THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY : A Quasi-experimental Study conducted in a Senior High School in Bandung.

(1)

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT

TO IMPROVE STUDENTS’ WRITING ABILITY

(A Quasi-experimental Study conducted in a Senior High School in Bandung)

A Research Paper

Submitted in Partial Fulfillment of the Requirements for SarjanaPendidikan Degree

VinaNuzululFitria 0706156

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

(2)

THE EFFECTIVENESS OF USING SERIES OF PICTURES IN TEACHING RECOUNT TEXT

TO IMPROVE STUDENTS’ WRITING ABILITY

(A Quasi-experimental Study conducted in a Senior High School in Bandung)

Oleh: VinaNuzululFitria

Sebuahskripsi yang

diajukanuntukmemenuhisalahsatusyaratmemperolehgelarSarjanapadaFakultasPendidi kanBahasadanSeni

©VinaNuzululFitria 2014 UniversitasPendidikan Indonesia

Agustus 2014

Hak Cipta dilindungi undang-undang.

(3)

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL VINA NUZULUL FITRIA

THE EFFECTIVENESS OF USING SERIES OF PICTURES IN TEACHING RECOUNT TEXT

TO IMPROVE STUDENTS’ WRITING ABILITY

(A Quasi-experimental Study Conducted in a Senior High School in Bandung)

Approved by First Supervisor,

Dr. WachyuSundayana, M.A NIP. 198502081986011001

Second Supervisor,

Lulu LaelaAmalia, S.S., M.Pd NIP.197504092007102001

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

(4)

(5)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu i

TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ...i

PREFACE ... ii

ACKNOWLEDGEMENTS ... iii

ABSTRACT ... v

TABLES OF CONTENT ... vi

LIST OF TABLE ...viii

LIST OF APPENDICES ... ix

CHAPTER I: INTRODUCTION ... 1

1.1 Background ... 1

1.2 Research Question ... 2

1.3 Aims of the Study ... 2

1.4 Limitation of the Study ... 4

1.5 Significance of the Study ... 5

1.6 Organization of the Paper ... 5

CHAPTER II: THEOROTICAL FOUNDATIONS ... 7

2.1 Dictionaries ... 7

2.1.1 Dictionaries Necessity Use ... 7

2.1.2 Kinds of Dictionary ... 8

2.1.3 Bilingual Dictionaries Use Effects ... 9

2.1.4 Dictionary Skills ... 10

2.1.5 Dictionary Use in Reading Class ... 11

2.1.6 Problem in Using Bilingual Dictionaries ... 13

2.2 Reading ... 14

2.2.1 Definition ... 14

2.2.2 Reading Class Learning Steps ... 14

2.2.3 Reading Texts for Junior High School Students ... 16

2.2.4 Problem Faced in Reading ... 17

CHAPTER III: RESEARCH METHODOLOGY ... 21

3.1 Formulation of Problems ... 21

3.2 Research Method ... 21

3.2.1 Research Design ... 21

3.2.2 Subjects ... 22

3.3 Data Collection ... 23

3.3.1 Observation ... 23

3.3.2 Document ... 23

3.3.3 Interview ... 24

(6)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ii

3.5 Data Analysis Collecting Procedure ... 25

3.5.1 Data Analysis on Observation ... 27

3.5.2 Data Analysis on Document ... 27

3.5.3 Data Analysis on Interview... 28

CHAPTER IV: FINDINGS AND DISCUSSIONS ... 29

4.1 Findings ... 29

4.1.1 Lesson Plans ... 29

4.1.2 Teaching and Learning Process ... 38

4.1.3 Evaluation ... 42

4.2 Discussions ... 44

4.2.1 How does Teacher Make Lesson Plans for Reading Class? ... 44

4.2.2 How does the Implementation of Using Bilingual Dictionaries in Reading Class? ... 51

4.2.3 How does Teacher Evaluate the Learning Process? ... 58

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ... 61

5.1 Conclusions ... 61

5.2 Suggestions ... 62

REFERENCES ... 64 APPENDICES

(7)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu iii

LIST OF TABLES

Table 2.1 : Kinds of Dictionary ... 8

Table 4.1 : Standard Competence ... 29

Table 4.2 : Basic Competence ... 30

Table 4.3 : Indicators and Learning Objectives ... 31

Table 4.4 : Learning Material ... 33

Table 4.5 : Learning Method ... 34

Table 4.6 : Instructional Media... 35

Table 4.7 : Learning Sources ... 35

Table 4.8 : Evaluation ... 36

Table 4.9 : Learning Steps ... 39

(8)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu iv

LIST OF APPENDICES 1. APPENDIX 1

Teaching Instruments: Lesson Plan

2. APPENDIX 2

Research Instruments:

