The effect of using picture series and dialogues in teaching writing on the students' writing achievement of the second year students in SMUK. Santo Hendrikus Surabaya - Widya Mandala Catholic University Surabaya Repository
AIIDDIALOGUES
SERIES
PICTURE
OFUSIiIG
THEEFFECT
I}ITEACHIilGTURMilG
ACHIEIIEilIEIIT
TTRMIG
STUDE}ITS'
ONTTIE
SIUDET{TS
YEAR
OFTHESECO}ID
SURABAYA
HEIIDR]KUS
I}IS]IIUK.
SA}TTO
A THESIS
By:
C. INwlN DAMAYANTI
T'NTVERSTTAS
KATOUK WIDYAMAiTDAIA $'N,ABAYA
FAKT,LTASI(EGURUANDA}I IIJTIT'PE}IDIDITGN
JURUSANBNr/rSA DAlf SEN!
PROGRAMPENDIDIKANBN|/ISA INGGRIS
JT'NET99E
THEEFFECT
OFUSII{G
DIALOGUES
PICTURE
SERIES
AI.ID
INIEACHING
WRTflNG
OilTHESTUDEiITS'
WRlTlilG
ACH|EI'EIUIENT
YEAR
OFTHESECOIID
SruDEilTS
INSTilUK.
HETIDRIKUS
SAIITO
SURABAYA
A THESIS
In r Pedel Fulflllrnontofltr Rcqulnm.ntt
for lhr ttedrne Pcndldllrn Dcgnc
in Englbh Lrngurgr Terchlng
By:
C. I,RWIN DAMAYANTI
w
UNIVERSITASKATOUK WIDYA MANDATA SURABAYA
DAIII IIIIU PENDIDIKAN
FAKT,LTASKEGT,,RUAN
JURUSANBATIASADA}I SENI
PROGRAMPET{DIDIKANBAHASAINGGRIS
JLNE1998
APPROVAL SHEET
(1)
This thesis entitled
and preparedand submitied by C. Erwin Damayanti
has been approved and acceptedas the partial fulfillment of the requirement for
the Sarjana Pendidikan degree in English Language Teaching by the following
advisors.
DR. VeronicaL. Diptoadi.M.Sc
First Advisor
APPROVAL SHEET
(2)
This thesishas beenexaminedby the Committeeon Oral Examination
with gradeol
on June30. 1998
I
t
Drs.MP. Soetrisno.
M.A
Chairman
Member
Member
*-fft{'..-
-+
Drs. V. Luluk Prijambodo
Member
ru#tQ
the TeacherTraining
of theEnglishDept.
l1
ACKNOWLEDGEMENT
Above all, the writer would like to give thanks to God All the Mighty for
His blessing, His grace, and His guidance to the writer in accomplishing her
thesis. The writer would also give her deepestthanks to those who have assisted
her in any situation and condition to finish this thesisas follows:
1. Her advisors, Dr. veronica L. Diptoadi, MSc as her first advisor and Dra.
SusanaTeopilus, MPd as the secondadvisor. The writer gratefully thanks for
sparing their valuable time in guiding and giving many advantagesadvisesto
her to bring this thesis to the end.
2. Drs. I Nyoman Arcana, for his assistanceand guidancein calculating the data.
3. Dra. Magdalena I. Kartio, MA, for her valuable advice related to the scoring
technique.
4. The Head Master of SMUK. St. Hendrikus Surabaya,Mr. Kris Djamari, for
his kindness in permitting the writer conducts her experimental study in his
school
5. The English teacher of SMUK. St. Hendrikus, for his willingness to let the
writer used his classesto conduct her study and for all his helps.
6. Her parents,Drs. Ign Soerono, and Th. Sri Suwami, thanks so much for their
constantprayers and supports.Her brother and sisters,for their encouragement
in every difficult situation.
7. Her fianc6, Aria Immanuel R., thanks for all his assistantsand his presenceto
give precious spirit.
8. All the secondyear studentsof SMUK. St. Hendrikus, for their willingness in
following every treatmentsso the writer could obtain the data.
The writer would also like to give her thanks to those who have helped her
accomplishedthis thesis but cannot mention here. Shebelieves without them, she
couldn'tfinish herthesis.
