A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the requirements for the degree of SarjanaPendidikan Islam (S.Pd.I)English Education Departmen of Teacher Training and Education FacultyState Institute for Islamic Studies
THE USE OF THINK TALK WRITE TECHNIQUE AND
PICTURES IN IMPROVING STUDENTS’ WRITING
SKILL ( Classroom Action Research Of The Third Grade Students Of
SMKSaraswatiSalatiga In The Academic Year Of 2015/2016 )
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the requirements for the degree of SarjanaPendidikan Islam
(S.Pd.I)English Education Departmen of Teacher Training and
Education FacultyState Institute for Islamic Studies (IAIN)
Salatiga
Directed By:
ARISCA PRATIWI
113 11 104
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTO
“A pessimist sees the difficulty in every opportunity, an optimist sees
the opportunity in every difficulty
”
Sir Winston Churchill
DEDICATION
This graduating paper is sincerely dedicated for:
1. My beloved parents Mr. Muh Asnawi and Mrs. Sutini. They are my heroes, thanks for all support, guidance, finance, and encouragement.You are my everything. I hope Allah always blesses you and His affection around you.
2. My beloved sisters are Rekha Dwi Pratiwi andMy beloved brothers are
Muhammad Yusuf Alwi and Muhammad Ali Alwi. Thanks for your kindness, support, guidance and support.
ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful. First and foremost, I would like to express my gratitude to Allah because of great blessing the writer could finish this graduating paper successfully. My Blessing and praises to our beloved prophet Muhammad SAW was great revolutionary and true educator who has brought from the darkness to the light.
However, the writer realise that this graduating paper can’t be finished without the support, guidance, support, advice, help and encouragement from institutions and individuals. Therefore, the writer would thanks to:
1. Dr. RahmatHariyadi, M. Pd., as the Rector of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M.Pd, as the Dean Teacher Training and Education Faculty
3. Noor Malihah, Ph.D., as the Head of English Education Departement 4. RifqiAuliaErlangga, S.Fil. M.Hum, as counselor of this graduating paper.
Thanks you for your suggestion, recommendation, guidance and support for this graduating paper from beginning until the end.
5. All of the lecturers in English Education Department of Tarbiyah Faculty who had given valuable knowledge.
6. All of the staffs who have helped the writer in processing of graduating paper.
7. My parents and my big family who always support and advice me.
8. My amazing friends in TBI 2011 especially my classmates of TBI are
Titik Muarivah, Tyas Puji Astuti, Dyah Novita Sari, Arum Mulyasari,
ABSTRACT
Pratiwi, Arisca. 2016: The Use of Think Talk Write Technique and Pictures in Improving
Students’ Writing Skill for the Third Grade Students of SMKSaraswatiSalatiga in the Academic Year of 2015/2016. A Graduating Paper.Teacher Training and Education Faculty.English Education Departement.State Institute of Islamic Studies (IAIN).
Counselor Rifqi Aulia Erlangga, S.Fil. M.hum.
Keywords: Think Talk Write Technique, Pictures, Writing Skill.
This study is intended to improve the students’ writing skill using think talk write
technique and pictures. The research answered these main questions (1) How is the
implementation of think talk write technique and pictu res in students’ writing ability in
the third grade students of SMK Saraswati Salatiga in the academic year 2015/2016? (2)
How the result of student’s ability in writing when the teacher applying of think talk write
technique and pictures in the third grade students of SMK Saraswati Salatiga in the
academic year 2015/2016?. The methodology of this research used Classroom Action
Research (CAR). There were two cycles. Each cycle consisted of planning, action,
observation and reflecting. From the results, the writer found several findings on it. The
result of this research is there is improvement of students’ writing skill by using think talk
write technique and pictures . It can be seen from: (1) The students show active students’participation, students pay attention to the material and shows enthusiastic in the writing
activity.(2) The percentage of students’ mean score of pre-test I is 20.83%, post-test I is
66.7%, pre-test II is 40% and post-test II is 80%. It can be meant that the students can
pass the KKM after learning by using think talk write technique and pictures. (3) The
mean of pre- test I is 68.45 and post-test I is 77.83, pre-test II is 69.47 and post-test is 79.
