THE USE OF CAPTION PICTURE MEDIA FOR INCREASING STUDENTS’ WRITING SKILL ON NARRATIVE TEXT (A Classroom Action Research for the Eleventh Grade Students of SMK Muhammadiyah 5 Karanggede in the Academic Year 20172018) A Graduating Paper Submitted to the Boar
THE USE OF CAPTION PICTURE MEDIA FOR
INCREASING STUDENTS’ WRITING SKILL ON
NARRATIVE TEXT
(A Classroom Action Research for the Eleventh Grade
Students of SMK Muhammadiyah 5 Karanggede in the
Academic Year 2017/2018)
A Graduating Paper
Submitted to the Board of Examiners in Partial Fulfillment of
the Requirement for the Degree of Sarjana Pendidikan (S.Pd)
in English and Educational Department
Written By:
Catur Fitri Hastuti Rahmah
113-13-115
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
MOTTO
DO WHAT YOU WANT TO DO, YOU ARE FREE WHEN YOU FEEL FREE.
(Catur Fitri Hastuti Rahmah)
DEDICATION
This graduating paper is special dedicated for: 1.
My beloved parents, father and mother. Thank you for giving support formed pray, advices and financial.
2. My sisters, Ani, Nur and Is who always support me.
3. My closest friend named Andhika Kristiyanto, who let me be a lonely person for awhile till I finished this graduating paper. Thank you for supporting me by make me sure that finishing graduating paper is more important than travelling now.
4. Sri Lestari, S.Pd.I, an English teacher of SMK Muhammadiyah 5 Karanggede, who helped me to get the data of the research. Thanks for everything.
5. Big family of SMK Muhammadiyah 5 Karanggede, especially class XI RPL. Thanks for your participations. I am so proud of you.
6. My beloved roommate, Anik Mualifah, who always wakes me up and angers me every morning for remembering me to finish this graduating paper.
7. All the members of “KOS BU JANAH” who had become a new family for the researcher in Salatiga.
8. My partner in Botani Outdoor and the family of Endemix Adventure who let me finish this graduating paper even when I have been working there.
Thank you for supporting me by giving me times and facilities.
9. All the members of “Gembel Group”, Linda, Sandra, Rembenx, Novi, and Hana who always make me laugh, even when I was sad. I know we have a lot of expectations, it was a reason why I had been laughing.
10. My crazy partner named Peter. Thank you, you have made my life become colorful with your jokes.
11. All of my friends in English Education Department, thanks for making me aware that English is important thing which has to be learned.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahiim, Assalamu’alaikum Wr. Wb.Alhamdulillahirobbila’lamiin, Praise be to Allah SWT. The Most Gracious
and The Most Merciful, who always blesses and gives a chance to the researcher for finishing this graduating paper. This graduating paper is used as one of the requirement for getting Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of Salatiga State Institute for Islamic Studies (IAIN) Salatiga in 2017. Peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However this graduating paper will not finish without any supports, efforts and advices from some people and institution. Hence, the researcher would like to give special thank to: 1.
Dr. H. Rahmat Hariyadi, M.Pd., the Rector of Institute of Islamic Studies (IAIN) of Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D, the Head of English Education Department, who gives great attention, suggestion and guidance for this paper from beginning until the end.
4. Sari Famularsih, MAas the researcher‟s counselor who has helped the researcher arranged this graduating paper from the beginning until the end.
Thank you for all your kindness. I become one of the the luckiest students who had you as my counselor.
5. All of lecturers and staff of State Institute for Islamic Studies (IAIN) Salatiga staffs that have helped the researcher in processing of thesis administration.
Thanks for the supports, advices, suggestions, and other helps that you have given. The researcher hopes this research will be useful for everyone.
ABSTRACT
Rahmah, Catur Fitri Hastuti. The Use Of Caption Picture Media For Increasing
Students’ Writing Skill On Narrative Text (A Classroom Action Research For The Eleventh Grade Students Of SMK Muhammadiyah 5 Karanggede in the Academic Year 2017/2018.) A Graduating Paper.