 Pre-test and post-test items

 Scoring criteria onPre-test and post-test  Questionnaire

3. APPENDIX 3

 Students' Writing Score on Pre-test  Students' Writing Score on Post-test  Data Analysis of Pre-test Score  Data Analysis of Post-test Score  Questionnaire Result

4. APPENDIX 4

- Surat Keputusan Pengesahan Judul Skripsi dan Dosen Pembimbing - Surat Keterangan Penelitian

(9)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

EFFEKTIVITAS PENGGUNAAN GAMBAR BERSERI PADA PENGAJARAN TEKS RECOUNT UNTUK MENINGKATKAN KEMAMPUAN MENULIS SISWA

Oleh : Vina Nuzulul Fitria

Dosen Pembimbing 1 : Dr. Wachyu Sundayana, M.A Dosen Pembimbing 2 : Lulu Laela Amalia, S.S., M.Pd.

ABSTRAK

Penelitian yang berjudul “The Effectiveness of Using Series of Picture in Teaching Recount

Text ” bertujuan mengkaji efektifitas penggunaan gambar berseri untuk meningkatkan

kemampuan menulis siswa. Penelitian ini dilakukan di salah satu sekolah menengah atas di Bandung.

Untuk menganalisis data, digunakan desain quasi-eksperimental. Data dianalisis dengan menggunakan SPSS 17. Penelitian ini melibatkan dua kelas X yang dibagi menjadi dua kelompok; kelompok eksperimental dan kelompok kontrol. Data terutama diperoleh melalui pre-test dan post-pre-test, selain itu diberikan juga kuesioner sebagai tambahan. Hasil perhitungan t-pre-test independent pada post-test menunjukkan bahwa nilai signifikansi lebih rendah dari 0,05 (0,046 <0,05), yang berarti bahwa gambar berseri dapat meningkatkan kemampuan siswa dalam menulis teks recount. Selain itu, nilai r adalah 0,325. Hal ini berarti bahwa gambar berseri berpengaruh secara signifikan terhadap kemampuan menulis siswa. Selanjutnya, data yang diambil dari kuesioner menunjukkan bahwa sebagian besar respon siswa positif terhadap gambar berseri. Temuan ini menunjukkan bahwa penggunaan gambar berseri memberi banyak keuntungan. Gambar berseri memberi efek positif kepada siswa untuk belajar lebih banyak, terutama dalam menulis teks recount. Selanjutnya, para siswa berpendapat bahwa penggunaan gambar berseri membuat proses belajar mengajar lebih menarik karena mereka diberi kesempatan lebih untuk mengeksplorasi imajinasi dan kreativitas selama proses menulis teks recount. Oleh karena itu, sangat disarankan pada penelitian selanjutnya untuk melakukan kajian gambar berseri ini dalam keterampilan dan teknik lain.

(10)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE EFFECTIVENESS OF USING SERIES OF PICTURES

IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS' WRITING ABILITY

By : Vina Nuzulul Fitria

Main Supervisor : Dr. Wachyu Sundayana, M.A Co-Supervisor : Lulu Laela Amalia, M.Pd.

ABSTRACT

This research entitled “The Effectiveness of Using Series of Picture in Teaching Recount

Text ” was aimed to investigate the effectiveness of the use of series of picture to improve

students' writing ability. This study was conducted at a senior high school in Bandung.

To analyze the data, a quasi-experimental design was employed. The data were analyzed by using SPSS 17 for Windows. This study involved two ninth graders classes which were divided into two groups; experimental group and control group. Data were mainly attained through pre-test and post-test, in addition questionnaires were also given. The calculation result of independent t-test on post-test shows that the significance value was lower than 0.05 (0.046 < 0.05), which means that series of picture improve the students' ability in writing recount text. In addition, the r value was 0.325. It means that series of picture significantly influence the students' writing ability. Furthermore, data taken from questionnaire indicated that students' mostly response were positive toward series of picture. The finding showed that the use of series of picture gave many advantages. It gave positive effect to the students to learn more, especially in writing recount text. Furthermore, the students argued that the use of series of picture make the teaching learning process more interesting since they were let to explore their imagination and creativity along the process of writing recount text. For that reason, it is highly suggested to further researcher to conduct a study for other skill and other techniques.

(11)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1

CHAPTER 1 INTRODUCTION

This chapter provides the background of the study, research questions, the aims of the study, the significance of the study, and research method. The last part of this chapter provides the organization of the paper.

1.1 Background of the Study

Writing is an important aspect in language teaching and learning in which teacher should continue developing some techniques in teaching writing so that students can improve and master their writing ability. Alwasilah (2001:37) states that the responsibility for developing a specific or a professional writing skill is in school hands. While Heaton (1998:138) supports the importance of writing by stating:

“Writing allows us to express ourselves. Through writing we can inform others, carry out transactions, persuade, infuriate, tell how we feel, and learn to shape our thoughts, our ideas and our lives”.

