THE IMPLEMENTATION OF PICTURE SERIES MEDIA TO IMPROVE NARRATIVE WRITING ACHIEVEMENT OF NINTHGRADE STUDENTS OF MTS DAARUL MUHSININ JANJIMANAHAN KAWAT.
THE IMPLEMENTATION OF PICTURE SERIES MEDIA TO IMPROVE
NARRATIVE WRITING ACHIEVEMENT OF NINTH GRADE
STUDENTS OF MTs DAARUL MUHSININ
JANJIMANAHAN KAWAT
A THESIS
Submitted to the Primary Education Study Program
In Partial Fulfillment of the Requirement for
The Degree of Magister Pendidikan
By:
RIRIS NUR KHOLIDAH RAMBE
Registration Number : 8116182020
PRIMARY EDUCATION STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2013
THE IMPLEMENTATION OF PICTURE SERIES MEDIA TO IMPROVE
NARRATIVE WRITING ACHIEVEMENT OF NINTH GRADE
STUDENTS OF MTs DAARUL MUHSININ
JANJIMANAHAN KAWAT
A THESIS
Submitted to the Primary Education Study Program
In Partial Fulfillment of the Requirement for
The Degree of Magister Pendidikan
By:
RIRIS NUR KHOLIDAH RAMBE
Registration Number : 8116182020
PRIMARY EDUCATION STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2013
ABSTRACT
Riris Nurv Kholidah Rambe. 2013. The Implementation of Picture Series Media
to Improve Narrative Writing Achievement of Ninth Grade Students of MTs
Daarul Muhsinin Janjimanahan Kawat.
Key words: picture series media, narrative text.
This study was conducted on the basis of the problems faced by the
researcher in English teaching in the classroom in MTs Daarul Muhsinin
Janjimanahan Kawat showed that the students’ ability in writing English was still
low and they have not motivated in writing. This study proposes picture series
media to develop the ninth year students’ achievement in writing a narrative text.
The design of the study is collaborative classroom action research. Both
the researcher and the observer worked together in cyclic activities such as
Planning, Implementing, Observing, and Reflecting. The subjects of the study
were the students of IX of MTs Daarul Muhsinin in the second semester
2012/2013 academic year which consisted of 35 students. The instruments used
were the students’ writing test, observation checklist, and questionnaire.
The research findings indicated that the students were active during the
teaching and learning process and the students’ ability improved. The
improvement increased based on KKM is 70. In post-test cycle 1, the students got
the low score was 50 and the high score was 80. In post-test cycle 2, the students
got the low score was 70 and the high score was 90. The mean of students’ score
in cycle 1 was 65,2 and Cycle 2 was 71,00. The students got the low score was 10
and the high score was 60.
iii
ABSTRAK
Riris Nur Kholidah Rambe. 2013. The Implementation of Picture Series Media to
Improve Narrative Writing Achievement of Ninth Grade Students of MTs Daarul
Muhsinin Janjimanahan Kawat.
Kata Kunci : Picture Series, writing narrative text.
Penelitian ini dilaksanakan berdasarkan permasalahan yang dihadapi
peneliti didalam kelas pada MTs Daarul Muhsinin Janjimanahan Kawat
menunjukkan bahwa kemampuan siswa dalam menulis masih rendah dan tidak
memiliki motivasi dalam menulis. Penelitian ini menggunakan picture series
untuk meningkatkan pemahaman siswa dalam menulis teks narratif.
Desain penelitian ini adalah penelitian tindakan kelas. Peneliti dibantu
oleh seorang observer meliputi : perencanaan, implementasi, observasi, dan
refleksi. Siklus 1 dan 2 masing-masing terdiri dari dua pertemuan. Subjek
penelitian adalah siswa kelas IX semester 2 tahun ajaran 2012/2013 yang
berjumlah 35 orang. Instrumen penelitian menggunakan test menulis, lembar
observasi, dan questioner.
Temuan penelitian ini menunjukkan bahwa siswa berperan aktif selama
proses pembelajaran writing dan kemampuan siswa meningkat. Peningkatan nilai
yang diperoleh berdasarkan KKM yang telah ditentukan yaitu 70. Pada pos tes
siklus pertama, nilai siswa yang paling rendah adalah 50 dan nilai yang paling
tinggi adalah 80. Pada pos tes siklus kedua, nilai siswa yang paling rendah adalah
70 dan nilai yang paling tinggi adalah 90. Nilai rata-rata pada siklus 1 adalah 65,2
dan siklus 2 menjadi 71,00.
iv
ACKNOWLEDGEMENT
All praises be to Allah lord of the world. He only the worrier worship
and He only the writer asks for help. Allah guided the writer so that she can
accomplish this simple thesis. Peace is upon prophet Muhammad, a messenger of
Allah who brought complete teaching of Islam and saved human life from
destruction into safety that is the right path of Allah.
To fulfill some of the requirement to get postgraduate program of Magister
Pendidikan, the writer tried to write a thesis under the title, “The Implementation
of Picture Series Media to Improve Narrative Writing Achievement of Ninth
Grade Students of MTs Daarul Muhsinin Janjimanahan Kawat”.
The writer realized that scientific paper is not an easy work but it needs
a wide knowledge and seriousness. Hence, the writer is very hopeful to the assist
and guide from all sides. So, this writing can attain perfection as it should be.
Relating to the completion of this thesis, the writer would like to express
her sincere gratitude to:
1. Dr. Sri Minda Murni, MS as the first advisor who has given her advice and
suggestion in completion this thesis.