English Department of State Institute For Islamic Studies (IAIN) Salatiga This research was about increasing students‟ writing skill on narrative text by using caption picture media. The subject of the research is eleventhgrade students of SMK Muhammadiyah 5 Karanggede in the academic year 2017/2018. This research was made for answering the questions, as follows: (1) How is the profile of the students
‟ writing skillon narrative text before having Caption Picture Media for theeleventh grade students of SMK Muhammadiyah 5Karanggede in the academic year 2017/2018 (2) How is the implementation of Caption Picture Media for increasing students writing skillof narrative text for the eleventh grade students of SMK Muhammadiyah 5Karanggede in the academic year 2017/2018? (3) How is the result of students writing skillof narrative text by using Caption Picture Media for the eleventh grade students of SMK Muhammadiyah
5Karanggede in the academic year 2017/2018? For answering the questions, the researcher used a classroom action research. It consisted of two cycles. The data showed that the students have low writing skill on narrative text. It was proven by the score of cycle I. By using the teacher‟s technique, there were 6 students in pre- test and 5 students in post-test who passed the KKM. The average score of cycle I is 62,85 in pre-test and 65 in post-test. The score is not significantly increase. In the cycle II, the average score of pre-test is 65,2 and 72 in post-test. The total students who passed KKM also increase, from the 12 to 17. It give significant result.
Keyword: Skill, Writing, Narrative, Media, Caption Picture
TABLE OF CONTENT
TITLE .............................................................................................. i DECLARATION ............................................................................ ii ATTENTIVE COUNSELOR ......................................................... iii CERTIFICATION PAGE ............................................................... iv MOTTO ............................................................................................v DEDICATION ................................................................................ vi ACKNOWLEDGMENT ............................................................... viii ABSTRACT .....................................................................................x TABLE OF CONTENT .................................................................. xi LIST OF TABLES ........................................................................ xiii
CHAPTER I: INTRODUCTION ...................................................1
A. Background of the Study .............................................................1 B. Problem of the Study ...................................................................3 C. Objective of the Study .................................................................4 D. Significances of the Study ...........................................................4 E. Limitation of the Study ................................................................6 F. Definition of Keywords ...............................................................6 G. Organization of Graduating Paper ...............................................8CHAPTER II: REVIEW OF LITERATURE .............................. 10
A. Previous Study .......................................................................... 10 B. Writing ...................................................................................... 12 C. Caption Writing ......................................................................... 19 D. Narrative ................................................................................... 25CHAPTER III: METHODOLOGY OF THE RESEARCH ....... 28
A. Type of the Research ................................................................. 28B.
Research Procedure ................................................................... 29 C. Technique of Data Collection .................................................... 32 D.
Technique of Data Analysis ....................................................... 33 E. The Data Presentation................................................................ 36
CHAPTER IV: FINDING AND DISCUSSION ........................... 41
A. Field Note ................................................................................. 41 B. Score of Writing ........................................................................ 64 C. Analysis and Discussion ............................................................ 72CHAPTER V: CONCLUSION AND SUGGESTION ................. 75
A. Conclusion ................................................................................ 75 B. Suggestion ................................................................................. 77 REFERENCES APPENDICESLIST OF TABLES
Table 3.1 List of Student‟s Class XI RPL Program ................................ 36Table 3.2 List of Teacher SMK Muhammadiyah 5 Karanggede ............ 38Table 3.3 Information of Students ......................................................... 39Table 4.1 Score of Cycle I ..................................................................... 65Table 4.2 Score of Cycle II ................................................................... 69Table 4.3 The Mean of Students‟ Score ................................................. 72CHAPTER I INTRODUCTION A. Background of the Study Language is claimed as a media for communication. It can be used as
delivering form of information, so that people can convey what are their minds. Language is not only as a communication tool. Furthermore, language is used for a wide range of purposes and one way of speeding up learning is to focus on a particular purpose and the language needed for that purpose (Paul Nation, 2014:12). It means that the use of language can speed up learning. It helps to reach the purposes.
There are so many languages in this world. The appearance of this phenomenon is caused by the variety of communities. They have language themselves. An international language is made to exchange information among people easier. English is chosen as an International language.
