THE USE OF PICTURE SERIES TO WRITING SKILLS MASTERY OF PROCEDURE TEXT (Experimental Research of the Ninth Grade Students of MTs Matholi’ul Ulum Terteg, Pucakwangi, Pati in the Academic Year of 20172018) A GRADUATING PAPER Submitted to the Board of Examine
THE USE OF PICTURE SERIES TO WRITING SKILLS
MASTERY OF PROCEDURE TEXT
(Experimental Research of the Ninth Grade Students of
MTs Matholi’ul Ulum Terteg, Pucakwangi, Pati in the
Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd) English
Education Department of Teacher Training and Education Faculty State
Institute for Islamic Studies (IAIN) Salatiga
By:
SITI MUZAIYANAH
NIM. 113-13-053
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2017
MOTTO
َّ دَجْنَم َّ دَجَو
“Barang Siapa yang Bersungguh-sungguh, Pasti akan Berhasil”
“There is Nothing Impossible for God”
DEDICATION
The writer dedicates this graduating paper to: 1.
For the writer’s father (Mr. Shohib) and the writer’s mother (Mrs. Rustini) who always supports me, always pray for me, and thank you very much for all materials. My parents are my everything.
2. For the writer’s brother (Moh. Ma’sum) and the writer’s sister (Aini Rohmatin), thanks for your support, motivation and moral encouragement to finish the writer’s study.
3. Thanks for honorable counselor (Mr. Ruwandi M.A) who always guides and suggests the writer in accomplishing graduating paper.
ACKNOWLEDGE
Assalamu’alaikumWr.WbAlhamdulillahiR abbil ‘alamin, praise to Allah due to his protection, power, mercy and blessing which are given to the writer, she could complete this graduating paper entitled The Use of Picture Series to Writing Skills Mastery of Procedure Text(Experimental Research of the Ninth Grade of
MTs Matholi’ulUlumTerteg, Pucakwangi, Pati in Academic Year of 2017/2018). Secondly, thanks a lot to Prophet Muhammad, you are my way of life.
However, this research would not success without others. The writer would to express special thanks for:
1. Drs. Rahmat Hariyadi, M.Pd, the Rector of State Islamic Studies Institute (IAIN) Salatiga 2. Mr. Suwardi, M.Pd as the Dean Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, M.Hum.,Ph.D.,as the Head of English Education Department, thanks for your guidance.
4. Mr. Ruwandi M.A., Thanks for your advice, suggestion and correcting my graduating paper.
5. All lecturers of IAIN (Salatiga), the writer deeply thanks to you all for your advice, knowledge, and kindness.
6. Mr. Warno, as the headmaster of MTs Matholi’ulUlumTerteg, Pucakwangi, Pati thanks for your permission to do this research.
7. Mr. ShodiqulNaim, S.Pd as English Teacher of MtsMatholi’ulUlumTerteg, Pucakwangi, Pati thanks for your guidance.
8. The writer’s friends in Mrs. Chomsun’s boarding house (Suci Pitaloka, Mutiara Hikmah and Lia Anggreani) who always give support, motivation for the writer, and the writer closes friends are Isti Wulan and Sawitri, who always accompany in process graduating paper.
9. The writer’s friends all members of TBI 2013, especially for class TBI B 2013 thanks for your support.
Finally, this graduating paper is expected to be able to provide useful knowledge and information to the readers.
th
Salatiga, September18 2017 The writer SitiMuzaiyanah 113 13 053
TABLES OF CONTENTS
TITLE ....................................................................................................................... i DECLARATION .................................................................................................... ii ATTENTIVE COUNSELOR’S NOTE ................................................................. iii PAGE OF CERTIFICATION ................................................................................ iv MOTTO ................................................................................................................... v DEDICATION ...................................................................................................... vi ACKNOWLEDGE ................................................................................................ vii TABLES OF CONTENTS ..................................................................................... ix LIST OF TABLE ................................................................................................. xiii ABSTRACT ......................................................................................................... xiv
CHAPTER I INTRODUCTION A. Background of the Study .............................................................................. 1 B. Problem Statement ....................................................................................... 4 C. Objective of theStudy ................................................................................... 4 D. Benefit of the Study ..................................................................................... 5 E. Limitation of the Study ................................................................................ 6
F.