The writer
lll
TABLE OF CONTENTS
A P P R O V A LSH E E T(1 ) ... ...
APPROVALSHEET(2) . ...
ll
ACKNOWLEDGEMENT
lll
T A B L EO F C O N T E N T.S. . . . . . . , . . . . .
1V
ABSTRACT
ix
INTRODUCTION
1 . 1B a c k g r o u n d o f t h e S t u
. .d. .y. . . .
1 . 2S t a te me n to
thfe P ro b l e m
. . . . . . . . . .1.
.........4
1 . 3O b j e c t i voef t h eS t u d y . .
..................5
l.4SignificantoftheStudy..
1 . 5S c o p e a n d L i m i t a t i o n . . . . . . . . . .
v
1 . 6H y p o t h e s i s . . . - . . . . . . .
..............5
...................5
U)
l.7DefinitionofKeyTerms..,.....
1 . 8T h e o r e t i cFar la m W
e ork..........
1 . 9O rg a n i za tio fnth eT h e si s..
.............6
............7
..........8
II. REVIEW OFRELATED LITERATURE
2 . 1 R e v i e wo f R e l a t e dS t u d y . . . . . . .
9
2.2 UnderlyingTheories....
l0
2.2.1Writing as a LanguageSkill........
lv
l0
2.Z.2NwrativeWriting..
lz
2.2.2.1Pointof View of Nanation.
2.2.Z.2pacing.
13
. . . . . . . . . . . .t.4
2.2.2.3Chronology.
15
2 .2 .2 .4 T ra n si tion..
...... 16
2.2.3TeachingWritingatSMU.......
. . . . . . . . .1 6
2.2.4TheUse
of Pictures
Series
andDialogues
in TEFL....l7
Z.Z.+itfneUseof PictureSeriesin teachingWritinglg
2.2.4.1.1
NarrativeWritingthrough
PictureSeries..
. . . . . . . . . . .2. 0
2.2.4.1.2
TheCriteriain Selecting
P i c t u rSe e r i e s . .
. . . .. . . . . . . 2 1
2.2.4.2Dialogueasan aidto teachWriting.. .. . . . . ... 22
2.2.4.2.1
NarrativeWritingthrough
Dialogue....
.....24
2.2.4.2.2
TheCriteriain Selecting
Dialogue.25
III. METHODOLOGY OF RESEARCH
3.2 PopulationandSample
3.3 Material..
.. . .... 28
29
...hil
\--'
3.5 Data Collection....
32
3.5.I Research
Instrument.
32
3.5.2ScoringTechnique....
JJ
3.5.2.1TheESL Composition
Profile
3.5.2.2
TheUsageof ESLComposition
Profile.... 34
3.5.3Procedure
in CollectinsData.
3 . 6P r o ce d uoref D a taA n a l ysi s..
35
........... 36
IV. DATA ANALYSIS AIID FINDINGS
4 . 1T h eD a t a. . . . . . . . . .
.. . . . . . 3 8
4 . 2 T he D a ta A n a l ysi sa n d Findings
..........41
4.2.I Findingsof theTotalResultof theTreatments.
.... ... 42
4.2.2F indingsof theTestof theFirstTreatment. . .. . . . . ... . 43
4.2.3Findings
of theT€stof theSecond
Treatment
..........44
4,2.4Findings
of theTestof theThirdTreatment
........... 45
4.3lnterpretationoftheFindings
V. CONCLUSIONAi\D SUGGESTION
vl
.......... 45
APPENDICES
l. Lessonplans
2. The Catur wulan Scores:
3. The Calculation of Catur wulan Scores
4. The Writing Scores(First Scoring)
5. The Writing Scores(Rescoring)
6. The Calculation of the Treatments
7. The Modifrcationof ESL Compositionprofile
8. The t-table
9. The Examplesof the Students' Works.
vl1
LISTS OF TABLES
3.1Tableof Research
Design
3.2 Tableof The Distinctionbetweenthe treatment
3.3Tableof Schedule
of Treatments
4.1 Tableof the Scoresof the Treatments
of GroupA
4.2Tableof the Scoresof the Treatments
of GroupB
4.3 Tableof theResultof theCalculation
4,4 Tableof the Resultof the t-observation
vlll
ABSTRACT
Damayanti,c. Erwin, 1998.The Effect of Using picture series and Dialoguesin
Teaching writing on the students' writing Achievement of the Second
Year Students in SMUK St. Hendrikus Surabaya.Thesis. program Study
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu pendidikan
Universitas Katolik Widya Mandala Surabaya.