Thus, it can be concluded that there is significant improvement of students’ writing skill
by using think talk write and pictures.TABLE OF CONTENTS
TITLE ............................................................................................................. i DECLARATION ........................................................................................... ii ATTENTIVE COUNSELOR NOTES ........................................................... iii PAGE OF CERTIFICATION ........................................................................ iv MOTTO .......................................................................................................... v DEDICATION ............................................................................................... vi ACKNOWLEDGEMENT ............................................................................. vii ABSTARCT ................................................................................................... ix TABLE OF CONTENTS ............................................................................... x LIST OF TABLE AND FIGURE .................................................................. xii
CHAPTER 1: INTRODUCTION ............................................................... 1
A. Background of the Study .................................................................. 1 B. Problems of The Study ..................................................................... 4 C. Objectives of The Study ................................................................... 5 D. Benefits of The Study ....................................................................... 5 E. Limitation of The Study ................................................................... 6 F. Definition of The Key Terms ........................................................... 6 G. Previous Studies ............................................................................... 8 H. Graduating Paper Organization .................................................... . .. 9CHAPTER II THEORITICAL FRAMEWORK ...................................... 11
A. Theoretical Description .................................................................... 111. Think Talk Write Technique .................................................................... 11
a. Definition of Think Talk Write Technique ..................................... ... . 11
b. Precedures of Think Talk Write Technique............................... . 12
c. Teacher Role in Think Talk Write Technique............................ 13
2. Pictures ................................................................................. ..................... 13
a. Definition of Pictures ........................................................................... 13
b. Sources Pictures .......................................................................... 14
c. Types of Pictures ......................................................................... 20
d. Roles of Pictures ......................................................................... 20
e. Creating and Adapting of Pictures .............................................. 21
3. Writing Skill ..................................................................................... 22
a. Definition of Writing .......................................................................... 23
b. Writing Process .......................................................................... 26
c. Writing Goal ............................................................................... 27
d. Notion of Good Writing ............................................................. 28
e. Approach of Writing .................................................................. 32
f. Role of Teacher in Writing Class ............................................... 35
CHAPTER III RESEARCH METHODOLOGY ..................................... 37
A. Setting of The Research ................................................................... 37 B. Subject of The Research ................................................................... 38 C. Method of The Research .................................................................. 38 D. Research Procedures ......................................................................... 39 E. Techniques of Collecting Data ......................................................... 42 F. Techniques of Analyzing Data ......................................................... 43CHAPTER IV RESEARCH FINDING AND DISCUSSION .................. 47
A. Research Finding............................................................................ . 47 B. Implementation of The Research .................................................... 48 C. Result of The Research.................................................................... 64 D. Research Limitation......................................................................... 66CHAPTER V CLOSURE ............................................................................ 68
A. Conclusions ...................................................................................... 68 B. Suggestions....................................................................................... 68 REFERENCES APPENDICES
LIST OF TABLES
Table 2.1 Five Components of Writing Evaluation .......................................... 29Table 2.2 The Level Score of Writing .............................................................. 32Table 3.1The Skills Program of SMK Saraswati Salatiga ................................ 37 Table 3.2Observation Sheet For The Teacher .................................................. 42 Table 3.3Observation Sheet For The Students ................................................. 43
Table 4.1 Result of Pre-Test and Post-Test Cycle I......................................... 48Table 4.2 Result of Pre-Test and Post-Test Cycle II....................................... 49Table 4.3 The Mean of The Students Score.................................................... 64
LIST OF CHARTS
Chart4.1 The Students’ Mean Score Improvement .......................................... 65 Chart 4.
2The Students’ Mean Score Percentage .............................................. 65
CHAPTER 1 INTRODUCTION A. Background of The Study Language is a communication tool that used by human being in
our daily life. It is as signaling symbol to express and share their thought or ideas with others orally or written. There are many languages in the world. English is an international language that is very interesting to learn. If we go abroad the language that we are able to communicate with it. Many reasons people learn it. They are not only use it for education, bussiness, travel and etc.
English is a foreign language in Indonesia. It is become subject in Indonesian education. It has recognized and taught since junior high school. It has been one of the subject matter in our curriculum. This subject is seriously learned by students for increasing their language skill. There are four language skills in English. They are listening, speaking, reading, and writing skill. In this study the writer choose writing skill to be come the subject matterr.