Definition of Key Terms .............................................................................. 6 G.
Paper Outline ............................................................................................... 7
CHAPTER II THEORETICAL REVIEW A. Review of the Relevant Researches ............................................................. 8 B. Writing Skills ............................................................................................... 9 1. Definition of Writing............................................................................ 10 2. Strategies of Writing ............................................................................ 11 3. Writing Process ................................................................................... 14 4. Notion of Good Writing ....................................................................... 15 5. Evaluation of Writing ........................................................................... 17 C. Procedure Text .......................................................................................... 20 1. Definition of Procedure Text ............................................................... 20 2. Generic Structure in Procedure Text .................................................... 21 3. Language Features of Procedure Text.................................................. 21 D. Picture Series ............................................................................................. 22 1. Definition of Picture Series ................................................................. 22 2. Source of Picture Series ....................................................................... 22 3. Some Roles for Writing ....................................................................... 27 E. Minimum Passing Grade (KKM) ............................................................... 28
CHAPTER III METHOD OF RESEARCH A. General Situation of MtsMatholi’ulUlumTerteg ....................................... 30 B. Research Approach ................................................................................... 38 C. Research Method ........................................................................................ 38 D. Research Instrument ................................................................................... 39 E. Research Design ......................................................................................... 40 F. Benefit of Experimental Research ............................................................. 41 G. Population and Sample ............................................................................... 41 H. Technique of Sampling .............................................................................. 42 I. Method of Collecting Data ......................................................................... 43 J. Data Analysis ............................................................................................. 44 K. Statistical Hypothesis ................................................................................. 45 CHAPTER IV DISCUSSION A. Data Presentation ....................................................................................... 46 1. Pre-test.................................................................................................. 46 2. Post-test ................................................................................................ 48 B. Data Analysis ............................................................................................. 53 1. Standard Deviation .............................................................................. 53 2. T-Test Calculation ................................................................................ 54 C. Discussion ................................................................................................. 55
CHAPTER V CLOSURE A. Conclusion ................................................................................................ 56 B. Suggestion .................................................................................................. 56 BIBLIOGRAPHY APPENDIX
LIST OF TABLE
TABLE 2.1 Writing Components ..................................................................... 17TABLE 2.2 Criteria of Scoring .......................................................................... 20TABLE 3.1 The List of Facilities ........................................................................ 32TABLE 3.2 The Organization Structure ........................................................... 33TABLE 3.3 The List of Teacher ......................................................................... 34TABLE 3.4 The Profile Students ........................................................................ 36TABLE 3.5 Name of Students ............................................................................. 36TABLE 3.6 Research Design ............................................................................... 40TABLE 4.1 The Score of Pre-test ....................................................................... 46TABLE 4.2 The Score of Post-test ...................................................................... 49TABLE 4.3 The Result of Pre-test and Post-test ............................................... 51ABSTRACT
Muzaiyanah, Siti. 2017. The Use of Picture Series to Writing Skills Mastery of Procedure Text (Experimental Research of the Ninth Grade Students of
MTs Matholi’ul Ulum Terteg, Pucakwangi, Pati in the Academic Year of 2017/2018). Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies (IAIN) of Salatiga. Counselor : Ruwandi, M.A
Keywords : Writing Skills, Procedure text, and Picture Series
The aims of the research are to study about the use of picture series to writing skills mastery of procedure text (Experimental Research of the Ninth Grade Students of MTs Matholi’ul Ulum Terteg, Pucakwangi, Pati in the Academic Year of 2017/2018). The objectives of this research are to find out the difference of writing skills mastery of procedure text of the ninth grade students of Mts Matholi’ul Ulum Terteg, Pucakwangi, Pati in the academic year of 2017/2018 after they are taught by using picture series and to find out the significant difference of writing skills mastery of procedure text of the ninth grade students of Mts Matholi’ul Ulum Terteg, Pucakwangi, Pati in the academic year of 2017/2018 after they are taught by using picture series. This is experimental research. The data collection method used were test and documentation. The collected data was analyzed using t-test statistical formula. The result of this research was there was a difference of writing skills mastery of procedure text of the ninth grade students after they were taught by using picture series. It could be proven by the mean of pre-test and post-test. The mean of pre-test was 66.28 and post-test was 76, and there was significant difference of writing skills mastery of procedure text of the ninth grade students after they were taught by using picture series. T-test was 8.3 and t-table was 2.03. T-test is higher than t-table, so Ho is rejected
CHAPTER I INTRODUCTION A. Background of the Study Language is a tool which is used to convey ideas, opinions, and feeling
among people by oral or written ways. Language is very important to express something or to communicate with other people. In addition to Indonesian, there is one other language that is often used to communicate with others is English. It becomes dominant language around the world, and some of the people use English to communicate with other people.