2. Prof. Dr. Dian Armanto, M.Pd, M.A.,M.Sc.,Ph.D as the second advisor
who has given her idea and spirit in completion this thesis.
3. Prof. Dr. Busmin Gurning, M.Pd as the Board of Reviewer member.
4. Dr. Deny Setiawan, M.Si. as Head of Primary Education Study Program
and as the Board of Reviewer member.
i
5. Dr. Anni Holilah Pulungan, M.Hum as the Board of Reviewer member.
6. My beloved husband Hilman Habibiy Harhap, S.Pd who always give me
love, advice, support, and motivation to make me spirit in doing this
thesis.
7. My lovely princess Dzakira Talita Shaki Harahap who always give me
happiness in my daily life.
8. My beloved sisters and brothers (Irfah Tut Alwiyah Rambe, Said Hasan
Assegaf Rambe, Tamam Husein Alhamid Rambe, Rihatul Maisah Rambe)
who always motivate and support the writer to finish her thesis quickly.
9. All people who helped her in material and spiritual which their names
cannot be mentioned one by one.
Specifically, the writer would like to express special sincere gratitude to
my parents (Drs. H. M. Azahari Rambe and Hj. Siti Asli Lubis) who always love,
support, advice, and motivate me during my life in material and spiritual.
Especially for my mother who has a great patience in facing all problems as long
as my study. You are the best parent in the world.
Finally, it is obviously that this thesis is not perfect yet. Therefore, the
writer expects construct critical and suggestion to make this thesis better. The
writer also hopes this thesis will be useful for the readers. May Allah SWT always
bless us, Amin.
Medan, 07 September 2013
The writer,
Riris Nur Kholidah Rambe
Rg. Number : 8116182020
ii
TABLE OF CONTENTS
Page
AKNOWLEDGEMENTS .......................................................................... i
ABSTRACT .................................................................................................. iii
TABLE OF CONTENTS ............................................................................ iv
LIST OF TABLES ....................................................................................... v
LIST OF APPENDICES ............................................................................. ix
CHAPTER I INTRODUCTION
1.1 The Background of Study ........................................................... 1
1.2 The Problem Identification .......................................................... 6
1.3 The Scope of the Study ................................................................ 6
1.4 The Problem of the Study ............................................................ 6
1.5 Research Objective ...................................................................... 7
1.6 Research Significance .............................................................................7
CHAPTER II REVIEW OF LITERATURE
2.1.Writing Assessment ..................................................................... 8
2.2.Teaching Writing in Junior High School .................................... 9
2.10Narrative Writing ....................................................................... 9
2.11Picture Series .. ........................................................................... 14
2.12Syntax of Teaching Learning Using Picture Series Media ........ 18
2.13Related Study . ........................................................................... 19
2.14Conceptual Framework .............................................................. 20
v
CHAPTER III METHODOLOGY OF RESEARCH
3.1 Location of the Research ..............................................................22
3.2 Subject of Study.............................................................................22
3.3 Research Design ............................................................................22
3.4 The Steps of Action Research ........................................................23
3.5 Indicator of Success Measurement ................................................26
CHAPTER IV RESEARCH FINDINGS
4.1 Description of the Data ............................................................... .28
4.2 Teaching and Learning Activities regarding writing narrative text
............................................................................................................ .31
4.3 The Result of Observation on Students and Teacher’ activities...58
4.4 Finding ........................................................................................ 62
4.5 Discussion ................................................................................... 65
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ................................................................................... 68
5.2 Suggestion ................................................................................... 69
REFERENCES ............................................................................................. 70
vi
LIST OF TABLES
Table
Page
1. The Mean of Achievement in Writing Narrative of the Students
of MTs Daarul Muhsinin Janjimanahan Kawat Kec. Bila Hulu
Kab. Labuhanbatu .............................................................................2
2. Steps of Teaching Learning Using Picture Series ............................18
3. The Summary of Data of Students’ achievement in writing
narrative text .....................................................................................28
4. The Score of the Pre-Test .................................................................29
5. Data Narrative in the Pre-Test ..........................................................30
6. Frequency of the students’score in pre-test ......................................30
7. Data Narrative in Post test cycle I ....................................................44
8. Frequency of the students’score in pos-test cycle I ..........................45
9. Data Narrative in Post test cycle 2 ...................................................53
10. The Rubric of Assesment 1 ..............................................................55
11. The Rubric of Assesment 2 ..............................................................56
vii
LIST OF APPENDICES
Appendix
Page
1. Lesson Plan 1...............................................................................................73.
2. Lesson Plan 2 ...............................................................................................80
3. Lesson Plan 3................................................................................................86
4. Answer Key 1................................................................................................92
5. Answer Key 2 ...............................................................................................97
6. Answer Key 3...............................................................................................100
7. Questionnaire ..............................................................................................103.
8. Rublik Penilaian ..........................................................................................104
9. The Observation Checklist Cycle 1 (First Meeting) ...................................105
10. The Observation Checklist Cycle 1 (Second Meeting) .............................107
11. The Observation Checklist Cycle 1 (Third Meeting) ................................109
12. The Observation Checklist Cycle 2 (First Meeting) ..................................111
13. The Observation Checklist Cycle 2 (Second Meeting) ..............................113
14. The Observation Checklist Cycle 2 (Third Meeting) ................................115
15. Picture Series of “Golden Cucumber” ......................................................117
16. Picture Series of “Snow White” .................................................................118
17. Picture Series of “Cinderella” ....................................................................119
18. Students’ Attendances List Cycle 1............................................................120
19. Students’ Attendances List Cycle 2 ...........................................................122
20. Kisi – Kisi Soal ..........................................................................................124
v
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
In Competence Based Curriculum mentions that Standard Competence for
ninth year student’s competence of writing is to express a meaningful idea of
rhetoric in the simple recount and narrative paragraphs. Every standard
competence is developed in several basic competences. One of the basic
competences is that the students can make a simple narrative paragraph.