Writing is one of language skill that should be improved and mastered by students. According to Gelb (1962 : 11) Writing began at the time when man learned how to communicate his thought and feelings by means of visible sign, understandable not only to himself but also to all other persons more or less initiated into the particular system. It is a tool to communicate with others which a writer can transform meanings, opinion, ideas, thought, or others. It influences the way we think. It is a part of language expression. It is one of ability that help us in developing our languages and allow us to express ourselves to others in more effective ways.
In the English learning process, writing becomes one of very difficultactivities. Many difficulties that are faced in their learning.
The problems are such as the mastery of vocabulary, grammar, and diction. Most of students are poor in writing. The students feel that writing is difficult thing that must be learned. Based on interview with English teacher in SMK Saraswati Salatiga that writing is difficult enough for them. Most of students are difficult in memorizing vocabulary, lazy to read and open dictionary at home, lazy to review their matherial that given by teacher. So that when they read textbooks or make a paragraph, they feel frustrate and confuse.
Learning writing is not only learn about how to express the language in written form. But also learn about genre text, such as narrative, descriptive, procedure, report, etc. Its train the students in writing ability. Through genre text, they will increase their writing.
And it can help the teacher to know how far the students are understand about the material, especially in learning writing.As we know that to learn foreign language, it takes many times. So, as a teacher must have appropriate way to teach this subject. And to solve these problems , the teacher’s role really important to help the students in their learning process.
In this case, the writer decide to combine technique and media. She decided to choose Think Talk Writetechnique and picturesto help her observation in teaching writing process. Think Talk Write technique is an appropriate method in teaching process. This technique are able to help the students to develop their ideas and have curiousty well. It helps the students to mastery the material step by step and unspontaneously because it trains the students to be critical. Through this method, beside practice in improving writing skill, they can learn about other skills. But its just focus on writing skill. There are three process in this technique.
The first, (Think) the teacher gives material and the students will start to think and absorb what they read. The second, (Talk) after they absorb what they read so they express what they tought, they start to discuss, get down the cases and each one give opinion about the material. Then every opinion absorb again so they can find and solve the cases in the material. And the third, (Write) after find the cases they start to write the result of what they get from their material. Maybe, this technique is difficult, but it can help them to more active, critical, creative, developing their skills and certainly easier learning process. To make this technique unboring, the writer tried to add pictures media as a completing technique. Media is one of teaching and learning aid for them. The writer choose the pictures as a media of learning.
Pictures is a visual aids that very interesting. According to (Zenger, 1977) A picture is a flat visual representation of an object, person, or view and its main purpose is to draw attention to or emphasize a certain thing.It will help the teacher in teaching process and the student can easier in expressing what they thought. It can make the material will be fun and attractive.Through pictures, they can express their ideas well and its can stimulate them to write. Its help the students to explain the material clearly. Its also help the teacher in teaching process, the teacher as a mediator, she just look, give instruction for the students and make easy in evaluating each student.
The explanation above, the writer wants to analyze the improvement of student’s writing ability in senior high school. The writer carries out the research entitled “THE USE OF THINK TALK
WRITE TECHNIQUE AND PICTURES
IN
IMPROVING STUDENT’S WRITING SKILL (A Classroom Action Research of the third grade of SMKSaraswati in academic year 2014/2015)”.
B. Problems of The Study
Based on the explanation above, this research is aimed to answer the following problems:
1. How is the implementationof Think Talk Write technique and pictures in students ’ writing abilityfor the third grade students of
SMK Saraswati Salatiga in the academic year 2014/2015?
2. How is the resultof student’s ability in writing when the teacher applying of Think Talk Write technique and pictures for the third grade students of SMK Saraswati Salatiga in the academic year 2014/2015? C.
Objectives of The Study
This research has some purposes, namely:
1. To know the implementation of Think Talk Write technique and pictures in students ’ writing abilityfor the third grade students of SMK Saraswati Salatiga in the academic year 2014/2015.
2. To know the result of student’s ability in writing when the teacher applying of Think Talk Write technique and pictures for the third grade students of SMK Saraswati Salatiga in the academic year 2014/2015.
D. Benefits of The Study
This research is hoped that it will be useful for the teachers, students and writer. It consists of theoretical and practical benefits.
1. Theoretical benefit
a. The result of this study can be used to enrich the theory, technique, and media in the teaching language.
b. Strength the knowledge and information in teaching language.