English is one of the important lessons to be learned by students that are given any educational level, such as elementary school and upper intermediate level. In the new era English is popular, ranging from kindergarten up to university level. In the new era English is used by all circles, such as students, businessman, and civil servants. English as a foreign language has important role in Indonesia compared by language countries others. However, all people especially students must be mastered four language skill if someone wants to be successfully in studying English: listening, reading, writing and speaking.
However, the Indonesian students have many problems in learn English. Although, they have learned English from kindergarten until senior high school maybe until in university, but they still have difficulties to understanding English lessons. They have different ways in learning English.
Some of them there are learn with listening music, with reminder the material, and there is just read the material. Actually, if students like English lesson, of course they will get the matters easier. Learning English is so fun.
Based on the writer observation at ninth grade students of Mts Matholi’ul Ulum Terteg, in their writing skills is law.The main problem at ninth grade students of MTs Matholi’ul Ulum Terteg is their vocabulary. It is makes the students can’t arrange the sentences well. As the writer know that the mastery of the writing skill of the junior and senior high school graduates is commonly not good. Although they have learned English from elementary school until senior high school they still face some difficulties in learn English. When they continue their study to the higher level they must write well. The writing habit is good for students to expressing their ideas, make them creative in writing paragraph. The best way to improve their writing is exercise to write the diary every day. They use their own word, so it makes them easily to write anything and arrange the sentences.
According to Richard (1997:100), writing is used either as evidence of successful learning or as a means of learning. Writing is process of thinking; it means that writing is an activity to express ideas, issues, events, feeling or thinking to the others through written form.
Based on Heaton’s statement (1975:146), In learn writing the students should also master some important of English aspects: grammar, vocabulary, organization, content, and mechanics. In this case, teachers are supposed to be creative in developing their teaching learning process to create good atmosphere, improve the students’ writing ability. The target in writing skill is the students can write well. So, it is a challenge for the teacher to find a good ways in teaching learning for students.
Based on the above explanation, the writer tries to implement the technique in teaching learning process, it is picture series technique.Aschawir (2014:90), said that picture series are one of alternative technique that can give some contributions to dig up students’ potential in writing. By implementing this technique the writer wishes to give new experience in teaching learning process and have a fun situation in the classroom. Picture series is one of technique that appropriate to use in teaching writing. The teacher can help the students to make good writing by some picture with fun and easy. Picture series is very interesting for students.
Based on all of the above explanation, then the writer interested to make an experimental research, because the writer wants to know how far the using picture series to writing skills mastery of procedure text. Therefore, the writer makes an experimental research with the entitled
“The Use of Picture
Series to Writing Skills Mastery of Procedure Text (Experimental
Researchof t he Ninth Grade Students of MTs Matholi’ul UlumTerteg, Pucakwangi, Pati in the Academic Year of 2017/2018 )” B. Problem Statement
Based on the research background of the study above, the researcher has some problems that can be identified as follows;
1. Is there any difference of writing skills mastery of procedure text of the ninth grade students of MTs Matholi’ulUlumTerteg, Pucakwangi, Pati in the academic year of 2017/2018 after they are taught using picture series? 2. Is there any significant difference of writing skills mastery of procedure text of the ninth grade students of MTs Matholi’ulUlumTerteg,
Pucakwangi, Pati in the academic year of 2017/2018 after they are taughtusing picture series?
