THE EFFECT OF USING WORDLESS PICTUREBOOK ON STUDENTS ACHIEVEMENT IN WRITING NARRATIVE TEXT.
THE EFFECT OF USING WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
SOLY NOVALYA SINAGA
REGISTRATION NUMBER: 2103121045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
THE EFFECT OF USING WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
SOLY NOVALYA SINAGA
REGISTRATION NUMBER: 2103121045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
Abstract
Sinaga, Soly Novalya. 2103121045. The Effect of Using Wordless Picture
Book on Students’ Achievement in Writing Narrative Text. A Thesis.
Faculty of Languages and Arts. State University of Medan. 2014.
This study was conducted as an attempt to discover the effect of using Wordless
Picture Book on students’ achievement in writing narrative text. It was an
experimental research. The subject was students of Grade XI, Assisi Senior High
School (Sekolah Menengah Atas: SMA) Assisi. Two classes from five parallel
classes were taken by cluster random sampling which divided into two groups, 28
students as control group and 28 students as experimental group. The instrument
used in this research is to find quantitative data. The analysis in were showed that
the scores of the students in the experimental group were significantly higher than
the scores of the students in the control group at the level of significant = 0.05
with the degree of freedom (df) 54, t-observed value 2.679 > t-table value > 2.004.
The findings indicate that using Wordless Picture Book significantly affected the
students’ writing achievement. So, English teachers are suggested to use Wordless
Picture Book in order to improve students’ achievement in writing narrative text.
Keyword : Wordless Picture Book, Writing, students’ Achievement
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest
gratitude to Jesus Christ for the blessing, health and opportunity which has
enabled her to complete it without the love of Jesus, the guidance of her lecturers,
help from friends, and support from her family. This thesis has been written in
fulfillment of the requirement of the degree of Sarjana Pendidikan of the English
Department, Faculty of languages and Arts, State University of Medan.
The writer was helped by many people through their guides, supports,
prays, comments and suggestions. The writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan; and Vice deans I, II, III.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.
Meisuri, MA., the Secretary of English Department and the Head of
English Non-Educational Program and Dra. Masitowarni Siregar,
M.Ed., the Head of English Education Program, Faculty of Languages and
Arts, State University of Medan and as the Examiner.
4. Prof. Dr. Lince Sihombing M.Pd., her Thesis Supervisor.
5. Drs. Muhammad Natsir M.Hum., her Academic Supervisor
6. Prof. Dr. Busmin Gurning M.Pd., Indra Hartoyo S.Pd, M.Hum., her
Riviewers, Examiners.
7. The Headmaster of SMA Swasta Assisi Siantar, Tiolan Simatupang,
S.Pd., M.Hum and the writer expresses her special thanks to the English
teacher Aseng Siringo-ringo S.Pd..
8. Her beloved father and mother S.Sinaga/S.Purba and L.Saragih; her
lovely brother Andi Makarios and sister May Dwitri, her lovely uncles
and aunty Pdt. Etika Saragih S.Th., M.Pd., Andohar Saragih ST.,
Nurbenawati S.Pd.
9. Her best friends in Class Regular C 2010, Vandhy Silaen, Dahlia Siburian,
Harnoi, Christine Helena., her lovely fiends Fitri Tobing SE, Chrisnalia
S.Pd, Rani Siburian, Coking Vandra Sihotang Amd..
The writer realizes that the content of this thesis is not perfect, so she warmly
welcomes any constructive suggestions that will improve the quality of this thesis.
She hopes it would be useful for those who are interested in this field of study.