Certainly, it was based on many considerations. As Paul‟s said above, that language can speed up learning, English is included on material of education. It was taught from kindergarten, elementary school, junior high school, senior high school. Even at the university level the study of English varies according to whether English is the medium of Instruction such as the English Department or English as an additional subject such as at the Non-English Departments (Endang Fauzati, 2005:188). In another words, the use of English will be expand together with the level of education.
Mastering English well means someone has mastered four basic skills. Kinds of skill that must be learned are Listening, Reading, Writing and Speaking. In this research, the writer focuses on writing skill, and how to improve it. Writing skill can help students in school activities such as in arranging report, proposal, essay and other assignments. Difficulties are often found on writing process. Writing is the most difficult skill for learners to master (Richards & Renandya, 2002:
303). Students‟ difficulties are viewed as natural problem, remember that writing is not skill that can be mastered easily. There are grammar, vocabulary, the conceptual and judgment elements inside of writing. It is a complex unit.
Therefore, teaching writing is not an easy activity. It needs of special treatments.
Each level of education has indicator that must be reached, especially in writing skill. Based on syllabus, there are some materials of learning that demand students to master it. For instance, recount text, narrative, report, etc. Especially for theeleventh grade students of senior high school, there is material of narrative text. Paul Nation (2014:78) states that writing should be done with a clear understanding of who the reader will be, and the goal of the piece of writing. As the result, teachers arrange some indicators appropriate with basic competency as an English syllabus.
Those must be learned well.
Teaching English is not easy activity. English teachers must have high dedication. It is needed to bring the students get their goals. Achievements are particular purposes that are made by every school on their mission. As a form of effort to achieve the goal, the researcher is interesting to arrange the research entitled THE USE OF CAPTION PICTURE MEDIA FOR
INCREASING STUDENTS‟ WRITING SKILL ON NARRATIVE TEXT
(A Classroom Action Research for the Eleventh Grade Students of SMK Muhammadiyah 5Karanggede in the Academic Year 2017/2018.) B.
Problem of the Study
Based on the background of the study, there are some statements of the problem are as follows:
1. How is the profile of the students writing skillon narrative text before having Caption Picture Media for theeleventh grade students of SMK Muhammadiyah 5Karanggede in the academic year 2017/2018? 2. How is the implementation of Caption Picture Media for increasing students writing skillof narrative text for the eleventh grade students of
SMK Muhammadiyah 5Karanggede in the academic year 2017/2018? 3. How is the result of students writing skillof narrative text by using
Caption Picture Media for the eleventh grade students of SMK Muhammadiyah 5Karanggede in the academic year 2017/2018?
C. Objective of the Study
According to the statements of the problem, the objectives of the study are as follows:
1. To know the profile of students‟ writing skill in SMK Muhammadiyah 5 Karanggede before the implementation of Caption Picture Media.
2. To describe the implementation of Caption Picture Media to improve the students writing skill in narrative text for the eleventhgrade of SMK Muhammadiyah 5 Karanggede in the academic year 2017/2018.
3. To find out the result of students writing skill in narrative text by using Caption Picture Media for the eleventh grade students of SMK Muhammadiyah 5Karanggede in the academic year 2017/2018.
D. Significances of the study
The writer hopes this research can give benefits for the teacher as additional information for increasing the quality of teaching learning process in the classroom. And as knowledge for students especially for the eleventh grade students of SMK Muhammadiyah 5Karanggede in the academic year 2017/2018.
1. Practically a.
For English Teacher
The result of the research can be used by the teachers as a guideline for increasing the quality of teaching learning process, especially in writing narrative text.
b.
For students The result of this research can give motivation for students to improve writing skill in different way. By using different ways and new concepts of writing, the students will interest to learn English more. Therefore, English become a fun lesson for them.
c.
For the school The result of the research also can support the school to develop the curriculum of English teaching and learning. The school can give recommendation for English teachers who want to apply the curriculum that make students could master English well especially on writing skill of the material in narrative text.