(Cahyono, 2009:90) In The Content Standard of 2006, states that the teaching of
English in Junior High School is aimed to help students understand and create
various kinds of short functional writings, monologs, and essays in the form of
procedure, narrative, narrative, recount, and report writings. (Cahyono, 2009: 95).
Due to the importance of written language above, teaching English
writing for English learner is needed. Wingard (1980:140), states that there are
three main aspects of the teaching learning of writing namely: First, writing as a
channel foreign language learning; it means that in teaching writing a teacher
should involve other skill sin cluding listening, speaking, and reading. Second,
writing as a goal of foreign language learning; it means that writing skill is
developed to meet several needs such as note taking, summarizing, narrating,
reporting, and replying required for various real-life situation. Ninth, writing
with cohesion; it means that in writing a writing, it is essential to involve various
linguistic features. This helps students to organize the arguments or ideas well.
1
2
Unfortunately, the teaching of writing is not much paid attention to
English teaching in this Junior High School named MTs Daarul Muhsinin.
Teaching writing has problem. The Teacher does not achieve the target of
teaching as mentioned in Educational Unit Oriented Curriculum 2006 (Kurikulum
Tingkat Satuan Pendidikan). The preliminary data which indicated the teaching
process of writing is still low as shown in the following table :
Table 1. The Mean of Achievement in Writing Narrative of the Students of MTs
Daarul Muhsinin Janjimanahan Kawat Kec. Bila Hulu Kab. Labuhanbatu
Students’s Score
No
Academic Year
Class IX
Lowest Score
1
2
3
2009/2010
2010/2011
2011/2012
56
57
62
Highest Score
77
77
80
Average
65
66
68
( Source : MTs Daarul Muhsinin, file )
From table 1 it is concluded that the students’achievement does not meet
the criteria as in Kriteria Ketuntasan Minimal (KKM).
In the process of the teaching of writing, English as a Foreign Language
students often gets difficulties, there are: First,what the student writing is not
comprehensible because the content of th ecomposition is not relevant to
the
topic, the ideas are not clearly stated, the ideas and sentences are not well
organized. Second, there are many errors in vocabulary, grammar, ands pelling.
Ninth, the students have low motivation and are not interested in doing the task
since the writing activities are not interesting. The last is the students also are not
able to express their written ideas well. The students usually are asked to write
3
sentences and paragraphs without being given some clues so that it is difficult for
them to express their idea on a piece of paper. Besides, the students have
difficulty attelling their experience. For example: they can not write such simple
composition in writing class.
This condition was happened by some factors. First, the limited use of
fasilitation, materials of teaching, and the selection of teaching method. In
teaching writing narrativewriting, some experts suggested that teacher should
implement cooperative learning which can be implemented in teaching learning
process. A wide variety of such techniques, called cooperative learning methods,
has been evaluated in the school settings. (Slavin, 1983:431).
Cooperative learning is teaching method that gives ways to organize
group work to enhance learning and increase academic achievement. The group
in cooperative learning should be structured and organized well. Structuring and
organizing group work are aimed to make the members of group interact each
other. In addition, they will be motivated to increase each other’s learning since
they have responsibility toward their group and their selves. Jigsaw is advisable
technique to be applied because the purpose of jigsaw is to develop team work
and cooperative learning skill with in all students.
Jigsaw technique is one of cooperative learning that considered as the
most flexible of the strategy. It can be implemented to teach any skills of
language learning (involves speaking, reading, writing and listening) and any
kinds of subject, such as mathematics, social, and science. (Lie, 2002:68).
Furthermore, this technique can also bemodified on the needs of the teaching and
learning process, such as the jigsaw I and jigsaw II. It can also be used
4
extensively for n i n t h grade students in junior high school, particularly the
ninth grade students of MTs Daarul Muhsinin Janjimanahan Kawat. Jigsaw is an
efficient way of teaching material since it encourages listening, engagement,
interaction, teaching and cooperation by giving each member of the group an
essential part to play in the academic activity.
The teacher can apply jigsaw technique in teaching writing narrative
writing. In applying jigsaw technique, the teacher can use any media. One of
media is picture series. Picture series is used in this study because pictures have
been considered as an effective media to express the ideas more live, natural,
and more stimulated. (Puchta and Gergross, 1992:1). It is stated by Tinkerand Mc
Cullough as quoted by Indrawati; they state that picture series is one of visual
aids which can be employed at all grade level to illustrate a new meaning, story
concreteness, broaden experience, and clarify concepts.
In addition, media of picture series is one of media to help teachers and
students in learning English, especially writing the narrative writing. Picture series
is a series of pictures that related each other in accordance with the sequence of
events. So the main function of the picture series is to tell a tale, story or events
based on time sequence. Students will be very interested by using picture series
and they will be better exploit each picture to shaped frame made of a narrative
writing.
This kind of picture has a special form in which the events of the story
continuously happen and drawin a picture set. Most of the students like to study
something that they can imagine immediately. It makes them mor einterested and
stimulated to explore and develop their ideas.Through picture series, the students
5
can determine their vocabularies whichare relevant to the pictures. The
relevant vocabularies are used to describe the picture in written language
appropriately and accurately.