Medan, December 2014
The Writer,
Soly Novalya Sinaga
NIM. 2103121045
TABLE OF CONTENTS
Page
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ......................................................................................... vii
LIST OF PICTURE ....................................................................................... viii
LIST OF APPENDIXES ............................................................................... ix
CHAPTER I INTRODUCTION .................................................................. 1
A. The background of the Study ...................................................................... 1
B. The Problem of the Study ........................................................................... 3
C. The objective of the Study .......................................................................... 4
D. The Scope of the Study ............................................................................... 4
E. The Significance of the Study ..................................................................... 4
CHAPTER II REVIEW OF LITERATURE .............................................. 5
A. Theoretical Framework .............................................................................. 5
1. Writing ............................................................................................... 5
a. Text........................................................................................... 6
b. Genre of the Text .................................................................... 8
2. Narrative Text .................................................................................... 10
a. Generic Structure of Narrative Text ......................................... 10
b. Language Feature of Narrative Text ........................................ 11
c. Types of Narrative .................................................................... 11
d. Example of Narrative ............................................................... 12
3. Teaching Writing ............................................................................... 13
4. Writing Achievement ........................................................................ 14
5. Writing Assessment ........................................................................... 15
6. Media ................................................................................................. 17
a. The Importance of Media .......................................................... 18
b. Kinds of Media.......................................................................... 18
7. Wordless Picture Book ....................................................................... 19
a. The Advantages of Wordless Picture Book .............................. 20
b. The Procedures of Wordless Picture Book ............................... 21
c. The Applying of Wordless Picture Book in Narrative Writing. 23
8. Comic ................................................................................................. 24
B. Conceptual Framework ............................................................................... 25
C. Hypothesis ................................................................................................... 28
CHAPTER III RESEARCH METHODOLOGY ....................................... 29
A. Research Design .......................................................................................... 29
B. Population and Sample ................................................................................ 30
C. The Instrument for Collecting Data ............................................................ 30
D. The Procedures of Research ........................................................................ 30
E. Validity of the Test ...................................................................................... 33
1. Internal Validity.................................................................................. 34
2. External Validity ............................................................................... 34
F. Rubric .......................................................................................................... 35
G. Technique for Analyzing the Data .............................................................. 37
CHAPTER IV THE DATA AND DATA ANALYSIS................................ 39
A. The Data ...................................................................................................... 39
B. Data Analysis ............................................................................................. 41
C. Hypothesis Testing ..................................................................................... 43
CHAPTER V CONCLUSION AND SUGGESTION ................................. 45
A. Conclusion .................................................................................................. 45
B. Suggestion ................................................................................................... 45
REFERENCES .............................................................................................. 46
LIST OF TABLES
Page
Table 1.1 The Students’ Score of Writing Test ............................................... 2
Table 2.1 The Example of Narrative Text ....................................................... 12
Table 3.1 Research Design............................................................................... 29
Table 3.2 Teaching Procedure in Experimental Group.................................... 31
Table 3.3 Teaching Procedure in Control Group ............................................. 32
Table 3.4 Rubric............................................................................................... 35
Table 4.1 Pre-test and Post test Score of Experimental Group ........................ 39
Table 4.2 Pre-test and Post test Score of Control Group ................................. 40
LIST OF APPENDIXES
Page
Appendix A : Lesson Plan ............................................................................... 47
Appendix B : The Result of Pre-Test and Post-Test
of Experimental Group and Control Group .............................. 62
Appendix C : The Calculation of the T-Test.................................................... 64
Appendix D : Percentage Points of The T Distribution ................................... 67
REFERENCES
Arikunto, Suharsimi. 2006 . Prosedur Penelitian : Suatu Pendekatan Praktik.
Jakarta : Rineka Cipta.
Best, John. W. 2002. Research in Education. New Delhi : Prentice Hall.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
New York : Longman Group.
Devine, T. G. 1987. Making Sense of Functional Grammar. Sydney : Gerb
Stabler.
Fulton, M, Janet. 2006. Talking About Wordless Picture Books. New York.UPS.
Heaton, J.B.1988. Writing English Language Test. New York: addition Longman
Group
Hyland, K. 2002. Teaching and Researching Writing. Britain: Pearson Education.
Knapp, P and Watkins, M. 2005. Genre, Text, Grammar. Sydney : University of
New South Wales.