C. Objective of the Study
Objectives of the study are: 1. To find out that there is difference of writing skills mastery of procedure text of the ninth grade students of MTs Matholi’ulUlumTerteg,
Pucakwangi, Pati in the academic year of 2017/2018 after they are taught using pictures series.
2. To find out that there issignificant difference of writing skills mastery of procedure text of t he ninth grade students of MTs Matholi’ulUlumTerteg,
Pucakwangi, Pati in the academic year of 2017/2018 after they are taught using picture series.
D. Benefitof the Study
The researcher hopes that the result of this research can give information about the level of students writing skill. The researcher hopes that the using picture series to improve students’ writing ability will be use full for all, for the teachers, the students, and the researcher.
1. Theoretically Giving more information about authentic materials for further researcher to conduct further researcher with the similar problem of writing skills improvement.
2. Practically
a) For the teacher
This research can support the teacher especially English teacher to use this method in teaching learning. They also can apply this new method for make student feel enjoy without bored in teaching and learning process.
b) For the Students
The researcher hopes that this research can support the learner to increase their writing skill. Teaching writing through picture series will make students fun and enjoy in their teaching learning process, beside that they can increase writing skill without any difficulties. c) For the researcher
The researcher will understand more about using picture series in improving students’ writing ability deeply.
E. Limitation of the Study
In this research, the researcher limits the research on writing skill mastery of procedure text using by picture seriesof the ninth grade students of MtsMatholi’ulUlumTerteg, Pucakwangi, Pati in the academic year of 2017/2018.
F. Definition of the Key Terms
There are some key terms of this research: 1. Picture Series
According to Fauris (2013),picture series are some picture representing continuous events of a story with important information.
2. Writing Skills Mastery Writing is one of the best ways to improve the students’ ability in mastery English as a communication tool. Ruswinarsih (2015:12)
3. Procedure Text Procedure text has asocial function to describe how something is accomplished through a sequence of stepsor action (Anderson and
Anderson, 1997:50)
G. Paper Outline
In this section the writer will discuss some part of graduating paper’s organization.
Chapter I presents are background of study, problem of statements, objective of study, benefit of study, definition of key terms, the previous of study, and paper outline.Chapter II describes about literature framework which discuss definition of writing, definition of picture series, and definition of procedure text. Chapter IIIresearch methodology. It consists of research setting, research approach, research method, population and sample, sample technique, research instrument, data analysis and statistical hypothesis.Chapter IV discuss about data analysis. It consists of data description and result of the research.Chapter V consists of conclusions and suggestion.
The last part is bibliography and appendix.
CHAPTER II THEORETICAL REVIEW H. Review of the Relevant Researches In this study, the writer took review of related literature from the other researches. Susilo (2014) he conducted a research in line with the current research. He conducted a research about the effectiveness of using realia media to
improve the s tudents’ ability in writing descriptive text (an experimental study of SMK Saraswati Salatiga in twelfth grade in academic year of 2014/2015). He concludes that realia media can improve the students of SMK Saraswati Salatiga in writing descriptive text.
Rahmawati (2015) she conducted a research in line with the current research. She conducted a research about the effectiveness using authentic materials in teaching procedure text to improve writing ability (a classroom action research of nine grade students of smp n 2 banyubiru in the academic year 2015/2016). She explained that using authentic materials to improve students’ writing ability at nine grade students of smp n 2 banyubiru in the academic year 2015/2016 can help the students to remember the information and the details of the text. In implementation of authentic material method the students deepens their understanding in a text that has been written.