There are previous studies that concern with the use of picture series in
teaching writing. First thesis is entitled ”Using pictures increasing the students’
ability to write narrative composition at SMA Parepare” by Asrifan (2007). In his
thesis, he used an action research method. He used individual pictures in teaching
narrative writing and he found that picture could motivated students in studying
English and improve their writing ability. Second thesis is entitled, “The effect of
teaching writing narration using series picture” by Intan (2009). In her thesis, she
used a qualitative method and conducting data by doing experiment. She found
that students who were taught by using picture series have a higher achievement
than those who were not taught by using picture series.
Hopefully, the students of
IX
class can be motivated to write
narrativewriting. Based on statements above, this study emphasizes on the
implementation of picture series media to improve the ninth grade
students’writing achievement in narrative writing.
6
1.2 The Problem Identification
Based on the background discussed above, the roots of the problems are
identified as the following:
1.2.1 Why does teaching writing have a problem?
1.2.2 Why do the students get low score in writing narrative writing?
1.2.3 Why do the students never enjoy in writing narrative writing?
1.2.4 Why does the teacher never use a model in teaching writing
narrative writing?
1.2.5 What is the interesting method in teaching writing narrative writing?
1.3 The Scope of the Study
This research is focused on the endeavor of improving narrative writing
achievement of the ninth grade of MTs Daarul Muhsinin Janjimanahan Kawat by
implementing Picture Series Media.
1.4 The Problems of the Study
The problem of study are formulated as the following:
1.4.1 How is the implementation of picture series media in teaching
narrative writing at MTs Daarul Muhsinin Janjimanahan
Kawat?
1.4.2 Does picture series media can improve the ninth grade students’ writing
achievement in narrative writing?
7
1.5 Research Objective
Based on the previous problems, the objectives of the research are :
1.5.1 Whether picture series media can improve students’ achievement in
narrative writing?
1.5.2 Whether the process of picture series media can improve students’
achievement in narrative writing?
1.6 Research Significance
This research has practical and theoritical significances. Theoretically, this
research will be expected to support the theory of picture series media improving
the students’ achievement in writing narrativewriting. Practically, this research
will be expected to be useful for three parties, namely students, teacher,
institution. The students will be helped to solve their problems in writing
narrativewriting through picture series media. They can apply more appropriate
learning process. The teacher will be given practical contribution of writing with a
media of picture series in teaching of writing narrativewriting at the Junior High
School. They can have a better methodology in teaching and propose more
suitable curriculum based on the research. Also increase teacher’s competency in
solving learning problems particularly in Junior High School. The education
institutions, this classroom action research is expected to develop professional –
academic atmosphere in education department and school.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The design of the study is collaborative classroom action research. Both
the researcher and the observer worked together in cyclic activities such as
Planning, Implementing, Observing, and Reflecting on the data gained from the
teaching and learning process which run in two cycles. Cycle I covered three
meetings while Cycle II covered three meetings. The subjects of the study were
the students of IX MTs Daarul Muhsinin in the second semester 2012/2013
academic year which consisted of 35 students. The instruments used were the
students’ writing task and observation checklist. The reflection was based on the
findings. Then, they were compared to the criteria of success, namely if 75% of
students of the class got more or equal to 70 and if at least 75% of the students in
the class were involved in the implementation of the strategy in writing activities.
The result of the reflection was used to determine the planning for the next cycle.
The use of picture series can help the students in producing narrative text.
It is showed by the result of the student writing composition. The students have
been able to develop the generic structure consists of orientation, complication,
and resolution but they have not been able to use the tenses and the punctuation
correctly.
68
69
The research findings indicated that the students were active during
the teaching and learning process and the students’ ability improved. The
improvement increased based on KKM is 70. The mean of students’ score in cycle
1 was 65,2 and Cycle 2 was 71,00.
5.2 Suggestions
Based on the research findings, there are some suggestions for teachers
and future researchers. In implementing picture series media, the teacher has to
make sure that picture series media will help the students in writing process
because picture series media need a lot of time. Dictionary or vocabulary guides
should be provided also. The recommendation for the future researcher is to
conduct the research by implementing Picture series media in other language
skills. It is done to know whether or not picture series media can be used to
improve listening, speaking, and reading skills.
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Languanges and Arts.
Caroll, J. Wilson, Edward. E., & Gary Forlini. 2001. Writing and
grammar: Communication in Action Diamond Level. New Jersey:
Prentice-Hall
Campbell, Russell N and William E ruther ford. 1993. Technique in Teaching
Writing , 0xford University press
Dulay hetdi, et. al. 1992. Language Two. New York: Oxford University Press.
(English 1301 Home © Lennie Irvin 2010)
Diana Intan. 2009. The effect of teaching writing narration using series
picture.Unpublished Thesis. UPI. Faculty of Languanges and Arts.
Ernestova. 1981.The Media in teaching writing. Jakarta: Penerbit Andi
Ernestova.1981. Picture Series Media in Teaching Learning.New York.