2. Practical benefit
The result of this study may be useful as input or evaluation of the English learners, especially students in their learning and English teachers in their teaching.
a. For the students
1. The students able to write better, even through technique and media that combined in learning process. It can help them to improve their skills, especially in writing skill.
2. It can motivate the students in writing skill.
b. For the teachers
1. The result can help the teachers to determine the way of teaching process in writing well.
2. To give important information in applying the way of teaching process to improve the quality of teaching writing.
E. Limitation of The Study
The writer limits this research dealing with the improvement of student’s writing skill of the third grade students of SMK Saraswati Salatiga in the academic year of 2015/2016 through Think Talk Write technique and pictures.
F. Definition of The Key Terms
1. ThinkTalkWrite
According to Dewa (2014) Think Talk Write is cooperative learning mode. This technique consists of three stages in learning process. “Think” in this stage, each student must read the material that have issue, they must think (how to solve the issue), and making note as a result of what they thought, “Talk” in this stage, the students will share the solution of issue in the material and discuss grouply. Here, each of the students will looked advance in their communication, how far is the understand that they get. And “Write” in the last stage, just write the ideas that they get from discussion.
Think Talk Write is one of cooperative learning that consists of some member and every group has responsible of their mastering material. Usually, it consists of 5-6 groups depend on total student. This technique trained us be a critical and active. It also train us in developing our knowledge or comprehension.
2. Pictures According to Zenger (1977) A picture is a flat visual representation of an object, person, or view and its main purpose is to draw attention to or emphasize a certain thing. It can help the students to stimulate what they thought and producing ideas in their writing process. It also can help the teacher when the teacher’s explanation unclear. Through pictures, the teacher will easier to explain material so the students can absorb it well.
3. Improving
In thelearning processes, the teacher will know a word “improve”. Improve is the process to make better or develop in mental capacity by education or experience. In the learning process, we learn step by step. From the steps, we have improvement.
4. Writing
According to Leo (2007) Writing is a process of expressing ideas or thoughts in words should be done at our leisure. How can we do something that we do not enjoy? Writing can be very enjoyable as long as we have the ideas and the means to achieve it.
Writing is an expression what we thought and producing ideas, so become a paragraph text. A text that described could be a genre text, such as descriptive text, narrative, report, etc.
G. Previous Studies
In this graduating paper, the researcher takes review of related literature from the other thesis. The first research (Endang, 2012) she focuses on what is the effectivness of using picture to improve students’ writing skill through descriptive text. The real problems faced by the students in learning and teaching English are writing skill. To solve problems, she choose the picture to help students because picture is one of solution to overcome the problems easier.
The second research (Sari, 2014) she focuses on how is the procedure of using Think Talk Write strategy in improving student’s writing skill through analytical exposition. This strategy gives sign ificant effect towards students’ writing achievement, and it helps the students generating and organizing ideas in group because they get opportunity to share and discuss about their ideas to be written, so they can practice their writing ability well.
The third research (Karimah, 2014) she focuses on how to improve the students writing skill through think talk write method and find out the significance of the students’ difference between before and after the action.
The difference from the reserach review is in this research, the writer explain the review of them, because she interest with these thesis. So, she choose to research of the use of Think Talk Write technique and pictures in improving student’s writing skill. she want to help the teaching and learning process easier. Most of students gets difficult of writing ability. Think Talk Write technique will help the student in writing ability. To make it easy, the writer add the pictures in order they can express of what they thought and overcome many ideas so that they train to write.
H. Research Paper Organization
The researcher wants to arrange the graduating paper in order to the reader can catch the content easily. It is divided into five chapters.Chapter I is Introduction. In this chapter the researcher comes up to the background of the study, problemstatements, objective of the study, benefit of the study, limitation of the study, definition of keyterms, researchreview, and researchpaperorganization.Chapter II is Theoretical Framework. It consists of the underlying theories that include of think talk write, pictures, and writing skill.Chapter III explains about Methodology of the research, the setting of the research, subject the research, type of the research, procedures of the research, technique of collecting data, and technique of analyzing data.Chapter IV is Data analysis which consists of description from cycle I up to cycle III, result and discussion of the research. It contains process and the result score of the research in each cycle. And Chapter V is Closure that consists of conclusion, and suggestion. For the last part are appendixes and bibliography.