Azizah (2015) also conducted a research about the use of students’ recap strategy to improve writing skill (a classroom Action research of 7 class of MtsYasinta Salatiga in the academic year 2014/2015). In her research, the research concludes that the use of recap strategy can improve the students’ writing skill of 7 class of Mts Yasinta Salatiga in the academic year 2014/2015.
Based on the previews research above, the researcher believes that this research is defferent from those researches, dealing with the methodologies, objects, respondents and theme. This research focuses on influence of picture series to writing skills mastery of procedure text. It is different from those preview researches because it is experimental research which tries using picture series.
I. Writing Skills
The term of skill is certain as ability or power. In the other name, writing skill is ability to express ideas, thought or feelings to other people in writing symbols to make readers understand the ideas delivered. Writing skill is specific abilities which help many people to put their ideas into word in a meaningful form and used to communicate with other people with the message.
1. Definition of Writing
Writing is one of the four language skills besides listening, speaking, and reading. It is an activity in arranging words, phrase, and sentences that is grammatically correct and appropriate with is purposes. Writing can be defined as the activity to make letters or number on a surface, especially using pen or pencil.(Oxford University Press, 2003:502)
Byrne (2002:1), explain that writing can be said the act of forming symbols that have to be arranged, need agreement to use a words form sentences. It means that writing is a capability of producing a sequence of sentences arranged in a particular order of linking them in certain ways.
According to Harmer (2004: 31), writing is a way to produce language and express idea, feeling, and opinion. Furthermore he states that writing is a process that what people write is often heavily influenced by the constraint of genres, and then these elements have to be presented in learning activities.
Students’ mastery in writing required use a grammar and vocabulary correctly it ways to show their ability in writing. The use language and process is very important for students which to learn writing. Students will be interested in writing if the kind of writing is suitable whit their age, language ability, and interest. Students will enjoy in writing about the topics that are familiar with them. The example, they write about touring, their trip in holiday and others.
Patel and Jain (2008:125) said that writing is a skill which must be taught and practiced. Writing is essential features of learning a language because it provides a very good means of foxing the vocabulary, spelling, and sent ence pattern. It becomes an important aspect of students’ expression at higher stage. In writing must use a grammar correctly and must have many vocabularies.
2. Strategies of Writing
Writing as one of productive skills needs a process. Harmer (2004:4) said that the writing is the stage write goes through in order to produce something (a written text) before to be a final draft.
According to Linse, (2006:98), there are five steps of writing process. They are pre-writing, writing, revising, editing, and publishing.
a.
Pre-writing Christine, (2003:41) said that pre-writing is a way of warming up your brain before you write, just as you warm up your body before you exercise. It is one of the ways to make relax in our brain before we write.
Pre-writing is thinking, talking, reading and writing you do about your topic before you write a first draft. It is a time to not too serious; just to remaining a vocabulary how much do you have, and try to write quickly don’t forget to organized the thoughts.
Pre-writing consists of two, are: 1)
Brainstorming Brainstorming is a quick way to generate a more ideas on a subject. We simply write down our ideas in phrases or in single words, not in complete sentences. We do this partly to ‘save time’, or rather to be quick. The phrases or word can be verbs, nouns, adjectives, adverbs, or other parts of speech. Barli (1995:64)
Barbara, (1994:54) said that Brainstorming is the way to generate and collect the idea for writing, this way to produce many ideas from a group for the purpose of simple enjoyment or problem solving.
The aim of brainstorming is to make a list as many ideas as possible without worrying about how writers will use them.
Writers’ list can include words, phrases, sentences, or even question.
2) Clustering
Karen and Christine (2003:42), said that clustering is the same technique whit a pre-writing. It is a visual way of showing how writes’ ideas are connected using circles and lines. In other words, clustering is an activity of describing the ideas.
b.
Writing After finished in pre-writing, the next step in the writing process is writing paragraph. When write the first draft of the paragraph, the ideas generated from prewriting used as a guide.
When writing a paragraph, remember to: 1) Begin with the topic sentence that states the main idea. 2) Include several sentences that support the main idea. 3)
Stick to the topic-do not include information that does not directly support the main idea.