It has been realized that writing skill is highly important. However, many students are not interested in writing and regard it as the most difficult skill to learn. Compared to listening, speaking and reading, writing was perceived as the most difficult to acquire for some reasons (Alwasilah, 2001:39), and this has been commonly accepted among students.

Moreover, it is important for the teacher to stimulate their students to be a creative person when they do the writing activity as writing is not only a matter of composing something but it is a form of thinking. It facilitates thought and helps us think critically.

(12)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 2

From this point of view, there are many different genres in writing such as recount, report, narrative, descriptive, news item and many more (Derewianka, 1991). Therefore, by seeing the amount of text types that should be taught by teachers to the students, the effectiveness of teaching technique, media and material has also become a great issue in teaching and learning context. In addition to that, the researcher is interested to use series of pictures as learning media to overcome students’ difficulties in improving their writing ability. The reason is because pictures can evoke students’ interest and motivation, a sense of the context of the language, and a specific point of reference or stimulus in teaching and learning activities in the classroom. In line with Harmer (1998:82), pictures can provide stimulation for writing-habit activities, so that students can describe pictures or descriptions of a figure identified in a group of photograph.

In this case, recount text is chosen as the specific genre to teach because of its social function and its familiarity to students’ life. Recount as one of the genres has appeared in both written and oral. It also can be a common media in dealing with others by giving and sharing experience. Furthermore, Marta and Gandas (2005:10) have proposed the social function of recount text that is to retell past events for the purpose of informing or entertaining. Hence, based on that view points, this present study is going to investigate the effectiveness of using series of picture in teaching recount text to improve students’ writing ability.

1.2 Research Questions

This study is conducted to answer the only problem formulated in the following question:

1. Is the use of series of pictures in teaching recount text effective to improve students’ writing ability?

1.3 Aims of the Study

Based on the question above, the research purpose is:

To find out the effectiveness of using series of picture in teaching recount text to improve students’ writing ability.

(13)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3

1.4 Significance of the Study

The results of this study are expected to give contributions to teachers to use series of pictures as one of worth using media to improve writing ability.

The most significant contribution of this study is to provide a description of series of picture and teaching writing, which will show the implementations of series of pictures in teaching writing.

The findings from this study can be used by both teachers and school board as a consideration to improve the quality of teaching writing especially in writing recount text.

1.5 The Scope of The Study

Considering the problem that has been formulated above, the scope of the study is to find out whether or not series of picture is effective to improve students’ writing ability for the first grade of senior high school students in Class IBB (IlmuBahasadanBudaya). The series of picture used in this study are some pieces of pictures in which contain pieces of story that lead students to arrange and write the complete story in the pictures with their own words.

1.6 Research Methodology

To answer the research question, it is important to select an appropriate research method. Hatch and Farhady (1982:4) state that the research method should be the most efficient way to answer the questions. The research method that is used in this study is quasi-experimental method. According to Hatch and Farhady (1982:22) experimental method involves two groups of students; the experimental and the control group. Both groups are taken as the examined group. An experimental group refers to a group of students that receives series of pictures in teaching recount text as its instrument, while a control group refers to a group of students that receives direct instruction in writing. The control group is needed for comparison purposes. The treatment is given to find out the effectiveness of using series of picture in teaching recount text to improve

(14)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 4

students’ writing ability. After conducting pre-test, treatment and post-test, the data are interpreted.

1.7 Clarification of Key Terms

In this study, there are some terms need to be clarified to avoid misinterpretation and misunderstanding of the terms used in this research. Some terms are clarified as follows:

1. Series of Picture

Series of picture in this study is the two dimensional image which illustrate people, places, or objects which is an opaque still picture (Gerlach and Ely, 1980).

2. Recount Text

Recount text in this study is a text that is used to retell for the purpose of informing or entertaining (Gerot and Wignell, 1994). Recount text contains some elements, such as social functions, generic structure, and lexicon grammatical features.

1.8 Organization of the Paper

This introductory chapter provides information on the background of the study, research questions, aims of the study, significance of the study, the scope of the study, research method, clarification of key terms, and organization of the paper. Chapter 2 presents theoretical framework of the study. It reviews theories related to recount text and the use of series of picture in teaching writing. Chapter 3 is devoted to outlining the methodology of the research. It presents the respondents of the study, instruments and stages of data collection, and steps of data analysis. Chapter 4 contains the detailed calculation of post-test scores, the calculation of experimental group scores, the calculation of control group scores,

(15)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 5

and the results of questionnaire. The paper is rounded off by Chapter 5, in which conclusions of the present study and suggestions for further research are presented.

(16)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 17

CHAPTER 3

RESEARCH METHODOLOGY

This chapter describes the methodology applied in the study. The explanations are as follow: research questions, research design, hypothesis, data collection, procedures of the study and data analysis of the study.