Patel, M.F and Jain, M. 2008. English Language Teaching. Jaipur: Sunrise
Publisher and Distributors.
Sanggam and Shinoda, K. 2008. Generic Text Structure. Yogyakarta: Graha
Ilmu.
http://ARenoldRendra.wordpress.com accessed on May 11th
http://Rachmatwahidi.wordpress.com accessed on March 15th
CHAPTER I
INTRODUCTION
A.
Background of The Study
English is one of international language and it is learned in a lot of
countries. English is used in a particular activity, job and education. In Education
of Indonesia, English has became the first foreign language taught at school. It
means that English becomes a subject and students are supposed to learn English
since the early ages.
In studying English, there are four aspects that will be learned, those are
listening, speaking, reading and writing. Those skills are used to build students’
language strategic competence and also to enhance their motivation to learn
English.
One of the important aspects in studying English is writing. Writing is an
activity of how people put the idea, thought and knowledge on a piece of paper.
Writing (as one of the four skills of listening, speaking, reading, writing) has
always been formed as part of the syllabus in the teaching English (Harmer,
2004:30).
Indeed, the writing skill is complex and sometimes difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgmental elements. Through writing, students are able to
express idea, opinion, experience, comment or information in the form of written
language.
Based on the writer’s teaching practice experience (PPLT) and observation
in grade XI of SMA Assisi Siantar, most of the students always got difficulties
when they were asked to write in English. Based on the observation, the writer
found the data about the writing score test in two semesters. The data can be seen
as follows:
Table 1.1 The Grade X students’ Scores of Writing Test
Semester
1st semester
2012/2013
2nd semester
2012/2013
Score
≥ 70
STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
SOLY NOVALYA SINAGA
REGISTRATION NUMBER: 2103121045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
THE EFFECT OF USING WORDLESS PICTURE BOOK ON
STUDENTS’ ACHIEVEMENT IN WRITING
NARRATIVE TEXT
A THESIS
Submitted to the English Department, Faculty of Languages and Arts, State
University of Medan, in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
By:
SOLY NOVALYA SINAGA
REGISTRATION NUMBER: 2103121045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
Abstract
Sinaga, Soly Novalya. 2103121045. The Effect of Using Wordless Picture
Book on Students’ Achievement in Writing Narrative Text. A Thesis.
Faculty of Languages and Arts. State University of Medan. 2014.
This study was conducted as an attempt to discover the effect of using Wordless
Picture Book on students’ achievement in writing narrative text. It was an
experimental research. The subject was students of Grade XI, Assisi Senior High
School (Sekolah Menengah Atas: SMA) Assisi. Two classes from five parallel
classes were taken by cluster random sampling which divided into two groups, 28
students as control group and 28 students as experimental group. The instrument
used in this research is to find quantitative data. The analysis in were showed that
the scores of the students in the experimental group were significantly higher than
the scores of the students in the control group at the level of significant = 0.05
with the degree of freedom (df) 54, t-observed value 2.679 > t-table value > 2.004.
The findings indicate that using Wordless Picture Book significantly affected the
students’ writing achievement. So, English teachers are suggested to use Wordless
Picture Book in order to improve students’ achievement in writing narrative text.
Keyword : Wordless Picture Book, Writing, students’ Achievement
ACKNOWLEDGEMENT
First and the foremost, the writer would like to express her deepest
gratitude to Jesus Christ for the blessing, health and opportunity which has
enabled her to complete it without the love of Jesus, the guidance of her lecturers,
help from friends, and support from her family. This thesis has been written in
fulfillment of the requirement of the degree of Sarjana Pendidikan of the English
Department, Faculty of languages and Arts, State University of Medan.
The writer was helped by many people through their guides, supports,
prays, comments and suggestions. The writer would like to express her sincere
gratitude to:
1. Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, State University of Medan; and Vice deans I, II, III.
3. Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra.