CHAPTER II THEORETICAL FRAMEWORK This chapter focuses on giving a theoretical foundation of the study. The purpose is giving direction to what extent the study is conducted. This
research is concern on the use of think talk write technique and pictures in improving students’ writing skill (classroom action research of the third grade students of SMK SaraswatiSalatiga in the academic year of 2014/2015).
A. Theoretical Description 1. Think Talk Write a. Definition of Think Talk Write
According to Huda (2013: 218) Think Talk Write is one of strategy that train in learning language by spoken and written. It reconigzed by Huinker and Laughlin (1996) in Huda (2013: 218), they said that Learning is a social behaviour. It encourages the student to think, talk, and write (the topic). This strategy used to develop their writing fluently and their comprehension. It give opportunity for the students to absorb the ideas before be a written. And then help the student in organizing and developing the ideas through conversation or discussion.
As quoted by Sari,Activity think of the first stage “think” can be seen from reading something that is contains picture and makesmall note what has been thinking. In making or write a note after reading, certainly each student has the different ideas that presented. The second stage "talk" that communicate using language and words they understand.It is important because students use their own language to present their ideas to build atheory and share the information together. Process communication will easier when they interact with their environment. The last stage of the "write" is writing the discussion / conversation. This activity meansconstructing the idea of writing, because after a discussion or dialogue between friends, andlater expressed through writing. It help realize the goal of learning and the teacher know how far the development of students in writing ability.
Think Talk Write is one of cooperative learning that can help the students in their learning process, especially in writing. Its train the students to interact with others, so that they easier to open minded, are more active, and they can express or developing the language in written form.
b. Procedures of Think Talk Write (TTW) Technique
According to Huda (2013: 218-219) the procedures of think
talk write are:
1) The students read the text and make the note of what they absorb from the reading text individually (think), to discuss with group.
2) The students are interacting and collaborate with their group to discuss their case (talk). This activity trains the students in developing their thought to express the ideas in discussion. The comprehension are built through their interact in discussion, it expected get solution of the material that given.
3) From discussion, they load their communication and comprehension in the written (write).
4) The last of learning activities are make reflection and conclusion on the material that learnt. Next, choose one or some person as a volunteer to share the answer of the case in front of other groups and they asked to give other ideas.
c. Teacher Role in Think Talk Write Technique
According to Ansari (2003: 40) in Kuswari (2011: 4) are:
a) Teacher asks the questions and gives the task that involvement of the students and also challenges the students to think.
b) The teacher listens the ideas from the students carefully.
c) The teacher asks the students to expresses the ideas in written and orally.
d) The teacher established what will be discussed by the students.
2. Pictures a. Definition of Pictures Learning is one of activity that sometimes make us boring.
How to make learning process be fun? the teacher must have good media to make it fun. Here, the writer tried to choose pictures as a media, especially in learning language process. According to (Zenger, 1977) a picture is a flat visual representation of an object, person, or view and its main purpose is to draw attention to or emphasize a certain thing. Visual aid or pictures is one of media that very interesting and fun.It will help the teacher to explain the matherial and in getting student attention well.
Another definition (Asnawir, 2002: 54) Picture is one of learning that can be used to explain the subject matter. Picture used almost for all levels of learning or intelligence. The use of picture as a media or means of delivery of the lesson, not only interesting but also can attract the students attention and clarify ideas or information presented to the students of a teacher.
b. Sources of pictures
Picture is one of media that very attractive. We can get it anywhere, because it has many sources. It is possible to find at least some free or cheap picture material. According to Andrew Wright (1989: 182) there are many sources of picture media. They are as the following:
1. Newspaper Picture in newspaper are not reproduced very well.
However, old newspaper are available everywhere and in some countries are the main source of free picture material.
It is usually small and too distinct for use with the whole class, but they are usually topical and linked with text which can lead to particular activities.
2. Magazines This is the major source of useful picture material of high quality. Full page picture are big enough for class use, while other are more appropriate for individual work.
3. Advertisement and Publicity These include direct mail leaflets, posters, and advertisements in magazines and newspaper. Sizes vary, making the pictures of use in both classwork and groupwork.
4. Holiday brochures These brochures are usually richly illustrated. Most of the pictures are of hotels, places, historical sides or places of great beauty. The pictures are usually only big enough for individual work.
5. Business brochures Many business produce brochures so their customers and the public know about the services they offer. Banks and post offices can be a good source of publicity picture.