3.1 Research Question

This study mainly attempt to find out the effectiveness of series of pictures in teaching recount text in senior high school. Therefore, this research proposed the only research question as follow:

Is the use of series of pictures in teaching recount text effective to improve

students’ writing ability?

3.2 Research Design

The design of the study was quasi-experimental design, specifically the non-equivalent control group design. There were two groups involved; experimental group and control group. The experimental group received series of pictures in teaching writing as its treatment; while the control group received direct instruction. Furthermore, pre-test and post-test were given to the experimental and control group. The experimental design is described as follow:

Group Pre-test Treatment Post-test

A 01 X 02

(17)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 18

A01 : pre-test for experimental group A02 : post-test for experimental group AX : treatment for experimental group B03 : pre-test for control group

B04 : post-test for control group

This study has some parts which are called variables. Moreover, there are two variables, namely independent variable and dependent variable. Sugiyono (2011) states that independent variable is a variable that influences the dependent variable. On the other hand, dependent variable is a variable which is influenced by the independent variable. In this study, the use of series of pictures is the independent variable and students' writing ability is the dependent variable.

3.3. Hypothesis

Regarding Coolidge (2000) hypothesis are stated as follows:

Ho :µ1 = µ2 = there is no significant difference between the two population's means

Ha :µ1 ≠µ2 = there is significant difference between the two population's means. Specifically, this study was aimed at accepting the alternative hypothesis (Ha) namely there is a significant difference in mean adjustment level between those who receive treatment by using series of pictures and those who are not.

The hypothesis is stated as follows:

Ha :µ1 ≠µ2 = there is significant difference between the two population's means. (Coolidge, 2000)

(18)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 19

3.4 Data Collection

3.4.1 Population and Sample

This study was conducted in a senior high school in Bandung. According to Arikunto (2002) population is a whole research project. The population in this study were students of 10th grade of Class IBB (IlmuBahasadanBudaya) and MIA 1 (Matematikadan IPA) which were chosen because recount text material was given in the 10th grade.

Moreover, Coolidge (2000) states that sample is a smaller group of scores selected from the population scores. The samples of the research were two classes. The first class would be treated as an experimental group and the other would be treated as a control group. The selection of the sample was not chosen randomly, since the population technique was applied in this study.

3.4.2 Research Instruments

According to Sugiyono (2011), instrument is a tool that is used to measure the data. In addition, Sugiyono (2011) states that in the quantitative study, the quality of the instrument can be determined from the validity and reliability of the instrument, whereas the quality of gathering the data in line with the appropriate technique used. In quantitative research, instrument can be a test, interview, observation and questionnaire (Arikunto, 2012).

In this study, there were three instruments that used in collecting the data; pre-test, post-test and questionnaire. First, pre-test was administered to identify the students' ability in both groups; experimental group and control group before giving the treatment. Second, post-test was administered to know whether the series of pictures improve the students' ability in writing recount text or not. Post-test was held in the end of the research and after 4 times treatments in experimental group. The post-test was

(19)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 20

also administered to the both groups. The last, questionnaire was delivered to class IBB only as the experimental group to know students' responses toward the use of series of pictures during the teaching and learning process. The questionnaire was delivered after gaining the data from pre-test and post-test.

3.5 Research Procedures

3.5.1 Administering the Pilot Test

The pilot test was conducted to measure the validity and reliability of the instrument and to know whether or not the instruments are appropriate for the experimental and control group. In this study, the pilot test was held to the students in Class IBB (IlmuBahasadanBudaya).

The test was in written form which included five topics complemented by its series of pictures. The students were asked to write a recount text based on the topic chosen by them. In addition, the scoring rubric proposed by Brown (2004) which consists of four criteria was used. The criteria which are being assessed in this test are: content, vocabulary, generic structures and language features.

3.5.2 Administering Pre-test

As the first step of the study, pre-test was given in the beginning before the treatment. It was performed to both groups; experimental and control group. This activity was done to measure the students' ability in writing recount text. Besides that, it was also done to investigate whether the students from both groups were equal in this skill and had similar ability before receiving the treatment.

(20)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 21

The treatment was employed four times to the experimental group. The experimental group received treatment once a week. This is because the school policy only gave the researcher once a week to give the treatment to class IBB, so that the researcher might have to give the treatment very fast and effectively. This group was taught writing recount text by using series of pictures as the media during the treatment.

On the other hand, the control group was taught by using direct method. There were four procedures during the teaching and learning activities in experimental group. First, the teacher asked students to make a group of four and then distributed an example of recount text complemented by its series of pictures to each group. Second, the teacher gave a general view of recount text, such as the definition of recount text, the purpose and the generic structure. Third, the students were asked to discuss about the pictures which were given by the teacher. The last, the students were asked to write another recount text based on another series of pictures given by the teacher.