4) Arrange the sentences so that the order of ideas makes sense.
5) Use signal words to help the reader understand how the ideas in paragraph are connected.
c.
Revising Writing for the first time is almost impossible get a perfect paragraph. After finishing the first draft, a writer must look for ways to improve it. This way is called revising.
There are some ways to revising a paragraph.
1) Add new ideas to support the topic. 2) Cross out sentences that do not support the topic.
3) Change the order of the sentences.
d.
Editing Richard and Willy (2000:318), stated that in editing, writers check grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotations, example and the like. When we write for the first time is impossible to get a perfect paragraph. The first try is called the first draft. The ways to revise and improve the first draft is called editing.
e.
Publishing Linse (2006:109) stated that publishing is make public. Refers to putting the writing in a final finished format where it can be shared with others. Publishing can be a great motivator for young learners.
3. Writing Process
According to Harmer (2003:258) in producing a writing matter, there is involved and the process can be affected by the content of the writing, the type of writing, and the medium it is written in.
According to Harmer (2004:5), there are four elements of the writing process, are: a.
Planning It is important thing to make a plan before starting to write.
When planning, the writer has to think about three main issues. In the first place he/she has to consider the purpose of his/her writing since this will influence not only the type of the text he/she wishes to produce, but also the language that used, and the information that is chosen as the aim of the writing for.
b.
Drafting Drafting is the process of putting all ideas and thought in a piece of paper which will be in the very rough form. This stage needs an editing for checking the text. It is assumed as the first version of a piece as a draft.
c.
Editing In this step revising looks at the organization, structure, and content of the writing while editing looks at the grammar and mechanic of the writing. This may look very different from both the original plan and the draft, because the things have changed in revision in the revision process.
d.
Final Draft Final draft is the end of result from a paper. To produce a good final and draft result, one of the authors had to changes and edit his paper.
4. Notion of Good Writing
Barli, (1994:13) stated that paragraph is a group of sentences which contain relevant information one main or central idea. A paragraph is a group of sentences that discuss a smaller idea. Furthermore, paragraph like an essay, it generally contains an introduction, a body, and a conclusion. Meyers (2005:13).
There are three characteristics of a good writing are follows: a. Coherence
The Latin cohere means, “hold together”. It also plays an important role in writing. It plays crucial role in making a paragraph read well. Sanggam (2008:20-21), said that “To achieve coherence, the researcher needs to use some transitions, such as however, although, fina lly, and nevertheless” b.
Cohesion The unity is synonymous with oneness. It’s mean that the unity is expressing the ideas in one paragraph. all sentences in a paragraph should state on the one thing in the topic sentence.
c.
Unity According to Alice (1981:29), Unity is an important element of a good paragraph. Every good paragraph has unity, it means that in each paragraph, only one idea main idea is discussed. The unity is synonymous with oneness. It means oneness to express the ideas in one paragraph
5. Evaluation of Writing
According Heaton (1975:146), the evaluation using analytic method or the impression method elaborate five writing components. They are: content, organization, vocabulary, grammar, and mechanics.
Table 2.1 Writing Components Component Score Criteria- – 30-27 Knowledge Excellent to Very substantive – etc.