2. Theoretically
The innovation of this research will enrich the theory of teaching English and the result of the research can be used by English teachers to increase the students writing skill especially in writing narrative text.
E. Limitation of the Study
In this research the writer focuses on increasing writing skill in material of narrative text through Caption Picture Media forthe Eleventh Grade Students of SMK Muhammadiyah 5 Karanggede in the academic year 2017/2018.
F. Definition of the Keywords 1.
Skill According to Francis Green (2011:4), skill is widely regarded as a focus for analytical research and as a core object for policy inventions in the modern global high-technology media. A substantive body of evidence shows that different skill levels have large economic effects for individuals, employers, regions and whole national economies.
2. Writing Writing is clearly a system of human intercommunication by means of conventional visible marks, but it is evident from what has been said that what the primitives understood as writing is not the same thing as what we do (I. J. Gelb, 1963:12).
Hyland (2003:9) views that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views based on a topic.
3. Narrative text Narrativeisthe
„senseorgan‟ wehavecollectivelyevolvedtodetectandrecord the passing of time and, like all sense organs, it is highly selective and restricted in what it perceives of the „real world‟(Helen Fulton, 2005:60).
N arrative is a form of „„recounting‟‟ has kept a significant number of narra- tologists from defining plays and movies as narrative (James Phelan and Peter J. Rabinowitz, 2005:536).
Narrative is a long sentence, just as every constative sentence is in a way the rough outline of a short narrative,‟‟ suggesting that one finds in narrative, „„expanded and transformed proportionately, the principal verbal categories: tenses, aspects, moods, person s‟‟ (Barthes cited in James Phelan and Peter J. Rabinowitz, 2005:30).
4. Media Media are physical means which are message to the students stimulate them to learn (Briggs,1970). It means that media are concrete things that are used to stimulate students to learn by its message.
5. Caption Picture Captions are the on- screen text in the the students‟ native language combined with a second language soundtrack (Markham, Peter,& McCarthy cited in Ching-Kun Hsu, Gwo-Jen Hwang and Chih-Kai Chang, 2013:270).
Caption is a short piece of text under a picture in a book, magazine, or newspaper, that describe the picture or explains what the people in it are doing or saying (Cambridge English Dictionary, access on 5 June 2017<http://dictionary.cambridge.org/dictionary/English/caption).
Based on the definition above, the writer can conclude that caption picture is a short piece of text under a picture that describes the picture or explains what the people in it are doing or saying.
G. Organization of the Graduating Paper
This graduating paper will consist of five chapters. Each chapter will be discussed as follow: Chapter one is the introduction, which contains background of the study, problems of the study, objectives of the study, significances of the study, limitation of the study, definition of the keywords, and enclosed by organization of the graduating paper.
Chapter two is review of literature. This chapter describes the theoretical review of teaching. It consists of the definition of writing, the process of writing, general concept of descriptive text, and the explanation of Caption Picture Media.
Chapter three is methodology. It discusses research design, subject of the research, procedure of the research, data collection technique, and data analysis technique.
Chapter four is presents finding and discussion, which were based on the data analysis. The writer presents the statistic of the obtained data, which was intended to lead to findings of this study.
Chapter five as the last part of conclusion and suggestion. For the attachment there bibliography and appendix.
CHAPTER II REVIEW OF LITERATURE A. Previous Study In this research, the writer takes some previous researches related with this research. The first research takes from Misianto and Budi (2016). They
conducted a classroom action research by using Caption Picture Media for increasing the skill of writing narrative text and the learning process of writing narrative text. The subject of the research was 34 social studies 3 students of Public Senior High School 7 of Malang in the academic year 2015/2016. The result of the research in cycle I showed that caption picture media did not improve the narrative text in terms of the coherence and grammar yet. The result of the cycle 2 indicated that caption picture media succeeded to improve the aspect of coherence and grammar. In this research, the researcher used different rubric assessment and the subject of the research. It made the researher‟s research different with this research.