Advisors:Dr. VeronicaL. Diptoadi,M.Sc
Dra. SusanaTeopilus,M.pd
According to the 1994 curriculum, Reading is put as the primary language
.
skill that should be leamed by the senior high school students.Even though in the
class room teaching leaming activity writing skill does not get much emphasis,it
is also an important language skill that should be learnt. writing skill could
facilitate studentsto be able to communicatenot only in spoken but also written
although it is not easy for them to master it. some factors are found to be the
sourceof their difficulties in leamingto write.
certain techniquesshouldbe appliedas the teachingaids in order to assist
the studentsto overcometheir difficulty in leaming to write. In this study, picture
seriesand dialoguesare chosenas the altemative teaching aids to teach studentsto
write a narrative paragraph.Picture series can eraseboredom in the class room
and it can also arise the students' motivation to learn to write. Meanwhile,
dialogues bring a new atmosphereinto the classr-oom.Students become more
active in following the writing class. The dialogue itself consists of information
that can guide students in making a composition such as grammar pattems and
vocabularies. Through this experirnentalstudy, the writer wants to find out the
effect of using those two techniqueson the students'writing achievementand also
to find out which one is better to be usedto teachnarrative writing.
This experimentalstudy is a quasi study. The subjectsofthis study are not
really randomized. The subjects are taken from the second year students in
SMUK. St. Hendrikus Surabaya.There are two groups to be compared. One
group gets picture series as the treatments and the other gets dialogues. Each
group experiences tfuee times treatments. The result of every treatment was
calculated and analyzed whether there is a significant difference between the
groups by using the t-test formula.
After the results have been calculatedand analyzed,it is found out that the
difference between the groups are significant. It means that there is a significant
difference between the group taught by using picture series and the group taught
by using dialogues. The writer also found out that picture series gave more
positive influence on the students' writing achievementthan dialogues. For the
second year studentsof SMUK. St. Hendrikus Surabaya,picture series are more
interesting and more easily to be learnt than dialogues,
ix
SERIES
PICTURE
OFUSIiIG
THEEFFECT
I}ITEACHIilGTURMilG
ACHIEIIEilIEIIT
TTRMIG
STUDE}ITS'
ONTTIE
SIUDET{TS
YEAR
OFTHESECO}ID
SURABAYA
HEIIDR]KUS
I}IS]IIUK.
SA}TTO
A THESIS
By:
C. INwlN DAMAYANTI
T'NTVERSTTAS
KATOUK WIDYAMAiTDAIA $'N,ABAYA
FAKT,LTASI(EGURUANDA}I IIJTIT'PE}IDIDITGN
JURUSANBNr/rSA DAlf SEN!
PROGRAMPENDIDIKANBN|/ISA INGGRIS
JT'NET99E
THEEFFECT
OFUSII{G
DIALOGUES
PICTURE
SERIES
AI.ID
INIEACHING
WRTflNG
OilTHESTUDEiITS'
WRlTlilG
ACH|EI'EIUIENT
YEAR
OFTHESECOIID
SruDEilTS
INSTilUK.
HETIDRIKUS
SAIITO
SURABAYA
A THESIS
In r Pedel Fulflllrnontofltr Rcqulnm.ntt
for lhr ttedrne Pcndldllrn Dcgnc
in Englbh Lrngurgr Terchlng
By:
C. I,RWIN DAMAYANTI
w
UNIVERSITASKATOUK WIDYA MANDATA SURABAYA
DAIII IIIIU PENDIDIKAN
FAKT,LTASKEGT,,RUAN
JURUSANBATIASADA}I SENI
PROGRAMPET{DIDIKANBAHASAINGGRIS
JLNE1998
APPROVAL SHEET
(1)
This thesis entitled
and preparedand submitied by C. Erwin Damayanti
has been approved and acceptedas the partial fulfillment of the requirement for
the Sarjana Pendidikan degree in English Language Teaching by the following
advisors.