Good 26-22 some knowledge-
Good to Average adequate range- etc
Content
21-17 limited knowledge Fair to Poor of subject
- – little substance-etc
16-13 does not show Very Poor knowledge of subject-non- substantive
20-18 fluent expression- Excellent to Very ideas clearly stated
Good 17-14 somewhat choppy-
Good to Average loosely organized but main ideas
Organization stand out
13-10 non-fluent-ideas Fair to Poor confused or disconnected-etc
9-7 does not Very Poor communicate-no organization-etc
20-18 Sophisticated Excellent to Very range-effective
Good word/idiom choice and usage-etc 17-14 Adequate range-
Good to Average occasional errors of word/idiom form, choice, usage but meaning not obscured. 13-10 limited range-
Fair to Poor frequent errors of
Vocabulary
word/idiom form, choice, usage-etc 9-7 essentially
Very Poor translation- little knowledge of English vocabulary
25-22 Effective complex Excellent to Very constructions-etc
Good 21-19 Effective but Good to Average simple constructions-etc 17-11 Major problems in
Language Use Fair to Poor simple/complex
constructions-etc 10-5 Virtually no
Very Poor mastery of sentence construction rules- etc
5 Demonstrates Excellent to Very mastery of
Good conventions-etc
4 Occasional of Good to Average spelling, punctuation-etc
3 Frequent errors of Fair To Average spelling
Mechanics
punctuation, capitalization-etc
2 No mastery of Very Poor conventions- dominated by errors of spelling, punctuation, capitalization, paragraphing
- –etc
According to Heaton (1975:146) From the previous explanation the research concludes that the criteria of scoring are:
Table 2.2 Criteria of scoring No Score Criteria1 89-100 Excellent 2 79-88 Good 3 66-78 Fair 4 46-65 Poor 5 0-45 Very poor J.
Procedure Text 1. Definition of procedure text
Knapp and Watkins (2005), explained that procedural instructions such as recipes and directions are concerned with telling someone how to do something and stages of procedural instructions are goal, material and sequence material.
Procedure text is one of text types and includes factual text as stated by Mark and Kathy (1997:3). The purpose of procedure text is to explain how something can be done. Procedure text is found in the written text in science field, art and skill, food preparation, manual book of electronic, sports and training. Basically, this text consist of tips or sequence of steps in making something or in doing such activity (Djuharie, 2007:38) in Ruswinarsih (2015:15)
2. Generic structure in procedure text
There are some generic structures in procedure text (Djuharie, 2007;Emilia, 2011) in Ruswinarsih (2015:15) a.
Goal: telling about the aim of activity and predict the conclusion might happen.
b.
Materials: materials that needed to make something or to do the activity c.
Steps consisting steps in sequential order to complete the procedure of making or doing something.
3. Language features of procedure text
There are some language features of procedure text Ruswinarsih(2015:15), they are: a.
Using action verb inform of imperative and command, such as; “pour some water into the glass”.
b.
Using simple present c. Using sequence connector, for example: first, second, then, while, next.
d.
Using number, such as three eggs, four kgs of flour.
e.
Using words, phrase or clause which indicate when certain step will be done. For example: when the spot is dry,record the time it has taken. f.
Sometimes using adverb of manner, or words, phrase, and clause which indicate of how to do something. For example: with the measuring jug, fill the bottle.....carefully....quickly.
K. Picture Series 1. Definition of Picture Series
Picture series is one of the good ways to use in teaching speaking, writing and reading. Picture series is a series of images that many in the interest by students to help in the learning process. Many students interesting with a picture series, they enjoy and easy to understanding the lesson. Picture series can make the students will be interested in answering all questions about the picture when the teacher gave an assignment.
Aschawir (2014:90), said that series pictures are one of alternative m edia that can give some contributions to dig up students’ potential in writing. According to Will Eisner in Ali Aschawir (2014:99), explain that series pictures are as pictures order or pictures sequence. Picture series is an alternative media to help student in learning process, it can help improve their skill in writing, reading and speaking skill.
2. Source of Picture Series
There are some ways to find sources of picture which is can use in teaching learning. From Wright (1989:182-187) that are: a.
Newspaper
Pictures in newspaper are not produced well, there are some pictures is bad. However, many people can find an old newspaper everywhere, and in the newspaper you can find different pictures depending on the news at the time.
b.
Magazine In many countries these are the major source of useful picture material of high quality, though they are rarely free.
c.
Advertisement and publicity These include direct mail leaflets, poster, and advertisements in magazines and newspaper.
d.
Holiday brochures A brochure is a description of an object. Many brochures gave informationto reader about your residence or other places.
e. Business brochures
Companies create flayers to let customers know about the items being offered. Banks and post office can be a good source of general images.
f.