Treatments were applied in the experimental group through series of pictures. The topics were including a happy birthday, leisure time, vacation, horrible experience, my little brother and flight for the first time. Treatment schedule are shown as:

Table 3.1 Time Schedule of Treatment

No. Experimental Group Control Group

Date Material Date Material

1. February 18th, 2014 Pre-test February 22nd, 2014 Pre-test

2. February 25th, 2014

Treatment 1: Introduction to Recount Text and Series of Pictures

March 1st, 2014

Treatment 1: Introduction to

Recount Text

3. March 4th, 2014

Treatment 2: Social Function of Recount

Text

March 8th, 2014

Treatment 2: Social Function of

Recount Text 4. March 11th, 2014 Treatment 3:

Generic Structures

March 15th, 2014 Treatment 3: Generic Structures

(21)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 22

of Recount Text of Recount Text

5. March 18th, 2014

Treatment 4: Language Features

of Recount Text

March 22nd, 2014

Treatment 4: Language Features

of Recount Text

6. March 25th, 2014

Post-test & Administering Questionnaire

March 29th, 2014 Post-test

3.5.4 Administering Post-test

The post-test were conducted when the whole treatments were completed. This activity was aimed at finding the differences between students' score of both groups after the treatment. Furthermore, the form of post-test was almost similar to the pre-test.

3.5.5 Administering Questionnaire

Questionnaire was employed after conducting pre-test and post-test. It was given to the experimental group to investigate their responses toward the use of series of pictures. The close-ended questionnaire was used in this research.

In arranging the close-ended questionnaire, the writer used Likert Scaleand the students were asked to choose one of the options. This scale was used to determine people attitude, perception, and opinion. The options have the following scale:

Table 3.2 Scores of Questionnaire Response

Category of Response

Strongly Agree

Agree Disagree

Strongly Disagree

(22)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 23

This form of questionnaire consists of 12 statements with the framework as follow:

Table 3.3 The Framework of Questionnaire for the Students

No Aspects Basic Theory Item

Number Total 1. Response to the

implementation of using series of

pictures

Sudjana and Rivai (2009), there are several benefits of media; those are; first, media make students easier to catch the material given by the teacher.

Media can be used by the teacher to make teaching materials easier and clearer. Thus, the students can receive the materials delivered by the teacher easily. Second, various and interesting media make students enjoy

and fun in learning process. Third, by using media, both students and teacher can do more activity in teaching learning process.

1, 2, 3 3

2. Response to the importance of learning recount text using series

of pictures

Byrne (1995) also argues that the use of visual media in writing is potential to be used as media for writing activities as source of idea.

Sudjana and Rivai (2009) also state that teaching learning process will be more effective if the objects or events in the teaching materials are

visualized realistically to be similar with the real condition.

4, 5, 6, 7,

8, 9 6

3. Response to the lesson content given in learning recount text using series of pictures

Wright (1994) states that specifically pictures contribute to some points, such as interest, motivation, a sense of the context of the language, and a

specific reference point of stimulus.

Hornby (1973, as cited in Maulida 2008) proposes that colorful and funny pictures presented will come up students’ interest and stimulate them to

talk and to write upon a definite subject presented by pictures.

10 1

4. Response to the role of the teacher

in teaching and learning recount text using series

of pictures

Sudjana and Rivai (2009) state that one of the techniques which are considered effective as supporting means to achieve the objective in language learning process is the use of visual media as teaching media.

Wright (1994), there are three roles of pictures in writing. First, pictures can motivate the students and make them pay attention and want to take part in learning process. Second, pictures contribute to the context in which

(23)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 24

the language is being used. In other word, they bring the world into the classroom. Third, pictures can stimulate and provide information to be

referred to in conversation, discussion and story telling.

Total 12

3.6 Data Analysis 3.6.1 Scoring Technique

To acquire valid scores that define students' writing ability, there were scores and criteria which were settled to give brief explanation for every score given in assessing students' writing ability. Thus, the research adopts the rubric proposed by Brown (2004). The criteria are involving content, vocabulary, generic structure and language features.

Moreover, the details of the writing scale are sown in the following table: Table 3.4 Scoring Aspects

Aspect Score Criteria

Content 1. The content is not relevant with the topic at all.

2. There are many confusing things; many contents are not relevant with the topics, so that the meaning cannot be easily comprehended.

3. The content that is not relevant still exist but it is understandable and it is not too bad.

4. There are several words that are used irrelevantly but do not influence the intended meaning much.

5. The topic and the content are very relevant.

Vocabulary 1. Poor and irrelevant words; they do not fit the sentences meaning related to the topic and the situation given.

2. There are still lots of words used inappropriately.

3. The words have already been related with the topic and situation; however, they do not have any variation yet.

(24)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 25

but sometimes there are inappropriate words, which do not change the meaning of the sentences.

