THE EFFECTIVENESS OF CLUED PICTURES IN TEACHING WRITING NARRATIVE TEXT (An Experimental Study on the Second Grade Students of SMP Negeri 5 Purwokerto in Academic Year 20122013)

  IN TEACHING WRITING NARRATIVE TEXT (An Experimental Study on the Second Grade Students of SMP Negeri 5 Purwokerto in Academic Year 2012/2013) A THESIS Submitted to English Department as a Partial Fulfilment of the Requirement for S. Pd Degree By LIZA NURWILDANI 0901050191 ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2013

DEDICATION

  This is specially dedicated to:

  1. My parents (H. Amin Ridho and Hj. Alya Yustiani) Thanks for having passion to give me the best, for always mentioning my name in your every prayer. I will never forget your hard work, and I love you so much.

  2. My sister and brother (Hanik Chisnia and Alex Muzaki) Thanks for sharing many things of your experiences that I could take and learned the value.

  3. My beloved niece and nephew (Mila and Haiden) You are sweet and smart kids. I would be very lonely without you at home.

  Keep your spirit of learning everything!

  4. My beloved best teacher in SMA (Pak Masruri and Bu Ijah) Thanks for being my another parents, for understanding my weaknesses, and for giving me many advices. Thanks for always being inspirations of my life, and I love you so much.

  5. My beloved supervisors (Mr. Aziez and Mr. Faisal) Thanks for being patient to see my lack of intelligence. Therefore, I finished this thesis well. Thanks for being my supervisors

  “Under your guidance is a pride ”.

  6. My beloved best friends Tika, thanks for always together all the time and for always listening my grievance. Be my sister forever! Endah, thanks for giving me fresh and cheerful moments. Don‟t ever forget our friendship! Diyah, thanks for long-lasting friends, and for fighting against the hard time together.

Don‟t be afraid of aging sist!

  Osin and Asfi, thanks for being my smart friends, and for always answering thousands of my question. Therefore, I could overcome my stupidity. iii

  Rezki, thanks for often taking your time to help and reassure me. Therefore, I could solve a lot of trouble that I met.

  7. My beloved friends in class D Thanks for passing a long time together with a lot of laughter. You all are crazy friends, but that‟s what makes me love you, and I really enjoyed every moment with you.

  8. My beloved best friends in PPL (Anisa, Leny, Ihda, and Rijal) Thanks for receiving my fussy character, and for introducing me to your families. It was very sweet. Let's befriend forever!

  9. All of my friends in PBI 2009, and all of my friends in UMP whom I could not mention one by one. iv

  MOTTO  The harder you try, the better result you will get.

   Life is a balance between something hard and easy, sad and happy. v

ACKNOWLEDGEMENT

  The first and foremost, the writer would like to thank Allah SWT, who has given blessing and mercy. So that, the writer was able to finish this thesis. This thesis is submitted to fulfil one of requirements to get S. Pd degree from UMP.

  Also the writer would like to express sincerely and deeply gratitude to:

  1. Drs. Ahmad, M. Pd, the Dean of the Teacher Training and Education Faculty of UMP.

  2. Drs. Pudiyono, M. Hum., the Head of the English Department of UMP.

  3. Dr. Furqanul Aziez, M. Pd as the first supervisor who has given guidance, advice, support, and suggestion.

  4. Faisal, S.S., M. Pd as the second supervisor, who has a good patience for guiding, advising, supporting, and suggesting.

  5. All of the lecturers of English Department for your dedication to teach the writer during the research.

  6. Sulistyaningsih M. Pd, the Headmaster of SMP Negeri 5 Purwokerto who gave permission to conduct the research.

  7. Dody Noer Dwiyana S. Pd, and Sulastri S. Pd, the English teachers of SMP Negeri 5 Purwokerto who have helped the writer in conducting the research.

  8. All of second grade students of SMP Negeri 5 Purwokerto for their participation.

  The writer believes that this thesis has still weaknesses. Hopefully this thesis will be useful for English education especially for teachers and English learners.

  Purwokerto, May 2013 Liza Nurwildani vi

  TABLE OF CONTENTS TITLE...............................................................................................................

  5 E. Clarification of Term............................................................................

  25 F. Hypothesis.............................................................................................

  23 E. Basic Assumption..................................................................................

  20 D. Teaching Narrative Text by Using Clued Pictures................................

  16 C. Clued Pictures.......................................................................................

  8 B. Narrative Text.......................................................................................

  6 CHAPTER II. THEORETICAL REVIEW A. Writing..................................................................................................

  5 F. Contribution of Research.....................................................................

  4 D. Aim of the Study...................................................................................

  i

  4 C. Problem of Research.............................................................................

  1 B. Reason for Choosing the Topic.............................................................

  CHAPTER I. INTRODUCTION A. Background of Research.....................................................................

  X ABSTRACT..................................................................................................... Xii

  

TABLE OF CONTENTS................................................................................ Vii

LIST OF TABLES.......................................................................................... Ix

LIST OF APPENDICES.................................................................................

  V ACKNOWLEDGEMENT.............................................................................. Vi

  

APPROVAL..................................................................................................... ii

DEDICATION................................................................................................. iii

MOTTO............................................................................................................

  27 vii

  CHAPTER III. RESEARCH METHOD A. Method of Research..............................................................................