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teacher Self-Development and Methodology Guide. USA: The University
of Michigan Press
Geoffrey. 1998. Teaching English as a Foreign Language. Rout Ledge and Kegan
Paul. London, Henley and Boston
H, PuchtaandG.Gerngross,Picturesin Action(Hertford Shire: PrenticeHall,
1992)
Hairston, Maxine. 1993. ContemporaryComposition. Boston: Houghton Mifflin
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Knapp, Peter and Megan Watkins. 2005. Genre, Text, Grammar. Sidney:
University of New South Wales
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Kemmis, S. And Mc Taggart, R. 1982. The Action yesearch planner, Geelong,
Victoria: Deaken University Press
Lie Anita ,Cooperative Learning, Mempraktikkan Cooperative Learning di
yuang-yuangKelas ( Jakarta: Grasindo, 2002)
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Student‟S Writing Ability. Unpublished Thesis. UPI. Faculty of
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Nurcahaya.2004. The Effectiveness of cooperative learning type clustering to
improve student‟s writing skill.Unpublished Thesis. UNIMED. Faculty of
Languanges and Arts.
Nurcahyasari.2010. The Implementation Of Music Videos As Intructional Media
To Improve The Students’ Ability In Writing Narrative.Unpublished.
Medan. Faculty of Languanges and Arts.
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Sadiman.1993. Teaching Media in Teaching learning Process. Bandung
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Tangkas, I Wayan Dirgayasa. 2005. Academic Writing the Essay: Concepts and
Practice. Medan: Universitas Negeri Medan
Trianto.2009. Mengembangkan Model Pembelajaran Tematik. Jakarta: Prestasi
Pustaka
Urquhart, V & Mclver, M. 2009. Teaching writing in the content Areas.
Wingard,Abbot,G,Ed,TheTeachingofEnglishasanInternationalLanguage,
(London: Collins,1980 )
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Wright, Andrew. 1989. Picture for Language Learning. New York: Cambridge
university press
Yunus Noor Azlina. 1991, Preparing and Using Aids for English Language
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NARRATIVE WRITING ACHIEVEMENT OF NINTH GRADE
STUDENTS OF MTs DAARUL MUHSININ
JANJIMANAHAN KAWAT
A THESIS
Submitted to the Primary Education Study Program
In Partial Fulfillment of the Requirement for
The Degree of Magister Pendidikan
By:
RIRIS NUR KHOLIDAH RAMBE
Registration Number : 8116182020
PRIMARY EDUCATION STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2013
THE IMPLEMENTATION OF PICTURE SERIES MEDIA TO IMPROVE
NARRATIVE WRITING ACHIEVEMENT OF NINTH GRADE
STUDENTS OF MTs DAARUL MUHSININ
JANJIMANAHAN KAWAT
A THESIS
Submitted to the Primary Education Study Program
In Partial Fulfillment of the Requirement for
The Degree of Magister Pendidikan
By:
RIRIS NUR KHOLIDAH RAMBE
Registration Number : 8116182020
PRIMARY EDUCATION STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2013
ABSTRACT
Riris Nurv Kholidah Rambe. 2013. The Implementation of Picture Series Media
to Improve Narrative Writing Achievement of Ninth Grade Students of MTs
Daarul Muhsinin Janjimanahan Kawat.
Key words: picture series media, narrative text.
This study was conducted on the basis of the problems faced by the
researcher in English teaching in the classroom in MTs Daarul Muhsinin
Janjimanahan Kawat showed that the students’ ability in writing English was still
low and they have not motivated in writing. This study proposes picture series
media to develop the ninth year students’ achievement in writing a narrative text.
The design of the study is collaborative classroom action research. Both
the researcher and the observer worked together in cyclic activities such as
Planning, Implementing, Observing, and Reflecting. The subjects of the study
were the students of IX of MTs Daarul Muhsinin in the second semester
2012/2013 academic year which consisted of 35 students. The instruments used
were the students’ writing test, observation checklist, and questionnaire.
The research findings indicated that the students were active during the
teaching and learning process and the students’ ability improved. The
improvement increased based on KKM is 70. In post-test cycle 1, the students got
the low score was 50 and the high score was 80. In post-test cycle 2, the students
got the low score was 70 and the high score was 90. The mean of students’ score
in cycle 1 was 65,2 and Cycle 2 was 71,00. The students got the low score was 10
and the high score was 60.
iii
ABSTRAK
Riris Nur Kholidah Rambe. 2013. The Implementation of Picture Series Media to
Improve Narrative Writing Achievement of Ninth Grade Students of MTs Daarul
Muhsinin Janjimanahan Kawat.
Kata Kunci : Picture Series, writing narrative text.
Penelitian ini dilaksanakan berdasarkan permasalahan yang dihadapi
peneliti didalam kelas pada MTs Daarul Muhsinin Janjimanahan Kawat
menunjukkan bahwa kemampuan siswa dalam menulis masih rendah dan tidak
memiliki motivasi dalam menulis. Penelitian ini menggunakan picture series
untuk meningkatkan pemahaman siswa dalam menulis teks narratif.
Desain penelitian ini adalah penelitian tindakan kelas. Peneliti dibantu
oleh seorang observer meliputi : perencanaan, implementasi, observasi, dan
refleksi. Siklus 1 dan 2 masing-masing terdiri dari dua pertemuan. Subjek
penelitian adalah siswa kelas IX semester 2 tahun ajaran 2012/2013 yang
berjumlah 35 orang. Instrumen penelitian menggunakan test menulis, lembar
observasi, dan questioner.