5. The words used are selected and have variation; they are relevant with the situation and condition so the meaning makes sense.

Generic Structure

1. The generic structure of the content is very bad and it does not often consist of orientation and resolution.

2. So many disorderliness are found in the content of the writing, but those do not make the readers confused yet.

3. The generic structure of the writing is not either too good nor too bad.

4. The generic structure of the writing is not in good, but this is actually not too principle.

5. Every part of the writing is in good order, either in orientation, complication, or resolution.

Language Features

1. There are many irrelevant uses of descriptive languages, many errors in using verbs, tense, and linking words.

2. There are some irrelevant uses of descriptive languages, some errors in using verbs, tense, and linking words.

3. There are a little bit irrelevant but do not change the whole meaning. Generally, it is still acceptable.

4. Generally accurate; the use of descriptive languages, verb, tense, and linking words.

5. No errors on the use of descriptive languages, verb, tense, and linking words.

3.6.2 Data Analysis on Pilot Test

Pilot test was investigated to check the validity and reliability of the instrument. Hatch and Farhady (1982) defines validity as the extent to which the results of the procedure serve the use for which they were intended. In calculating the validity value, the result of students' writing ability test on pilot test was calculated by using Pearson Product Moment.

r

xy =

N∑XY

- (

∑X) (∑Y)

(25)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 26

(Arikunto, 2002) Additionally, to know the scale of validity result of the instrument, the final result was confirmed to the criteria of the coefficient correlation. The table is as follow:

Table 3.5 The Criteria of Coefficient Correlation

Coeeficient Interval Interpretation

0.00 -- 0.199 Very Low

0.20 -- 0.399 0.40 -- 0.599

Low Fair

0.60 -- 0.799 High

0.80 -- 1.000 Very High

(Sugiyono, 2011)

After calculating the validity value, we also have to calculate the reliability from the instrument. Reliability can be defined as the extent to which a test produces a consistent result when administered under similar condition (Hatch and Farhady, 1982). The Spearman-Brown formula was used to compute data. The formula is as follow:

r

II =

2 x

r

1 +

r

(26)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 27

The criteria of the discrimination index of reliability are described in the following table:

Table 3.5 The Criteria of Discrimination Index of Reliability

Coeeficient Interval Interpretation

r ≤ 0.20 0.20 r ≤ 0.40

0.40 r≤ 0.70

0.70 r ≤ 0.90 0.90 r ≤ 1.00

Very Low Low

Fair High Very High

(Guilford: 1956, cited in Devi 2010)

3.6.3 Data Analysis on Pre-test and Post-test

Pre-test and Post-test were given to both group; experimental group and control group. The data analysis of pre-test and post-test was employed exactly the same steps as in the pilot data analysis. In addition, the data was calculated by using SPSS.

To find out the effectiveness of series of pictures in improving students' ability in writing recount text, the independent t-test formula was used in this study. Coolidge (2000) states that there are some specific assumptions that has to be fulfilled in using independent t-test appropriately. First, in each group, the participants have to be

(27)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 28

different. Second, the scores are normally distributed in each group. Third, the variances of two groups' score are equal.

The calculation covers normality distribution test, homogeneity test, and independent t-test. The procedures are as follow:

3.6.3.1 Normality Distribution Test

The statistical calculation of normality test used Kolmogorov-Smornov test by following three steps below:

1. Setting the level of significance (p) at 0.05 and establishing the hypothesis as follows: Ho: the scores of the experimental and the control group are normally distributed. Ha: the scores of the experimental and control group are not normally

distributed.

2. Analyzing the normality distribution with Kolmogorov-Smirnov test

3. Comparing the Asymp.sig with the level of significance (p). If the Asymp.sig is higher than the level of significance (0.05), the null hypothesis is not rejected, while the alternative hypothesis is rejected. It means the score are normally distributed.

3.6.3.2 Homogeneity of Variance

According to Coolidge (2000), variance homogeneity test was conducted to find out whether the two groups in independent t-test are equal or approximately equal. The homogeneity of variance test used Levene test in SPSS program. The steps are described as follows:

1. Setting the level of significance (p) at 0.05 and establishing the hypothesis as follows:

Ho: the variances of the experimental and the control group are homogenous. Ha: the variances of the experimental and the control group are homogenous.

(28)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 29

2. Analyzing the homogeneity of variance by using Levene test in SPSS

3. Comparing the Asymp.sig with the level of significance (p) for testing the hypothesis. If the Asymp.sig is more than the level of significance (0.05), the null hypothesis is not rejected, while the alternative hypothesis is rejected. It means the score are homogenous.

3.6.3.3 Independent t-test

Independent t-test was used to see whether there is a significance difference between the experimental and control groups' means. The procedures of testing the independent t-test were as follows:

1. Setting the level of significance (p) at 0.05 and establishing the hypothesis as follows:

Ho: there are no differences between students' score of experimental and control group.