The second one is the research from Agusta (2015), she conducted the classroom action research by using short animated stories for improving s tudents‟ ability in writing narrative texts. The subject of the research was class VIII C Of SMPN 2 Sanden, Bantul in the Academic Year Of 2013/2014.The research findings showed that the use of short animated stories combined with the use of some supporting activities and classroom was proven to be effective to improve the students‟ writing ability. The students, who just gained 58.8 in the pre-test, were able to increase their score up to 76.1 in the post test. It indicated that they made a considerable improvement in some aspect of writing skills such as content, organization, vocabulary and grammar and mechanics. Agusta was success to improve student‟s writing skill by using animated sories. It made the researcher conduct the research by using different media.
The third research take from Sarinten (2010), she conducted the research by using pict ure series for improving students‟ skill in writing narrative text. The subject of the research was eighth grade of SMP Negeri
1 Cawas, Klaten in the academic year 2009/2010. She was success to improve students‟ skill in writing narrative text. It could be seen on students‟ performance during teaching and learning process.The mean score in pre-test (61.78) increased to 76.99 in post-test 1, and 78.88 in post-test 2. The t-test computation also showed that there was significant improvement between the pre-test result and the post-test result. Although sarinten‟s research and the researcher‟s research was same by using picture, but there was a different way of arranging narrative text.
B. Writing 1.
Definition of writing Learning language is just not aim to know how people know about language. The indication of learners that were successful on learning language are, they know and they do what they learned. The ultimate goal of the language learning is a communicative competence; it means a language learner is able to actively use the language for a means of communication in either spoken or written forms in order to satisfy his or her needs (Richards and Rogers, 1986:67).
Writing is an activity that arranged by some words and creates on written form. Randal as cited by Agusta (2015: 7) states that writing is an ability to make a form of words that in general it may have a higher truth value than the fact that it has set it down. As one of communication form, writing has a goal to make reader know what actually the writer expects. According to Robert Lado (1964:143), writing is a partial representation of units of language expression. It means that writing has a function to express language. Through writing, the writer can express a language.
In addition, Harmer (2004: 86) states that writing is a process that what we write is often heavily influenced by the constraints of genres, then these elements have to be present in learning activities. It means that writing has a close relation with genres especially in teaching learning activities of writing. In this case, writing activities can be present in a classroom.
2. Genres of Written Language
According to (Brown, 2004:219). Written Language is divided into some genres, they are: a.
Academic Writing 1)
Papers and general subject reports
2) Essay, compositions
Advertisements, announcements 7)
6) Diaries, personal journals
5) Forms, questionnaires, medical reports, immigration documents
4) Financial documents (e.g., checks, tax forms, loan applications)
3) Calendar entries, shopping list reminders
2) Messages, notes
1) Letters, emails, greeting cards, invitations
Manuals c. Personal writing
Schedules, labels, signs 6)
3) Academically focused journals
Reports (e.g., job evaluations, project reports) 5)
Memos (e.g., interoffice) 4)
Letters/emails 3)
Message (e.g., phone messages) 2)
Job related writing 1)
6) Theses, dissertations b.
5) Technical reports (e.g., reports)
4) Short-answer test responses
7) Fiction (e.g., short stories, poetry)
3. Types of writing performance
Writing activity can be divided into some types. It depends on each process when produce the product of the activity. According to (Brown, 2004:220), there are four types of writing performance, such as: a.
Imitative. To produce written language, the learner must attain skills in the fundamental, basic task of writing letters, words, punctuation, and very brief sentences. This category includes the anility to spell correctly and to perceive phoneme-grapheme correspondences in the English spelling system. It is a level at which learners are trying to master the mechanics of writing. At this stage, form is the primary if not exclusive focus, while context and meaning are of secondary concern.
b.
Intensive (controlled). Beyond the fundamentals of imitative writing are skills in producing appropriate vocabulary within a context, collocations and idioms, and correct grammatical features up to the length of a sentence. Meaning and context are of some importance in determining correctness and appropriateness, but most assessment tasks are more concerned with a focus on form, and are rather strictly controlled by the test design.
c.
Responsive. Here, assessment task require learners to perform at a limited discourse level, connecting sentences into a paragraph and creating a logically connected sequence of two or three paragraphs.