Temuan penelitian ini menunjukkan bahwa siswa berperan aktif selama
proses pembelajaran writing dan kemampuan siswa meningkat. Peningkatan nilai
yang diperoleh berdasarkan KKM yang telah ditentukan yaitu 70. Pada pos tes
siklus pertama, nilai siswa yang paling rendah adalah 50 dan nilai yang paling
tinggi adalah 80. Pada pos tes siklus kedua, nilai siswa yang paling rendah adalah
70 dan nilai yang paling tinggi adalah 90. Nilai rata-rata pada siklus 1 adalah 65,2
dan siklus 2 menjadi 71,00.
iv
ACKNOWLEDGEMENT
All praises be to Allah lord of the world. He only the worrier worship
and He only the writer asks for help. Allah guided the writer so that she can
accomplish this simple thesis. Peace is upon prophet Muhammad, a messenger of
Allah who brought complete teaching of Islam and saved human life from
destruction into safety that is the right path of Allah.
To fulfill some of the requirement to get postgraduate program of Magister
Pendidikan, the writer tried to write a thesis under the title, “The Implementation
of Picture Series Media to Improve Narrative Writing Achievement of Ninth
Grade Students of MTs Daarul Muhsinin Janjimanahan Kawat”.
The writer realized that scientific paper is not an easy work but it needs
a wide knowledge and seriousness. Hence, the writer is very hopeful to the assist
and guide from all sides. So, this writing can attain perfection as it should be.
Relating to the completion of this thesis, the writer would like to express
her sincere gratitude to:
1. Dr. Sri Minda Murni, MS as the first advisor who has given her advice and
suggestion in completion this thesis.
2. Prof. Dr. Dian Armanto, M.Pd, M.A.,M.Sc.,Ph.D as the second advisor
who has given her idea and spirit in completion this thesis.
3. Prof. Dr. Busmin Gurning, M.Pd as the Board of Reviewer member.
4. Dr. Deny Setiawan, M.Si. as Head of Primary Education Study Program
and as the Board of Reviewer member.
i
5. Dr. Anni Holilah Pulungan, M.Hum as the Board of Reviewer member.
6. My beloved husband Hilman Habibiy Harhap, S.Pd who always give me
love, advice, support, and motivation to make me spirit in doing this
thesis.
7. My lovely princess Dzakira Talita Shaki Harahap who always give me
happiness in my daily life.
8. My beloved sisters and brothers (Irfah Tut Alwiyah Rambe, Said Hasan
Assegaf Rambe, Tamam Husein Alhamid Rambe, Rihatul Maisah Rambe)
who always motivate and support the writer to finish her thesis quickly.
9. All people who helped her in material and spiritual which their names
cannot be mentioned one by one.
Specifically, the writer would like to express special sincere gratitude to
my parents (Drs. H. M. Azahari Rambe and Hj. Siti Asli Lubis) who always love,
support, advice, and motivate me during my life in material and spiritual.
Especially for my mother who has a great patience in facing all problems as long
as my study. You are the best parent in the world.
Finally, it is obviously that this thesis is not perfect yet. Therefore, the
writer expects construct critical and suggestion to make this thesis better. The
writer also hopes this thesis will be useful for the readers. May Allah SWT always
bless us, Amin.
Medan, 07 September 2013
The writer,
Riris Nur Kholidah Rambe
Rg. Number : 8116182020
ii
TABLE OF CONTENTS
Page
AKNOWLEDGEMENTS .......................................................................... i
ABSTRACT .................................................................................................. iii
TABLE OF CONTENTS ............................................................................ iv
LIST OF TABLES ....................................................................................... v
LIST OF APPENDICES ............................................................................. ix
CHAPTER I INTRODUCTION
1.1 The Background of Study ........................................................... 1
1.2 The Problem Identification .......................................................... 6
1.3 The Scope of the Study ................................................................ 6
1.4 The Problem of the Study ............................................................ 6
1.5 Research Objective ...................................................................... 7
1.6 Research Significance .............................................................................7
CHAPTER II REVIEW OF LITERATURE
2.1.Writing Assessment ..................................................................... 8
2.2.Teaching Writing in Junior High School .................................... 9
2.10Narrative Writing ....................................................................... 9
2.11Picture Series .. ........................................................................... 14
2.12Syntax of Teaching Learning Using Picture Series Media ........ 18
2.13Related Study . ........................................................................... 19
2.14Conceptual Framework .............................................................. 20
v
CHAPTER III METHODOLOGY OF RESEARCH
3.1 Location of the Research ..............................................................22
3.2 Subject of Study.............................................................................22
3.3 Research Design ............................................................................22
3.4 The Steps of Action Research ........................................................23
3.5 Indicator of Success Measurement ................................................26
CHAPTER IV RESEARCH FINDINGS
4.1 Description of the Data ............................................................... .28
4.2 Teaching and Learning Activities regarding writing narrative text
............................................................................................................ .31
4.3 The Result of Observation on Students and Teacher’ activities...58
4.4 Finding ........................................................................................ 62
4.5 Discussion ................................................................................... 65
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ................................................................................... 68
5.2 Suggestion ................................................................................... 69
REFERENCES ............................................................................................. 70
vi
LIST OF TABLES
Table
Page
1. The Mean of Achievement in Writing Narrative of the Students
of MTs Daarul Muhsinin Janjimanahan Kawat Kec. Bila Hulu
Kab. Labuhanbatu .............................................................................2
2. Steps of Teaching Learning Using Picture Series ............................18
3. The Summary of Data of Students’ achievement in writing
narrative text .....................................................................................28