Ha: there are differences between students' score of experimental and control group.

2. Analyzing the independent test by using SPSS.

3. Comparing the Asymp.sig with the level of significance (p) for testing the hypothesis. If the Asymp.sig is more than the level of significance (0.05), it can be concluded that there is no significant difference between the means of these two samples; on the other hand, the null hypothesis is accepted.

3.6.4 The Calculation of Effect Size

Effect size was used to find out the effect size in the independent t-test of the research. Furthermore, calculation of the effect size is important to be administered to determined the effect of the influence of independent variable upon the dependent variable (Coolidge, 2000). The formula is:

(29)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 30

r =

�

₊

��

where: r = effect size

t = t observe from the calculation of independent t-test df = degree of freedom

(Coolidge, 2000)

After the value of the effect size was calculated, the score was matched with the following scale:

Table 3.7 Effect Size Value

Effect Size r Value

Small Medium

Large

0.100 0.243 0.371

(Coolidge, 2000)

3.7 Data Analysis of Questionnaires

In this study, questionnaires were purposed to investigate the students' responses on the use of series of picture during the teaching of recount text to improve their ability.

The data gained from questionnaires were calculated by using the following formula:

P

= fo x 100%

n

(30)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 31

(Harris, 2010) Where:

P = percentage

fo = frequency observed n = the number of sample

(31)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

47 CHAPTER V CONCLUSIONS

This last chapter concerns on conclusion and suggestion, which elaborates the all findings based on the result of the study. This chapter is divided into two sections, the first section is conclusion and the second is suggestion.

5.1 Conclusion

The purpose of the study was to find out the effectiveness of series of pictures to improve students' writing ability.

Based on the result in chapter IV, it can be inferred that the use of series of pictures is effective to improve students' writing ability in thefirst grade of senior high school. It can be seen from the data of the independent t-test on post-test shows that the asymp.sig was lower than the level of significant (0.046 < 0.05). Based on the score gained, the null hypothesis (Ho) was rejected, which means that there was a significant difference between experimental and control group. In addition, the calculation result from the effect size also showed the r value is 0.325; the value means that the use of series of pictures has a big effect in improving students' writing ability.

In brief, the result of the study shows that the improvement in writing recount text of the experimental group is more significant than the improvement in control group.

Besides, the finding of questionnaire shows that the implementation of series of picture in teaching recount text gets positive response from the students. From the analysis result, most of the students agreed that series of picture has many advantages and grant positive effect to them, such as series of picture is able to help the students to gain their ideas, improving their vocabulary, and increasing their self confidence in writing. Moreover, series of picture also makes the learning process more interesting and meaningful, hence it can cause the students understand the material more easily.

(32)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

On the other hand, a good technique will not work well and help the students in learning if it does not fit to the students' needs, characteristics, and conditions. Still, Series of picture is unable to recover all the students' problem in writing.

5.2 Suggestion

Having accomplished the study, there are some suggestions that can be recommended for next studies in the similar field as the present study. First, in the treatment process, it is suggested to the English teacher to pay more attention in giving clear instruction to the students before doing their tasks. It is because some of the students have some difficulties in maintaining the time and feel confused to what they should do. Second, during the teaching learning process it is better to make a group of two or three persons. It is to make the learning process more effective and the teacher can control and guide them more easily.

Third, the series of pictures used in this study effectively improved the students' writing skill. For that reason, it is recommended for next studies to apply this media in other genre of text and other skills. Last but not least, this study was conducted in the first grade of senior high school in Bandung. Hence, for further study may also investigate whether series of pictures technique is also effective for students in different grades.

(33)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

(34)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 49

REFERENCES

Alwasilah, A. Chaedar. 2001. Language Culture and Education: a Portrait of Contemporary Indonesia. Bandung: Andira.\

Alwasilah, A. Chaedar and SennyAlwasilah.(2005). PokoknyaMenulis. Bandung. KiblatBukuUtama.

Anderson, M. and Anderson, K. 1997.Text Types in English. South Melbourne: McMillan Education Australia.

Arikunto, S. ProsedurPenelitianSuatuPendekatanPraktek. Jakarta: RinekaCipta. Bram, B. 1995.Write Well: Improving Writing Skill. Yogyakarta: Kanisius.

Brookes, A. and Grundy P. 1998. Beginning to Write. United Kingdom: Cambridge University Press.

Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc.

Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs: Prentice Hall.

Byrne, D. 1995. Teaching Writing Skill. London and New York: Longman Inc. Coolidge, 2000.Statistic: A Gentle Introduction. Great Britain: SAGE Publications. D'Angelo, Frank J. 1980. Process and Thought in Composition. Massachusetts:

Winthrop Publishers, Inc.