Task respond to pedagogical directives, list of criteria, outlines and other guidelines. Genres of writing include brief narratives and description, short reports, lap reports, summaries, brief responses to reading, and interpretations of charts or graphs. Under specified conditions, the writer begins to exercise some freedom of choice among alternative form of expression of ideas. The writer has mastered the fundamentals of sentence-level grammar and is more focused on the discourse conventions that will achieve the objectives of the written text. Form-focused attention is mostly at the discourse level, with a strong emphasis on context and meaning.
d.
Extensive. Extensive writing implies successful management of all the processes and strategies of writing for all purposes, up to the length of an essay, a term paper, a major research project report, or even a thesis. Writers focus on achieving a purpose. Organizing and developing ideas logically using details to support or illustrate ideas, demonstrating syntactic and lexical variety, and in many cases, engaging in the process of multiple draft to achieve a final product. Focus on grammatical form.
4. Macro and Micro skills of writing
The earlier micro skills apply appropriately to imitative and intensive types of writing task. While the macro skills are essential for the successful mastery of responsive and extensive writing (Brown, 2004: 221) a.
Micro skills 1) Produce graphemes and orthographic pattern of English. 2) Produce writing at an efficient rate of speed to suit the purpose. 3)
Reduce an acceptable core of worlds and use appropriate word order patterns.
4) Use acceptable grammatical system (e.g., tense, agreement, and pluralization), pattern, and rules.
5) Express a particular meaning in different grammatical forms. 6) Use cohesive devices in written discourse.
b.
Macro skills 1) Use the rhetorical forms and conventions of written discourse. 2)
Appropriately accomplish the communicative functions of written texts according to form and purpose.
3) Convey links and connections between events, and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
4) Distinguish between literal and implied meanings when writing.
5) Correctly convey culturally specific references in the context of the written text.
6) Develop and use a battery of writing strategies, such as accurately assessing the audience‟s interpretation, using prewriting devices, writing with fluency in the first draft, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
5. The writing Process
Writing is a one of complex skill on language. It needs a process. It is not also an easier activity. Writing is not such a simple process (Alice Oshima and Ann Hogue, 1988:88). Even Professional writers rewrite and rewrite so that they can get the best product. According to (Donald Pharr and Santi V.Buscemi, 2005:22-23) a.
Planning. In this stage, you consider the assignment and its requirements. You consider your purpose and your audience, then start to generate.
b.
Pre-writing. Some students rush in where angels fear to tread: after the planning stage, they proceed to the drafting stage, producing essay with weak, unfocused structure and poorly developed ideas. However, prewriting allows you to visualize your essay before you begin it. As you cluster, outline, or free write or use some other method of prewriting, you generate more ideas and start to see the logical “shapes” of your essay.
c.
Drafting. Your first draft may be very rough, but a very rough draft gives you an opportunity to develop your ideas. If your planning and prewriting have pointed you in the right direction, then careful revising will lead you to a polished final essay. In any case, be prepared to write a multiple drafts if you want to do your best work.
d.
Revising for content. After your first draft, you should put the essay aside for a day, if at all possible. Then go back and read it for its content and its message. This revising stage frequently involves collaboration, meaning that one or more of your classmates, or readers you recruit on your own. Act as your temporary audience.
e.
Revising for structure f. Revising for grammar and mechanics. Many students tend to produce as their final draft an essay that sounds very good when read aloud. However, your reading audience will more likely be looking at paper, not listening to a transcript. This revising stage sometimes simply referred to as editing and proofreading, allows you to catch serious errors that can undercut your credibility and also to polish your essay by making final word choices and by fine-tuning your sentence.
As (Alice Oshima and Ann Hogue, 1988:89) state, plan of writing, revising, rewriting, refining, rewriting, and perfecting each paragraph.
C. Caption Writing 1.
Definition of Caption There are some opinions arise dealing with the definition of
Caption. First, Captions are the on- screen text in the students‟ native language combined with a second language soundtrack (Markham, Peter, & McCarthy cited by Ching-Kun Hsu, Gwo-Jen Hwang and Chih-Kai Chang, 2013:270). It means that captions usually come in combination languages. Those languages include native language and second language. Second, Lori Oglesbee states that looking at a picture without a caption is like watching television with the sound turned off.