4. The Score of the Pre-Test .................................................................29
5. Data Narrative in the Pre-Test ..........................................................30
6. Frequency of the students’score in pre-test ......................................30
7. Data Narrative in Post test cycle I ....................................................44
8. Frequency of the students’score in pos-test cycle I ..........................45
9. Data Narrative in Post test cycle 2 ...................................................53
10. The Rubric of Assesment 1 ..............................................................55
11. The Rubric of Assesment 2 ..............................................................56
vii
LIST OF APPENDICES
Appendix
Page
1. Lesson Plan 1...............................................................................................73.
2. Lesson Plan 2 ...............................................................................................80
3. Lesson Plan 3................................................................................................86
4. Answer Key 1................................................................................................92
5. Answer Key 2 ...............................................................................................97
6. Answer Key 3...............................................................................................100
7. Questionnaire ..............................................................................................103.
8. Rublik Penilaian ..........................................................................................104
9. The Observation Checklist Cycle 1 (First Meeting) ...................................105
10. The Observation Checklist Cycle 1 (Second Meeting) .............................107
11. The Observation Checklist Cycle 1 (Third Meeting) ................................109
12. The Observation Checklist Cycle 2 (First Meeting) ..................................111
13. The Observation Checklist Cycle 2 (Second Meeting) ..............................113
14. The Observation Checklist Cycle 2 (Third Meeting) ................................115
15. Picture Series of “Golden Cucumber” ......................................................117
16. Picture Series of “Snow White” .................................................................118
17. Picture Series of “Cinderella” ....................................................................119
18. Students’ Attendances List Cycle 1............................................................120
19. Students’ Attendances List Cycle 2 ...........................................................122
20. Kisi – Kisi Soal ..........................................................................................124
v
CHAPTER I
INTRODUCTION
1.1 The Background of the Study
In Competence Based Curriculum mentions that Standard Competence for
ninth year student’s competence of writing is to express a meaningful idea of
rhetoric in the simple recount and narrative paragraphs. Every standard
competence is developed in several basic competences. One of the basic
competences is that the students can make a simple narrative paragraph.
(Cahyono, 2009:90) In The Content Standard of 2006, states that the teaching of
English in Junior High School is aimed to help students understand and create
various kinds of short functional writings, monologs, and essays in the form of
procedure, narrative, narrative, recount, and report writings. (Cahyono, 2009: 95).
Due to the importance of written language above, teaching English
writing for English learner is needed. Wingard (1980:140), states that there are
three main aspects of the teaching learning of writing namely: First, writing as a
channel foreign language learning; it means that in teaching writing a teacher
should involve other skill sin cluding listening, speaking, and reading. Second,
writing as a goal of foreign language learning; it means that writing skill is
developed to meet several needs such as note taking, summarizing, narrating,
reporting, and replying required for various real-life situation. Ninth, writing
with cohesion; it means that in writing a writing, it is essential to involve various
linguistic features. This helps students to organize the arguments or ideas well.
1
2
Unfortunately, the teaching of writing is not much paid attention to
English teaching in this Junior High School named MTs Daarul Muhsinin.
Teaching writing has problem. The Teacher does not achieve the target of
teaching as mentioned in Educational Unit Oriented Curriculum 2006 (Kurikulum
Tingkat Satuan Pendidikan). The preliminary data which indicated the teaching
process of writing is still low as shown in the following table :
Table 1. The Mean of Achievement in Writing Narrative of the Students of MTs
Daarul Muhsinin Janjimanahan Kawat Kec. Bila Hulu Kab. Labuhanbatu
Students’s Score
No
Academic Year
Class IX
Lowest Score
1
2
3
2009/2010
2010/2011
2011/2012
56
57
62
Highest Score
77
77
80
Average
65
66
68
( Source : MTs Daarul Muhsinin, file )
From table 1 it is concluded that the students’achievement does not meet
the criteria as in Kriteria Ketuntasan Minimal (KKM).
In the process of the teaching of writing, English as a Foreign Language
students often gets difficulties, there are: First,what the student writing is not
comprehensible because the content of th ecomposition is not relevant to
the
topic, the ideas are not clearly stated, the ideas and sentences are not well
organized. Second, there are many errors in vocabulary, grammar, ands pelling.
Ninth, the students have low motivation and are not interested in doing the task
since the writing activities are not interesting. The last is the students also are not
able to express their written ideas well. The students usually are asked to write
3
sentences and paragraphs without being given some clues so that it is difficult for
them to express their idea on a piece of paper. Besides, the students have
difficulty attelling their experience. For example: they can not write such simple
composition in writing class.
This condition was happened by some factors. First, the limited use of
fasilitation, materials of teaching, and the selection of teaching method. In
teaching writing narrativewriting, some experts suggested that teacher should
implement cooperative learning which can be implemented in teaching learning
process. A wide variety of such techniques, called cooperative learning methods,
has been evaluated in the school settings. (Slavin, 1983:431).
Cooperative learning is teaching method that gives ways to organize
group work to enhance learning and increase academic achievement. The group
in cooperative learning should be structured and organized well. Structuring and
organizing group work are aimed to make the members of group interact each
other. In addition, they will be motivated to increase each other’s learning since
they have responsibility toward their group and their selves. Jigsaw is advisable
technique to be applied because the purpose of jigsaw is to develop team work
and cooperative learning skill with in all students.
Jigsaw technique is one of cooperative learning that considered as the
most flexible of the strategy. It can be implemented to teach any skills of
language learning (involves speaking, reading, writing and listening) and any
kinds of subject, such as mathematics, social, and science. (Lie, 2002:68).
Furthermore, this technique can also bemodified on the needs of the teaching and
learning process, such as the jigsaw I and jigsaw II. It can also be used
4
extensively for n i n t h grade students in junior high school, particularly the
ninth grade students of MTs Daarul Muhsinin Janjimanahan Kawat. Jigsaw is an
efficient way of teaching material since it encourages listening, engagement,
interaction, teaching and cooperation by giving each member of the group an
essential part to play in the academic activity.