  28 B. Place and Time of Research..................................................................

  30 C. Research Participant..............................................................................

  30 D. Technique of Collecting Data................................................................

  33 E. Technique of Analysing Data................................................................

  38 CHAPTER IV. RESULT AND DISCUSSION A. Result....................................................................................................

  43 B. Discussion.............................................................................................

  49 CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusion............................................................................................

  57 B. Suggestion.............................................................................................

  58 BILIOGRAPHY.............................................................................................

  59 APPENDICES viii

  LIST OF TABLE Table 1 : The Schedule of Research.................................................................

  30 Table 2 : Population of the Second Grade Students of SMP Negeri 5 Purwokerto in academic Year 2012/2013..................................

  31 Table 3 : The Experimental Group...................................................................

  32 Table 4 : The Control Group............................................................................

  32 Table 5 : Rubric of Writing Evaluation............................................................

  33 Table 6 : t-test Result.......................................................................................

  47 Table 7 : Students‟ Sum Score of Vocabulary.................................................

  50 Table 8 : Students‟ Sum Score of Grammar....................................................

  51 Table 9 : Students‟ Sum Score of Mechanic....................................................

  52 Table 10 : Students‟ Sum Score of Organization...............................................

  53 Table 11 : Students‟ Sum Score of Fluency.......................................................

  54 ix

  LIST OF APPENDICES Appendix 1. Techniques of Collecting Data Instruments Appendix 1.1. Pre-test and Post-test...............................................

  61 Appendix 1.2. Questionnaire for Students‟ Perception About Clued Pictures................................................

  62 Appendix 2. Lesson Plans Appendix 2.1. Lesson Plan for The Experimental Class

  st

  64 (1 Meeting)........................................................... Appendix 2.2. Lesson Plan for The Experimental Class

  nd

  77 (2 Meeting)........................................................... Appendix 2.3. Lesson Plan for The Experimental Class

  rd

  87 (3 Meeting)...........................................................

  st Appendix 2.4. Lesson Plan for The Control Class (1 Meeting)....

  97

  nd

  Appendix 2.5. Lesson Plan for The Control Class (2 Meeting).... 108

  rd

  Appendix 2.6. Lesson Plan for The Control Class (3 Meeting).... 117

  Appendix 3. Data Analysis

  Appendix 3.1. Member of The Experimental Class........................ 125 Appendix 3.2. Member of The Control Class................................. 126 Appendix 3.3. Pre-test Score of The Experimental Class............... 127 Appendix 3.4. Pre-test Score of The Control Class......................... 128 Appendix 3.5. Post-test Score of The Experimental Class.............. 129 Appendix 3.6. Post-test Score of The Control Class...................... 130 Appendix 3.7.

  Average Score of Individual Students‟ Ability in The Experimental Class (Pre-test).......................... 131 x

  Appendix 3.8.

  Average Score of Individual Students‟ Ability in The Control Class (Pre-test)..................................

  132 Appendix 3.9. Average Score of Individual Students‟ Ability in The Experimental Class (Post-test)........................

  133 Appendix 3.10.

Average Score of Individual Students‟ Ability in The Control Class (Post-test).................................

  134 Appendix 3.11. Result of the Experimental Class........................... 135 Appendix 3.12. Result of the Control Class.................................... 136 Appendix 3.13. T Distribution Critical Value Table....................... 137 Appendix 3.14. Result of Questionnaire......................................... 139

  Appendix 4. Writing Samples

  Appendix 4.1. Writing Samples of the Experimental Class (Pre- test)......................................................................... 141 Appendix 4.2. Writing Samples of the Control Class (Pre- test)......................................................................... 144 Appendix 4.3. Writing Samples of the Experimental Class (Post- test)......................................................................... 147 Appendix 4.4. Writing Samples of the Control Class (Post- test)......................................................................... 150

  Appendix 5 . Official Letters

  xi

  ABSTRACT THE EFFECTIVENESS OF CLUED PICTURES

  IN TEACHING WRITING NARRATIVE TEXT (An experimental study on the second grade students of SMP Negeri 5 Purwokerto in academic year 2012/ 2013) By LIZA NURWILDANI 0901050191

  This research was aimed at knowing the effectiveness of Clued Pictures in teaching writing narrative text on the second grade students of SMP Negeri 5 Purwokerto in academic year 2012/ 2013. This research used quasi experimental method which the total sample was 64 participants who were divided into two groups; the experimental group which was given the treatment by using Clued Pictures, and the control group which was given the treatment by using conventional media in which the treatment was carried out on April 2013.The data collection techniques of this research were pre-test and post-test, and questionnaire. The type of the test was essay writing test which was evaluated by two raters using Hugh es‟ writing scoring system that measures vocabulary, grammar, organization, fluency, and mechanic of. After the data of test was analysed by using t-test computation, it was revealed that the result was 4.485 with the value of t- table= 1.670 at the level of significance α= 0,05 and the d.f=

  62. In short, the result of t-test was higher than the value of t-table (4.485> 1.670). The data of questionnaire was analysed by using Likert Scale in which the result was 76% which the meaning was strong or most of students had positive perceptions about Clued Pictures. Therefore, the hypothesis of this research was accepted or Clued Pictures was effective for teaching writing narrative text on the second grade students of SMP Negeri 5 Purwokerto in academic year 2012/ 2013.

  Keywords: effectiveness, Clued Pictures, writing narrative text. xii