Caption on a picture is very important to help reader know what the massages are inside of the picture. Readers can make their own assumptions‟ about the picture, but the attendance of caption can help the writer convey what actually she wants to deliver.
2. Types of captions
Captions can be divided into some types, they are: a.
Identification (indent) Identification captions are used to clearly identify any people in a photograph, but do not tell a story. The focus is on clarity.
b.
Group captions Group caption are used for packages of pictures. These captions should dedicated at least two sentence per pictures and include a quote whenever possible. Group captions should be clear about which picture each caption describes. Use the entire copy block when writing.
c.
Story-telling captions Story-telling captions are ideal and should be used whenever possible. These captions tell the complete story behind pictures include quotes. Each of these captions involves reporting. All captions should tell a story.
3. Captions should tell a whole story All captions are at least two sentences: a.
The first sentence is present tense and describes what‟s going on in the picture by answering as many as the 5 w‟s as possible. Don‟t just repeat any one can guess by looking at the picture.
b.
The second sentence is past tense and describes the background or situation behind the picture, giving out as much non-obvious information possible. The focus is on telling story and giving new and interesting information to readers.
c.
The third sentence should be a quote that completes the story in the picture. Readers love it because it makes each picture unique and each caption story. The quote can come from the person in the picture, a witness, or a person who is involved in the activity some other way.
4. Tips for caption writing There are some tips for caption picture, those tips are: a.
Accuracy Know what you are talking about. Do not make judgments about others‟ moods based on photos.
1) Pay attention to the actions around the subject. 2) Confirm the mood by talking to the subject.
b.
Caption-ese Avoid describing the obvious
1) Avoid phrasing that tells viewers about obvious actions, such as shakes hands, looks on, gestures, chats, etc.Get real, the viewer‟s eyes are open
a) Band directors Joe Black and John Bob shake hands.
b) Principal Jake Vanderfind looks on as math teacher Vince Smith shows him something on the computer. c.
Caption-ese: Clichés and trite wording 1.
Avoid clichés or trite wording that describe actions with feelings, such as happily rejoices, jumps with joy, claps with glee, etc.
d.
Addressing subjects of photos 1.
Avoid addressing or talking to people in the photo. For example, do not use: Hey Bob, what are you doing with that car? 2. Style: Verbs and Nouns 1. Use action verbs instead of forms of the “be” verb
Jumps is Plans are Reads was Sings were Scares be Studies being Prepares been
2. Use vivid nouns and descriptions to help peak readers‟ interests
Ford F150 truck 15-year- old girl girl Old Navy T-shirt t-shirt Fashion designer designer 3. Style: Tone
Echo tone of photo with tone of caption
a) Funny photos can have funny captions
b) Serious photos needs serious captions Go for the funny 4.
Style: Varied starting points 1.
Use various styles, such as starting out with why, what or how, but don‟t always rely on -ing words What When Where Why/how Choosing to After the first On the dimly While the sing “I think I half of the lit school fashion show annual auditorium models love you” by
Jessica fashion show, stage, change into Simpson, sophomore sophomore different sophomore Amanda Amanda outfits Amanda Dempsey Dempsey backstage, Demspey sings a sings a sophomore entertains the rendition of rendition of Amanda crowd during Dempsey
“I think I “I think I intermission. love you.” love you.” entertains the crowd with a rendition of “I think I love you.”
2. Identification: Large and small groups a.
Identify all the people that can be clearly seen in the photo zIf the photo contains five or more people and is not a posed group shot, then individual identification is not necessary, unless one or two people are obviously the center of attention of the photograph.
5. The procedures of teaching narrative text writing by using caption picture media are: a.
The teacher makes a group of 5 b. Each group is given a series of scrambled pictures for a story c. Each group rearranges the pictures into a correct order d. The students individually write a narrative text based on the rearranged pictures.