6. Catalogues
In some countries catalogues are rich of pictures material.InBritain, they are many catalogues with literally thousands of pictures of every sort of object which a big store can sell, from bed and bicycles.
7. Calender Commonly, in Indonesia calender are illustrated with written text and picture to make it more interesting. But also for advertisemedia.
8. Greeting cards Most greeting cards can illustrate. The range of subjects is very wide, in very case the illustration has been chosen to say something to the receiver. It is often worth keeping the text and picture together. There are greeting cards for: various celebrations, wishing people well if they are ill, congratulating them on a success, etc.
9. Postcard Every possible subject is illustrated on postcards. Postcards are associated with writing.
10. Reproduction of art Painting, drawing, and art photography are reproduced on postcards, greeting cards, and calenders, in book separate reproduction available in shops or galleries.
11. Posters Posters are designed to be big enough to be seen from a distance and they are thus ideal for class use.
12. Wall charts Wall charts are produced by some institutions to explain what is done in or by institutions: how steel is made how a firm exports around the world, how to grow rice, how to deal with a road accident, the journey of a letter.
13. Instruction Instruction for carrying out a process such as cooking or putting on a life jacket are often illustrated.
14. Old books It is same to throw away a book if it contains illustrations.
Old book are often too decrepit or dated to keep, but they may contain unique illustrations.
15. Comics and cartoon strips These are heavily illustrated. They are sequences of pictures which are closely related to narrative text. The stories in some publications are illustrated by hundreds photographs.
16. Family photograph and slides
Sometimes family photograph can be brought to the lesson, shown and talks about. We all have photograph and slides which we do not kept and never look at.
17. Stamps Most stamps have pictures of them. The most obvious way of using stamps is to talk about them as stamps: where they come from, why the designs where chosen, how much they are worth. However, they can also be struck into separate cards and used as playing cards for group.
18. Playing cards Many playing cards have illustrations. The cards can be used for their original purpose and the students asked to play the game in the target language. However, the cards can also be used for the pictures that are on them.
19. Wrapping paper Wrapping paper is often decorated with pictures. The repetition of the design means that pairs of pictures are available.
20. Course book There are usually illustrations in the course book. These illustrations can often be used in ways which the author does not suggest.
21. The teacher’s and student’s own drawings
It is very useful if the teacher is a talented artist or if there is a talented artist in the class. However, it is not necessary to be artsitically talented in order to produce pictures. Pictures can be drawn on the board, the overhead projector, large paper, flashcards, group playing cards, handout sheet, or college sheets.
22. Photocopying
Picture can be photocopied but, if they are in copyright only by permission. Some countries have schemes whereby schools can acquire a blanket license for photocopying. In other countries permission should be obtained from the copyright holder. However, the photocopying machine may be used by the teacher to make pictures, for example by photocopying objects such as keys, ticket, etc. As the teacher must know the student ability, moreover when learning process begin. Before teaching, the teacher must prepare all and know the way how to apply the material. So, the students can catch it well. here, pictures and source of pictures can help the teacher in teaching process. The pictures used in the class must be appropriate with the intellectual level of the students and must catch attention the students, so they can enjoy in learning process.
c. Types of pictures
People can get pictures anywhere, it may be a large and small size and it can be found in our surrounding. According to Andrew Wright (1989: 193) there are types of pictures. They are chech chart of pictures, pictures of single objects, pictures of one person, pictures of famous people, pictures of several people, pictures of people in action, pictures of places, pictures of the news, pictures of fantasies and pictures of maps and symbols.
d. Roles of Pictures
The language teacher is concerned in helping their student to develop their ability in language skills. In this sense teacher need various strategy and wide resource that can stimulate this development. Picture is one of resources,it is media that can help teacher to success in teaching learning activity. It has some roles in the class. According to Andrew Wright (1989: 17) pictures media have some roles in the class, they are:
Picture can motivate students and make them want to pay 1) attention and want to take apart
Picture contributes to the context in which the language is 2) being used. They bring the word into the classroom
Picture can be described in objective way or interpreted, or 3) responded to subjectively
Picture can cue responses to questions or cue substitution 4) through controlled practice
Picture can stimulate and provide to be referred into 5) conversation, discussion, and storytelling.
e. Creating and adapting of pictures
There are various ways of creating and adapting pictures, which increase their potential. Students or teachers who make the pictures are important which they do it more interesting and high quality professional pictures. There are some tips to create and adapt the pictures (Wright, 1998: 204-211) in the following:
Neatness in picture making is much less important than 1) enjoying the material while creating the picture.