DR. VeronicaL. Diptoadi.M.Sc
First Advisor
APPROVAL SHEET
(2)
This thesishas beenexaminedby the Committeeon Oral Examination
with gradeol
on June30. 1998
I
t
Drs.MP. Soetrisno.
M.A
Chairman
Member
Member
*-fft{'..-
-+
Drs. V. Luluk Prijambodo
Member
ru#tQ
the TeacherTraining
of theEnglishDept.
l1
ACKNOWLEDGEMENT
Above all, the writer would like to give thanks to God All the Mighty for
His blessing, His grace, and His guidance to the writer in accomplishing her
thesis. The writer would also give her deepestthanks to those who have assisted
her in any situation and condition to finish this thesisas follows:
1. Her advisors, Dr. veronica L. Diptoadi, MSc as her first advisor and Dra.
SusanaTeopilus, MPd as the secondadvisor. The writer gratefully thanks for
sparing their valuable time in guiding and giving many advantagesadvisesto
her to bring this thesis to the end.
2. Drs. I Nyoman Arcana, for his assistanceand guidancein calculating the data.
3. Dra. Magdalena I. Kartio, MA, for her valuable advice related to the scoring
technique.
4. The Head Master of SMUK. St. Hendrikus Surabaya,Mr. Kris Djamari, for
his kindness in permitting the writer conducts her experimental study in his
school
5. The English teacher of SMUK. St. Hendrikus, for his willingness to let the
writer used his classesto conduct her study and for all his helps.
6. Her parents,Drs. Ign Soerono, and Th. Sri Suwami, thanks so much for their
constantprayers and supports.Her brother and sisters,for their encouragement
in every difficult situation.
7. Her fianc6, Aria Immanuel R., thanks for all his assistantsand his presenceto
give precious spirit.
8. All the secondyear studentsof SMUK. St. Hendrikus, for their willingness in
following every treatmentsso the writer could obtain the data.
The writer would also like to give her thanks to those who have helped her
accomplishedthis thesis but cannot mention here. Shebelieves without them, she
couldn'tfinish herthesis.
The writer
lll
TABLE OF CONTENTS
A P P R O V A LSH E E T(1 ) ... ...
APPROVALSHEET(2) . ...
ll
ACKNOWLEDGEMENT
lll
T A B L EO F C O N T E N T.S. . . . . . . , . . . . .
1V
ABSTRACT
ix
INTRODUCTION
1 . 1B a c k g r o u n d o f t h e S t u
. .d. .y. . . .
1 . 2S t a te me n to
thfe P ro b l e m
. . . . . . . . . .1.
.........4
1 . 3O b j e c t i voef t h eS t u d y . .
..................5
l.4SignificantoftheStudy..
1 . 5S c o p e a n d L i m i t a t i o n . . . . . . . . . .
v
1 . 6H y p o t h e s i s . . . - . . . . . . .
..............5
...................5
U)
l.7DefinitionofKeyTerms..,.....
1 . 8T h e o r e t i cFar la m W
e ork..........
1 . 9O rg a n i za tio fnth eT h e si s..
.............6
............7
..........8
II. REVIEW OFRELATED LITERATURE
2 . 1 R e v i e wo f R e l a t e dS t u d y . . . . . . .
9
2.2 UnderlyingTheories....
l0
2.2.1Writing as a LanguageSkill........
lv
l0
2.Z.2NwrativeWriting..
lz
2.2.2.1Pointof View of Nanation.
2.2.Z.2pacing.
13
. . . . . . . . . . . .t.4
2.2.2.3Chronology.
15
2 .2 .2 .4 T ra n si tion..
...... 16
2.2.3TeachingWritingatSMU.......
. . . . . . . . .1 6
2.2.4TheUse
of Pictures
Series
andDialogues
in TEFL....l7
Z.Z.+itfneUseof PictureSeriesin teachingWritinglg
2.2.4.1.1
NarrativeWritingthrough
PictureSeries..
. . . . . . . . . . .2. 0
2.2.4.1.2
TheCriteriain Selecting
P i c t u rSe e r i e s . .
. . . .. . . . . . . 2 1
2.2.4.2Dialogueasan aidto teachWriting.. .. . . . . ... 22
2.2.4.2.1
NarrativeWritingthrough
Dialogue....