D. Narrative 1.
Definition of Narrative Anderson and Anderson as cited by Agusta (2015:22) say that narrative text is a piece of text which tells a story and in doing so entertains and informs the reader or listener. Percy as cited by Permana and Zuhri (2013:2) states that narrative is a type of essay that tells a story or a series of events in which they occur. Its purpose is to give meaning to an event or a series of events by telling story. Based on those opinions, the writer can conclude that narrative is a kind of text that tell a story or a series of events which aim to inform and amuse the readers.
2. Generic Structure of Narrative Texts
Derewianka as cited by Agusta (2015: 23) states that the steps for constructing a narrative are: a.
Orientation, in which the writer tells the audience about who the character in the story are, where the story is taking place, and when the action is happen.
b.
Complication, where the story is pushed along by a series of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main character(s) and often serves to (temporally) toward them, for reaching their goal. Narratives mirror the complications we face in life and tend to reassure us that they are resolvable.
c.
Resolution in a “satisfying “narrative, a resolution of the complication is brought about. The complication may be resolved for better or for worse, but it is rarely left completely unresolved
(although this is of course possible in certainly types of narrative, which leave us wondering (how is the end?).
Meanwhile, Anderson and Anderson as cited by Agusta (2015: 24) show the steps for constructing a narrative text. They are: (1) Orientation, it is the opening story which tells about the characters, the setting of time and the setting of place. (2) Complication that contains events of the story which stimulates the reader to guess what will happen in the story. (3) Sequence of events, where the characters react to the complication. (4) Resolution, where the characters finally solve the problem in the complication. (5) Coda that contains a comment or moral values which can be learned from the story, but this is an optional step.
In addition, generic structures of narrative according to (Ahmad Doddy, Ahmad Sugeng and Effendy, 2008:132) are Orientation, containing plot and characters. Evaluation, evaluating the plight of the story. Complication, crisis of the story. Resolution, the crisis is resolved, for better or for worse.
3. Social Function of Narrative
Some experts state that narrative is a story that tells about story or series of events that has a goal to amuse the reader. The social function of narrative according to (Ahmad Doddy, Ahmad Sugeng and Effendy, 2008:132) are to amuse, entertain and to deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution.
CHAPTER III METHODOLOGY OF THE RESEARCH A. Type of the Research In this research, the writer used type of research CAR (Classroom Action Research). It has a purpose for improving the quality of teaching
learning process especially to make students are easy for getting the material. There are some definitions related with Classroom Action Research. The first is a statement from Arikunto (2006:3), he states that Classroom Action Research is an observation towards learning activity formed an action, that intentional is appeared and happens together in a classroom. The second, Action research is research carried out in the classroom by the teacher of the course, mainly with the purpose of solving a problem or improving the teaching/learning process(Elizabeth, Sonora as cited by Burns, 2010:5). The third, Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve students‟ learning (Mettetal, 2001:7).
Based on the three statements above, there are three main words that build a definition of classroom action research. They are observation, classroom and improve. From the third main words, we can make a conclusion. Classroom action research can be meant as an observation activity that is done inclassroom, and it has a purpose to improve teaching/learning learning process.
B. Research Procedure
Classroom action research is an activity. It has a process that included some steps. According to Kemmis and McTaggart as cited by Burns, 2010:8 ,there are four steps of doing classroom action research: 1.
Planning In this phase you identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context. This is a forward-looking phase where you consider: a.
What kind of investiga-tion is possible within the realities and constraints of your teaching situation.
b.
What potential improvements you think are possible. In this step, the writer prepares all the instrument tools for doing teaching learning process by using caption picture media. It has to be suitable with the planning before. It consists of lesson plan, test, list of student‟s name, scoring rubric and teaching aids.
2. Action
The plan is a carefully considered one which involves some deliberate interven- tions into your teaching situation that you put into action over a n agreed period of time. The interventions are „critically informed‟ as you question your assumptions about the current situation and plan new and alternative ways of doing things. It is a step where the writer are doing teaching process. Surely, the writer as an observer by making a collaboration with the teacher
3. Observation This phase involves you in observing systematically the e