A sketchy style is usually less successful than a style which 2) is positive in its use of lines and distinct shapes, even if these not professionally drawn.
Simple drawing can be represented by simple stick 3) drawings of objects. (Peoples, animals, things).
Picture on the board, the students or the teachers can do it 4) without preparation, and images on it are immediately visible to the whole class. Here
, it can grow before one’s eyes and parts can be erased and substituted.
Picture on the overhead projector, it offer tremendous scope 5) to the picture maker. Transparencies can be created and prepared beforehand by freehand drawing, photocopying or by tracing. Overlay transparencies can also prepared. These can add for stimulating more open communicative work. Paper and card, they are usually available to the teacher, felt
6) tip pens give immense scope for the production of pictures.
Color is one consideration for its purpose. Drawing can be traced onto card. Picture can be single objects, larger and more complicated wall pictures. College, the detail of persons, objects, and concepts can be
7) cut out of the pictures and stuck onto the others pictures or card to allow the teachers illustrate teaching points in an imaginative and dynamic manners create a picture, which illustrates him/her, wants. Adapting magazine pictures, pictures can be stuck on a
8) piece of paper, and lines, arrows, circles, or others symbols can be drawn on in order to illustrate a language points. Folding the pictures, to control the information, it can be
9) folded and cut depend on the willing of teachers and students.
3. Writing skill
In English, there are four basic skills that must be mastered by student. They are listening, speaking, writing and reading. One of those is writing. Writing is important skill in English. The students learn it to organize their ideas, thought, and feeling in written form.
a. Definition of writing
English has been spoken by all in the world. Everyone recognized it, even though they can or cannot practice in speaking or writing well. There are four language skills that must be mastered by students, such as reading, listening, speaking, and writing.
According to Gelb (1962: 11) states that writing began at the time when man learned how to communicate his thought and feelings by means of visible sign, understandable not only to himself but also to all other persons more or less initiated into the particular system. It is also meant by Leo (2007: 01) who states that writing as a process of expressing ideas or thoughts in words should be done at our leisure. How can we do something that we do not enjoy? Writing can be very enjoyable as long as we have the ideas and the means to achieve it. Writing becomes significant aspect to communicate.
From the explanation above, it can be concluded that writing is the process to learn how to organize the ideas, express the feeling, thought, give the information and opinion.AgusSetyabudi (2007: 10-12) states that to express their idea, the writer usually uses certain writing types they need that able to give clear information to the reader. Pardiyono (2008: 1-4) states that every form of written text should have clear objectives that all information, messages, or ideas must be packaged in one particular type of text. The types intended are narration, description, exposition, recount, procedure, anecdote, news item and discussion:
Narration 1)
It is a story told to make a point. The purpose of narrative is to amuse the reader and give a moral message to the reader. It consists of conflict, climax, and resolution (Pardiyono, 2008). Description
2) It is types of writing in which the objective is to describe a certain object, especially about person, place, or thing.
3) Exposition
It is a method that explains or clarifies someone purpose by presenting examples. It is the common method of development wether of his evokes spesific sensory detail. For a description or complies pertinent evidence for an argument, he argument, he must provide example to illustrate the purpose.
Recount 4)
It is a text created to provide information about past activities, for example about vacation, week end activities, and other information. Procedure
5) It is type of writing that used to explain an activity or a way to do something in sequent steps.
6) Anecdote It is a story about funny or silly events that have occured in order to invite readers to share or share your emotions with the reader. Because it is ridiculous, basically has a funny character.
7) News item It is a type of writing that has the main function or communicative purpose is to inform readers or listener about events of the day that are considered newsworthy or important.
8) Discussion It is a type of writing that used to inform the ideas or opinion of the writer. Through it, the writer can organize the ideas neutrally and impartial to anyone but the side with the accuracy of insight or idea itself.
b. Writing Process
The writer will describe the process of writing ability that will be easy to do in the classroom. It used to enable them to transfer their thoughts from mind onto paper to share with readers well. The processes of writing are prewriting, drafting, revising, and editing. 1) Prewriting