Catalogues In various countries the catalog is known as a source of material images very much. In Britain, there is a catalog with a variety of images every object can be encountered in large stores, such as beds and other transportation.
Calendar g.
There are many pictures in the calendar, usually a fairly large picture and can be used for the learning process in the class.
h. Greeting Cards
Most greeting cards use interesting drawing images. The range of subject is very wide, and in especially event chooses to “say” something to the receiver. There is greeting card for various celebrations, and wishing to well if there are other people was sick, saying congratulation to them which was success. Postcards i.
In the post card of each subject can be a picture. Postcards are often related with writing so postcards are not just for picture, but there are some written. Reproduction of art j.
Painting, drawing, and art photographs are reproduced on postcards, greeting cards, calendars, in books, and as separate available in shops and galleries.
k. Posters
Posters are made with a large size to be viewed from a distance and can be used in the class.
Wall charts l.
Wall charts are produced by some institution to explain what is done in or by institution: how steel is made, how a firm exports around the world, how to grow rice, how to deal with a road accident, the journey of a letter.
Instruction m.
Instruction for doing something like when cooking or using a jacket a life usually include an image of how to use it.
n. Old books
It is same to throw away a book if it contains illustrations. Old children’s books are a particularly good source of illustrations which can often charm older student. Old books are often too decrepit or dated to keep, but they may contain unique illustrations.
Comics and cartoon strips o.
Comics and cartoon strips created with full picture. Comics and cartoon strips is a sequential image and written with narrative stories.
Comics and cartoon strips that have been published in drawing with many various photos.
Family photographs and slides p.
There are also family photos that are used in the learning process is usually made in the presentation at the show. However, there are photos and slides which are not want to save and don’t to look at. q.
Stamps Most stamps have pictures of them. The clear way to used stamps is to say as stamps: where come from, why must choose a design, how the score, and others. The stamps can put in others cards and used as “play” cards for group work. r.
Playing cards There are images in playing cards. The card is made as an early goal in the learning process and in the learning process teacher uses images as a medium to achieve the aim of the language understanding. s.
Wrapping papers Wrapping paper is usually designed with pictures. Repetition of the design means that pairs of pictures are available. t.
Course book Usually in the course book have pictures. These pictures can be used in ways which the author does not suggest. u.
The teacher’s and student’s own drawing
Of course, it is useful if the teacher has drawing skill and if there is talented students in the class. However, it is not be artistically talented in order to produce good picture. v.
Photocopying Picture can be photocopied, but if they are in copyright, only by permission. Some countries have schemes whereby schools can acquire a blanket license for photocopying. In others countries permission should be obtained from the copyright holder. However, the photocopying machine may be used by the teacher to make picture, for example, by photocopying objects such as keys, ticket.
3. Some Roles for Writing
There are some roles for picture series in writing, by Wright (1989:17) they are: a.
Pictures can motivate the students and make him or her want to pay attention and want to take part.
b.
Pictures contribute to the context in which the language is being used. They bring the world into the classroom (a street scene or a particular object, for example, a train) c. The pictures can be described in a objective way (‘this is train’) or interprete d (‘it’s probably a local a train’) or responded to subjectively (I like travelling by train) d.
Picture can use responses to questions or cue substitutions through controlled practice.
e.
Picture can stimulate and provide information to be referred to in conversation, discussion and storytelling.
L. Minimum Passing Grade (KKM) 1.
Definition of Minimum Passing Grade According to Depdiknas Minimum passing grade is the passing grade study which is decided by education unit.
2. The Function of Minimum Passing Grade
b.
As a reference for a learners to prepare themselves in following learning process.
There are some functions of minimum passing grade, they are: a. As a reference for teachers to assess competency of learners in accordance with the basic competence (KD) of a lesson or standard of competence (SK).
As a target of the achievement material based on SK/SD.
d.
As one of the instruments in conducting evaluation learning process.
(Jaya, 2013).
3. The minimum passing grade (KKM) decided by the school at the beginning of the first year by taking into account:
a.
Intake (average ability of learners)
c. b.