Meisuri, MA., the Secretary of English Department and the Head of
English Non-Educational Program and Dra. Masitowarni Siregar,
M.Ed., the Head of English Education Program, Faculty of Languages and
Arts, State University of Medan and as the Examiner.
4. Prof. Dr. Lince Sihombing M.Pd., her Thesis Supervisor.
5. Drs. Muhammad Natsir M.Hum., her Academic Supervisor
6. Prof. Dr. Busmin Gurning M.Pd., Indra Hartoyo S.Pd, M.Hum., her
Riviewers, Examiners.
7. The Headmaster of SMA Swasta Assisi Siantar, Tiolan Simatupang,
S.Pd., M.Hum and the writer expresses her special thanks to the English
teacher Aseng Siringo-ringo S.Pd..
8. Her beloved father and mother S.Sinaga/S.Purba and L.Saragih; her
lovely brother Andi Makarios and sister May Dwitri, her lovely uncles
and aunty Pdt. Etika Saragih S.Th., M.Pd., Andohar Saragih ST.,
Nurbenawati S.Pd.
9. Her best friends in Class Regular C 2010, Vandhy Silaen, Dahlia Siburian,
Harnoi, Christine Helena., her lovely fiends Fitri Tobing SE, Chrisnalia
S.Pd, Rani Siburian, Coking Vandra Sihotang Amd..
The writer realizes that the content of this thesis is not perfect, so she warmly
welcomes any constructive suggestions that will improve the quality of this thesis.
She hopes it would be useful for those who are interested in this field of study.
Medan, December 2014
The Writer,
Soly Novalya Sinaga
NIM. 2103121045
TABLE OF CONTENTS
Page
ABSTRACT ................................................................................................... i
ACKNOWLEDGEMENT ............................................................................. ii
TABLE OF CONTENTS .............................................................................. v
LIST OF TABLES ......................................................................................... vii
LIST OF PICTURE ....................................................................................... viii
LIST OF APPENDIXES ............................................................................... ix
CHAPTER I INTRODUCTION .................................................................. 1
A. The background of the Study ...................................................................... 1
B. The Problem of the Study ........................................................................... 3
C. The objective of the Study .......................................................................... 4
D. The Scope of the Study ............................................................................... 4
E. The Significance of the Study ..................................................................... 4
CHAPTER II REVIEW OF LITERATURE .............................................. 5
A. Theoretical Framework .............................................................................. 5
1. Writing ............................................................................................... 5
a. Text........................................................................................... 6
b. Genre of the Text .................................................................... 8
2. Narrative Text .................................................................................... 10
a. Generic Structure of Narrative Text ......................................... 10
b. Language Feature of Narrative Text ........................................ 11
c. Types of Narrative .................................................................... 11
d. Example of Narrative ............................................................... 12
3. Teaching Writing ............................................................................... 13
4. Writing Achievement ........................................................................ 14
5. Writing Assessment ........................................................................... 15
6. Media ................................................................................................. 17
a. The Importance of Media .......................................................... 18
b. Kinds of Media.......................................................................... 18
7. Wordless Picture Book ....................................................................... 19
a. The Advantages of Wordless Picture Book .............................. 20
b. The Procedures of Wordless Picture Book ............................... 21
c. The Applying of Wordless Picture Book in Narrative Writing. 23
8. Comic ................................................................................................. 24
B. Conceptual Framework ............................................................................... 25
C. Hypothesis ................................................................................................... 28
CHAPTER III RESEARCH METHODOLOGY ....................................... 29
A. Research Design .......................................................................................... 29
B. Population and Sample ................................................................................ 30
C. The Instrument for Collecting Data ............................................................ 30
D. The Procedures of Research ........................................................................ 30