Derewianka, Beverly. 2004. Exploring How Texts Work. Australia: Primary english Teaching Association.

Dietsch, B.M. 2003. Reasoning & Writing Well. New York: McGraw - Hill companies, Inc.

Direct Instruction. Retrieved on March 20, 2014. Available at: http://www.education.com/reference/article/what-direct-instruction/

(35)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 50

Direct Teaching. 2010. Retrieved on March 20, 2014. Available at: http://www.highlandschools-virtualib.org.uk/ltt/inclusive_enjoyable/direct.htm Devi, Anita Pranita. 2010. The Use of Photo Series in Teaching Recount Text to

Improve Students' Writing Ability. UPI: Unpublished paper.

Emilia, Emi. 2008. MenulisTesisdanDisertasi. Bandung: Alfabeta.

Gerlach, Vernon S and Ely, Donald P. 1980. Teaching and Media: A Systematic

Approach (2nd Edition). United States: Prentice-Hall, INC.

Gerot, Linda and Wignell, Peter. 1994. Making Sense of Functional Grammar. Antipodean Educational Enterprise.

Gould, Diyanni and Smith. 1989. The Act of writing. New York: Random House.

Harmer, J. 2007.The Practice of English Language Teaching. New York: Pearson Education Ltd.

Harmer, J. 2004.How to Teach Writing. London and New York: Longman Inc.

Hatch and Farhady. 1982. Research Design and Statistic for Applied Linguistics. Los Angeles: Newbury House Publisher, Inc.

Heaton, 1975.Writing English Language Text. London: Longman.

Hornby, A.S. 2000.Oxford Advanced for Learner's Dictionary of Current English (6th Edition). Tokyo: Oxford University Press.

Killen, Roy. 1998. Effective Teaching Strategies. Australia: Social Science Press. Longman Dictionary of Contemporary English. 2001. Essex: Pearson Education.

Dini, Maulida. 2008. The Effectiveness of Using Series of Pictures in Teaching Narrative Writing. UPI: Unpublished paper.

Nugraha, Aditya J. 2009. Recount Text. Retrieved on February 10, 2014. Available at: http://adityadndr.blogspot.com/2009/12/recount-text.html.

(36)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 51

Oxford Learner's Pocket Dictionary.1991. Oxford University Press.

Peterson, A. 2003. 30 Ideas for Teaching Writing - National Writing Project. Retrieved on March 5, 2014.Available at http://www.nwp.rg/cs/public/print/resource/922. Priyanto, Agus D. 2009.RecountText.Retrieved on February10, 2014.Available at

http://www.soloeducenter.com/component/content/article/47-factual-genre/58-recount-text.

Reiser, R.A and Dick, W. 1996.Instructional Planning. Massachusetts: Allyn& Bacon. Sudjana, Nana and Rivai, Ahmad. 2009. Media Pembelajaran. Bandung:

SinarBaruAlgesindo.

Sugiyono, 2011.MetodePenelitianPendidikan (PendekatanKuantitatif, Kualtatif, R &D). Bandung: Alfabeta.

Sugiyono, 2010.StatistikauntukPenelitian. Bandug: Alfabeta.

Wilson, Christine C. 2011. Visual and Language Learning: Is There a Connection?.Retrieved on January 10, 2014.Available at:http://eltnewsletter.com.

(37)

Vina Nuzulul Fitria , 2013

THE EFFECTIVENESS OF USING SERIES OF PICTURE IN TEACHING RECOUNT TEXT TO IMPROVE STUDENTS’ WRITING ABILITY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 52

(1)

5.2 Suggestion

(2)

(3)

REFERENCES

Alwasilah, A. Chaedar. 2001. Language Culture and Education: a Portrait of

Contemporary Indonesia. Bandung: Andira.\

Alwasilah, A. Chaedar and SennyAlwasilah.(2005). PokoknyaMenulis. Bandung. KiblatBukuUtama.

Anderson, M. and Anderson, K. 1997.Text Types in English. South Melbourne: McMillan Education Australia.

Arikunto, S. ProsedurPenelitianSuatuPendekatanPraktek. Jakarta: RinekaCipta. Bram, B. 1995.Write Well: Improving Writing Skill. Yogyakarta: Kanisius.

Brookes, A. and Grundy P. 1998. Beginning to Write. United Kingdom: Cambridge University Press.

Brown, H. D. 2004. Language Assessment: Principles and Classroom Practices. New York: Pearson Education, Inc.

Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to Language

Pedagogy. Englewood Cliffs: Prentice Hall.

Winthrop Publishers, Inc.

Derewianka, Beverly. 2004. Exploring How Texts Work. Australia: Primary english Teaching Association.

Dietsch, B.M. 2003. Reasoning & Writing Well. New York: McGraw - Hill companies, Inc.

Direct Instruction. Retrieved on March 20, 2014. Available at: