06 Dau Malang. They have lack of vocabularies and they often forget easily new vocabularies after they get the meaning from dictionary. Even though, they have already learned how to make a good paragraph, they still find difficulties in

constructing the sentences. They find difficulties in choosing and using the appropriate vocabularies.

It is supported by Zulfainah finding (2007) found that first year students faced several problems in writing, especially in writing narrative. The first problem was that the students’ writing was not comprehensible because the content of the composition was not relevant to the topic, the ideas were not clearly stated, the ideas and sentences were not well organized. The second problem was that the students had low motivation and were not interested in doing the tasks. The students were only asked to write sentences and paragraph without being given some clues, so that it was difficult for them to express their ideas into paper.

To solve the problems, some researchers have applied a particular technique to help improve students’ writing. Rizka (2005), for instance, used diaries to guide and encourage students to express their ideas, feelings, or experiences freely and spontaneously.

Another study done by Prilia (2007) introduced brainstorming technique to help improve the students’ ability in writing descriptive paragraph. It has found that students’ ability in writing a descriptive paragraph has improved by implementing brainstorming strategy in the classroom. The students can be active and enthusiastic in learning English.

Sulistiowati (2010) found that the use of picture series is very effective for students in guiding and encouraging students to express their ideas in their writing product. By implementing picture series in the classroom, the students can be active

and enthusiastic in learning English.

Based on the explanation above, it can be concluded that all techniques used by previous researchers were good, but some problem occurred. On technique using diary, for example, the students could not create a good writing because the teachers did not check the students’ writing, such as the content, unity, and coherence. Besides, in Prilia’s (2007) study, using brainstorming made students not focus in creating their writing because the teachers gave too general topics, which led to the students’ lack of coherence and unity in writing. For the use of picture, teachers had to work harder to find appropriate picture series with the material. In addition, not all picture series can be used for expressing ideas in writing.

It is not easy to teach writing due to the problems that may appear. For example, teachers find their students often use incorrect grammar, have lack of vocabulary, and face difficulties to write a good paragraph. It is the task of teachers to solve these problems by selecting suitable techniques in teaching writing. However selecting a suitable technique is not easy because not all techniques are applicable and suitable for their class. One effective technique is by using picture, because pictures provide not only shared experience for students, but also help them to focus on the picture. Besides, pictures provide a lot of varieties of tasks. Therefore, the writer is interested in conducting research by the title “using pictures to improve students’ skill in writing at SMP Muhammadiyah 06 Dau, Malang”.

1.2 Statement of Problem

“Can the use of pictures improve students’ skill in writing?”

1.3 Purposes of Study

The aim of conducting this research is to find out whether a technique of using pictures is able to improve students’ skill in writing.

1.4 Significance of Study

The study is expected to be useful for English teachers especially in teaching writing. By using pictures, the teachers can get new ideas about the technique and apply it in teaching writing, particularly in writing descriptive texts. Teachers can also use pictures as the media to teach other texts such as narrative, procedure, recount, and report. Moreover, it can encourage students to write and improve their skill in writing a descriptive text. Hopefully, the use of pictures will make the class more interesting and bring a new atmosphere.

1.5 Scope and Limitation

This research is focused on the study of improving students’ skill in writing using pictures. The limitation of this study is on the use of pictures to improve the skill of writing descriptive texts, because writing descriptive texts is one of the indicators that students in junior high school have to be reached in order to fulfill their basic competence in writing. The study will involve the second year students of

SMP Muhammadiyah 06 Dau, Malang, because the descriptive text forms are introduced in that period.

1.6 Definition of Key Terms

To avoid misunderstanding and misinterpretation, the writer presents some terms used in this study:

Writing : the way people communicate with others using words or symbols written on paper or other solid medium.

Technique : a specific method applied when teaching process is going on to help students understand the material given.

Pictures : photographic representation of people, places, or things that can translate abstract concepts into a more realistic or concrete items (Kasbolah 1999: 21).

Skill in writing : the ability to write ideas, knowledge, or experience in such away that it can be understood by the reader (Byrne, 1978).

Descriptive text : a kind of text to convey a writer’s dominant impression at a person, or place, to readers in order that is able to use their sense about something (Martin, 1980).