E. Validity of the Test ...................................................................................... 33
1. Internal Validity.................................................................................. 34
2. External Validity ............................................................................... 34
F. Rubric .......................................................................................................... 35
G. Technique for Analyzing the Data .............................................................. 37
CHAPTER IV THE DATA AND DATA ANALYSIS................................ 39
A. The Data ...................................................................................................... 39
B. Data Analysis ............................................................................................. 41
C. Hypothesis Testing ..................................................................................... 43
CHAPTER V CONCLUSION AND SUGGESTION ................................. 45
A. Conclusion .................................................................................................. 45
B. Suggestion ................................................................................................... 45
REFERENCES .............................................................................................. 46
LIST OF TABLES
Page
Table 1.1 The Students’ Score of Writing Test ............................................... 2
Table 2.1 The Example of Narrative Text ....................................................... 12
Table 3.1 Research Design............................................................................... 29
Table 3.2 Teaching Procedure in Experimental Group.................................... 31
Table 3.3 Teaching Procedure in Control Group ............................................. 32
Table 3.4 Rubric............................................................................................... 35
Table 4.1 Pre-test and Post test Score of Experimental Group ........................ 39
Table 4.2 Pre-test and Post test Score of Control Group ................................. 40
LIST OF APPENDIXES
Page
Appendix A : Lesson Plan ............................................................................... 47
Appendix B : The Result of Pre-Test and Post-Test
of Experimental Group and Control Group .............................. 62
Appendix C : The Calculation of the T-Test.................................................... 64
Appendix D : Percentage Points of The T Distribution ................................... 67
REFERENCES
Arikunto, Suharsimi. 2006 . Prosedur Penelitian : Suatu Pendekatan Praktik.
Jakarta : Rineka Cipta.
Best, John. W. 2002. Research in Education. New Delhi : Prentice Hall.
Brown, H. D. 2004. Language Assessment Principles and Classroom Practices.
New York : Longman Group.
Devine, T. G. 1987. Making Sense of Functional Grammar. Sydney : Gerb
Stabler.
Fulton, M, Janet. 2006. Talking About Wordless Picture Books. New York.UPS.
Heaton, J.B.1988. Writing English Language Test. New York: addition Longman
Group
Hyland, K. 2002. Teaching and Researching Writing. Britain: Pearson Education.
Knapp, P and Watkins, M. 2005. Genre, Text, Grammar. Sydney : University of
New South Wales.
Patel, M.F and Jain, M. 2008. English Language Teaching. Jaipur: Sunrise
Publisher and Distributors.
Sanggam and Shinoda, K. 2008. Generic Text Structure. Yogyakarta: Graha
Ilmu.
http://ARenoldRendra.wordpress.com accessed on May 11th
http://Rachmatwahidi.wordpress.com accessed on March 15th
CHAPTER I
INTRODUCTION
A.
Background of The Study
English is one of international language and it is learned in a lot of
countries. English is used in a particular activity, job and education. In Education
of Indonesia, English has became the first foreign language taught at school. It
means that English becomes a subject and students are supposed to learn English
since the early ages.
In studying English, there are four aspects that will be learned, those are
listening, speaking, reading and writing. Those skills are used to build students’
language strategic competence and also to enhance their motivation to learn
English.
One of the important aspects in studying English is writing. Writing is an
activity of how people put the idea, thought and knowledge on a piece of paper.
Writing (as one of the four skills of listening, speaking, reading, writing) has
always been formed as part of the syllabus in the teaching English (Harmer,
2004:30).
Indeed, the writing skill is complex and sometimes difficult to teach,
requiring mastery not only of grammatical and rhetorical devices but also of
conceptual and judgmental elements. Through writing, students are able to
express idea, opinion, experience, comment or information in the form of written
language.
Based on the writer’s teaching practice experience (PPLT) and observation
in grade XI of SMA Assisi Siantar, most of the students always got difficulties
when they were asked to write in English. Based on the observation, the writer
found the data about the writing score test in two semesters. The data can be seen
as follows:
Table 1.1 The Grade X students’ Scores of Writing Test
Semester
1st semester
2012/2013
2nd semester
2012/2013
Score
≥ 70