.....24
2.2.4.2.2
TheCriteriain Selecting
Dialogue.25
III. METHODOLOGY OF RESEARCH
3.2 PopulationandSample
3.3 Material..
.. . .... 28
29
...hil
\--'
3.5 Data Collection....
32
3.5.I Research
Instrument.
32
3.5.2ScoringTechnique....
JJ
3.5.2.1TheESL Composition
Profile
3.5.2.2
TheUsageof ESLComposition
Profile.... 34
3.5.3Procedure
in CollectinsData.
3 . 6P r o ce d uoref D a taA n a l ysi s..
35
........... 36
IV. DATA ANALYSIS AIID FINDINGS
4 . 1T h eD a t a. . . . . . . . . .
.. . . . . . 3 8
4 . 2 T he D a ta A n a l ysi sa n d Findings
..........41
4.2.I Findingsof theTotalResultof theTreatments.
.... ... 42
4.2.2F indingsof theTestof theFirstTreatment. . .. . . . . ... . 43
4.2.3Findings
of theT€stof theSecond
Treatment
..........44
4,2.4Findings
of theTestof theThirdTreatment
........... 45
4.3lnterpretationoftheFindings
V. CONCLUSIONAi\D SUGGESTION
vl
.......... 45
APPENDICES
l. Lessonplans
2. The Catur wulan Scores:
3. The Calculation of Catur wulan Scores
4. The Writing Scores(First Scoring)
5. The Writing Scores(Rescoring)
6. The Calculation of the Treatments
7. The Modifrcationof ESL Compositionprofile
8. The t-table
9. The Examplesof the Students' Works.
vl1
LISTS OF TABLES
3.1Tableof Research
Design
3.2 Tableof The Distinctionbetweenthe treatment
3.3Tableof Schedule
of Treatments
4.1 Tableof the Scoresof the Treatments
of GroupA
4.2Tableof the Scoresof the Treatments
of GroupB
4.3 Tableof theResultof theCalculation
4,4 Tableof the Resultof the t-observation
vlll
ABSTRACT
Damayanti,c. Erwin, 1998.The Effect of Using picture series and Dialoguesin
Teaching writing on the students' writing Achievement of the Second
Year Students in SMUK St. Hendrikus Surabaya.Thesis. program Study
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu pendidikan
Universitas Katolik Widya Mandala Surabaya.
Advisors:Dr. VeronicaL. Diptoadi,M.Sc
Dra. SusanaTeopilus,M.pd
According to the 1994 curriculum, Reading is put as the primary language
.
skill that should be leamed by the senior high school students.Even though in the
class room teaching leaming activity writing skill does not get much emphasis,it
is also an important language skill that should be learnt. writing skill could
facilitate studentsto be able to communicatenot only in spoken but also written
although it is not easy for them to master it. some factors are found to be the
sourceof their difficulties in leamingto write.
certain techniquesshouldbe appliedas the teachingaids in order to assist
the studentsto overcometheir difficulty in leaming to write. In this study, picture
seriesand dialoguesare chosenas the altemative teaching aids to teach studentsto
write a narrative paragraph.Picture series can eraseboredom in the class room
and it can also arise the students' motivation to learn to write. Meanwhile,
dialogues bring a new atmosphereinto the classr-oom.Students become more
active in following the writing class. The dialogue itself consists of information
that can guide students in making a composition such as grammar pattems and
vocabularies. Through this experirnentalstudy, the writer wants to find out the
effect of using those two techniqueson the students'writing achievementand also
to find out which one is better to be usedto teachnarrative writing.
This experimentalstudy is a quasi study. The subjectsofthis study are not
really randomized. The subjects are taken from the second year students in
SMUK. St. Hendrikus Surabaya.There are two groups to be compared. One
group gets picture series as the treatments and the other gets dialogues. Each
group experiences tfuee times treatments. The result of every treatment was
calculated and analyzed whether there is a significant difference between the
groups by using the t-test formula.
After the results have been calculatedand analyzed,it is found out that the
difference between the groups are significant. It means that there is a significant
difference between the group taught by using picture series and the group taught
by using dialogues. The writer also found out that picture series gave more
positive influence on the students' writing achievementthan dialogues. For the
second year studentsof SMUK. St. Hendrikus Surabaya,picture series are more
interesting and more easily to be learnt than dialogues,
ix