The teacher can apply jigsaw technique in teaching writing narrative
writing. In applying jigsaw technique, the teacher can use any media. One of
media is picture series. Picture series is used in this study because pictures have
been considered as an effective media to express the ideas more live, natural,
and more stimulated. (Puchta and Gergross, 1992:1). It is stated by Tinkerand Mc
Cullough as quoted by Indrawati; they state that picture series is one of visual
aids which can be employed at all grade level to illustrate a new meaning, story
concreteness, broaden experience, and clarify concepts.
In addition, media of picture series is one of media to help teachers and
students in learning English, especially writing the narrative writing. Picture series
is a series of pictures that related each other in accordance with the sequence of
events. So the main function of the picture series is to tell a tale, story or events
based on time sequence. Students will be very interested by using picture series
and they will be better exploit each picture to shaped frame made of a narrative
writing.
This kind of picture has a special form in which the events of the story
continuously happen and drawin a picture set. Most of the students like to study
something that they can imagine immediately. It makes them mor einterested and
stimulated to explore and develop their ideas.Through picture series, the students
5
can determine their vocabularies whichare relevant to the pictures. The
relevant vocabularies are used to describe the picture in written language
appropriately and accurately.
There are previous studies that concern with the use of picture series in
teaching writing. First thesis is entitled ”Using pictures increasing the students’
ability to write narrative composition at SMA Parepare” by Asrifan (2007). In his
thesis, he used an action research method. He used individual pictures in teaching
narrative writing and he found that picture could motivated students in studying
English and improve their writing ability. Second thesis is entitled, “The effect of
teaching writing narration using series picture” by Intan (2009). In her thesis, she
used a qualitative method and conducting data by doing experiment. She found
that students who were taught by using picture series have a higher achievement
than those who were not taught by using picture series.
Hopefully, the students of
IX
class can be motivated to write
narrativewriting. Based on statements above, this study emphasizes on the
implementation of picture series media to improve the ninth grade
students’writing achievement in narrative writing.
6
1.2 The Problem Identification
Based on the background discussed above, the roots of the problems are
identified as the following:
1.2.1 Why does teaching writing have a problem?
1.2.2 Why do the students get low score in writing narrative writing?
1.2.3 Why do the students never enjoy in writing narrative writing?
1.2.4 Why does the teacher never use a model in teaching writing
narrative writing?
1.2.5 What is the interesting method in teaching writing narrative writing?
1.3 The Scope of the Study
This research is focused on the endeavor of improving narrative writing
achievement of the ninth grade of MTs Daarul Muhsinin Janjimanahan Kawat by
implementing Picture Series Media.
1.4 The Problems of the Study
The problem of study are formulated as the following:
1.4.1 How is the implementation of picture series media in teaching
narrative writing at MTs Daarul Muhsinin Janjimanahan
Kawat?
1.4.2 Does picture series media can improve the ninth grade students’ writing
achievement in narrative writing?
7
1.5 Research Objective
Based on the previous problems, the objectives of the research are :
1.5.1 Whether picture series media can improve students’ achievement in
narrative writing?
1.5.2 Whether the process of picture series media can improve students’
achievement in narrative writing?
1.6 Research Significance
This research has practical and theoritical significances. Theoretically, this
research will be expected to support the theory of picture series media improving
the students’ achievement in writing narrativewriting. Practically, this research
will be expected to be useful for three parties, namely students, teacher,
institution. The students will be helped to solve their problems in writing
narrativewriting through picture series media. They can apply more appropriate
learning process. The teacher will be given practical contribution of writing with a
media of picture series in teaching of writing narrativewriting at the Junior High
School. They can have a better methodology in teaching and propose more
suitable curriculum based on the research. Also increase teacher’s competency in
solving learning problems particularly in Junior High School. The education
institutions, this classroom action research is expected to develop professional –
academic atmosphere in education department and school.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The design of the study is collaborative classroom action research. Both
the researcher and the observer worked together in cyclic activities such as
Planning, Implementing, Observing, and Reflecting on the data gained from the
teaching and learning process which run in two cycles. Cycle I covered three
meetings while Cycle II covered three meetings. The subjects of the study were
the students of IX MTs Daarul Muhsinin in the second semester 2012/2013
academic year which consisted of 35 students. The instruments used were the
students’ writing task and observation checklist. The reflection was based on the
findings. Then, they were compared to the criteria of success, namely if 75% of
students of the class got more or equal to 70 and if at least 75% of the students in
the class were involved in the implementation of the strategy in writing activities.
The result of the reflection was used to determine the planning for the next cycle.
The use of picture series can help the students in producing narrative text.
It is showed by the result of the student writing composition. The students have
been able to develop the generic structure consists of orientation, complication,
and resolution but they have not been able to use the tenses and the punctuation
correctly.
68
69
The research findings indicated that the students were active during
the teaching and learning process and the students’ ability improved. The
improvement increased based on KKM is 70. The mean of students’ score in cycle
1 was 65,2 and Cycle 2 was 71,00.
5.2 Suggestions
Based on the research findings, there are some suggestions for teachers
and future researchers. In implementing picture series media, the teacher has to
make sure that picture series media will help the students in writing process
because picture series media need a lot of time. Dictionary or vocabulary guides
should be provided also. The recommendation for the future researcher is to
conduct the research by implementing Picture series media in other language
skills. It is done to know whether or not picture series media can be used to
improve listening, speaking, and reading skills.
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