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Jurnal Pendidikan Riama
ISSN 2089-287X (Media Cetak)
Vol. 3 No. 04. 2018
Page | 159 JURNAL PENDIDIKAN RIAMA
LPPM - STKIP Riama Medan
Sekolah Tinggi Keguruan dan Ilmu Pendidikan “STKIP” Riama Medan
IMPROVING STUDENT’S ABILITY IN WRITING SKILL OF PROCEDURE TEXT
BY USING PICTURES SERIES FOR THE EIGHT GRADE STUDENTS
OF SMP NEGERI 4 MEDAN
Oleh :
Marice Saragih 1)
1) Dosen Pendidikan Bahasa Inggris STKIP RIAMA Jl. Tritura No. 6, Harjosari
II Medan Amplas, Kota Medan, Sumatera Utara 20147
E-mail : [email protected]
Abstrak
This research is about Improving Students’ Writing Skill Of
Procedure Text By Using Picture Series For The Eighth Grade Students Of SMP
Negeri 4 Medan. The objective of this research are to find out challenges that
students’ faced in writing procedure text for the eighth grade students of SMP
Negeri 4 Medan and to find out whether writing skill of procedure text can be
improved by using picture series for the eighth grade students of SMP Negeri 4
Medan . The research methodology was an experiment research, which was
conducted in two classes, the experimental VIII-7
and control class VIII-8
as the
sample. The VIII-7
was taught by using picture series, while the VIII-8
class was
not taught by using picture series. The researcher gave writing test to gather the
data. The test had been tried out before it was used. The main purpose of
conducting the try-out was to find out the validity, and reliability. The media used
in analyzing the data was t-test formula. It was used to determine whether there
was a significance difference between the means of the experimental and control
group. The mean of pre test in experimental group is 61.37 and control group is
58.5. The mean of post-test in experimental group is 75.03 and control group is
67.40. The obtained t-test is 5.76, whereas the t-table is 2.00 for α = 5%. The t-
test value is higher than the t- table (5.76 > 2.00). Based on the result, pictures
series can improving writing skill in SMP N 4 medan. Finally, the researcher
suggests to the teachers that they should use picture series as one of the media in
teaching writing of proceduret text
Keywords: Writing Skill, Procedure Text, Picture Series
INTRODUCTION
Language is very important for someone to communicate with others.
Communities need to communicate to understand one each other. Therefore,
language is essential for life. Without language, it is impossible to
communicate within society. Language as a system of communication enables
humans to cooperate. Language is a part of the culture of a community. Humans
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use language as a way of signaling identity with one cultural group and difference
from others.
As the foreign language, English has become a tool for international
communication in transportation, commerce, banking, tourism, process of
technology, diplomacy, and scientific research Nunan in Cahyono, (2010:91). It
is formally thought students of elementary school, junior and senior high
school, and even to university. An English teacher has to know about strategie to
guide the students in order to get better result in learning. The teacher who has
important role must guide the students to have creativity in classroom. If strategy
is not suitable with situation of the class, the teaching and learning will not be
successful.
The basic of teaching and learning English is to make students able to
master four language skills; those are listening, speaking, writing and reading.
Writing is an important English skill that has to be learned beside the other
language skills. Writing is a communicative act; it is a way of sharing
information, thoughts, experiences, or ideas, between ourselves and others
Cahyono, (2009:16). Among other language skill, writing is considered the
most difficult skill since it involves several component including contents,
vocabularies, rhetorics, grammatical structures, and mechanics, such as
punctuation and capitalization.
According to Harmer in Cahyono (2011: 13), in junior high school
students are young learner. The students in this ages have several characteristics
which are different from adults in learning a language. In this case, they have to
learn some texts such as narrative, descriptive, recount, report and procedure texts.
Unfortunately, many students of junior high schools are not good enought
in writing. The students consider that writing is one of the most difficult language
skill because they are demended to express their ideas in written English
appropriately. It means that in teaching junior high school students, teachers need
to be creative in correlating the main topic to the real situation and students can
learn the linguistic features automatically.
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Teaching materials and media are developed by teacher in teaching and
learning activities. Techniques and approaches to teach skills, in this case, writing
influenced by the use of media. Therefore, the materials will give more power to
motivate the students to learn English. Then, students get the interesting media
and it will help them to learn English easily.
Learning use media have a great influence in education system to explore
students‟ ability. Teaching learning activities in the classroom have used learning
media to facilitate the teacher and students‟ knowledge. In addition, learning
media must be suitable with the lesson plan that is used by teachers.
Teachers as facilitator, must be well-prepared to teach students in front of
the class. Then, teachers give interesting things to support students learning
activities, especially when teachers teach writing. The media such as pictures, can
be used as a guideline for students in completing a task.
A good writing was done with appropriate rules and principles that
applicable by teacher to teach students in writing. Furthermore, the use of media
can help students to select for the idea, grammatical accuracy, vocabulary, and
correct organization of contents.
The reasons of the researcher for choosing the topic are first, writing is one
of the basic skills that have to be learn by students in the tenth year of senior high
school. Second, Recount text is one of the genres that must be taught to students
of senior high school. Third, Picture series is one of the interesting media for
student which can help student‟s skill in writing recount text. The researcher hope
that by using picture series the students can feel interested and be more active
when teachers teach writing also can motivate the students in learning writing.
Based on the researcher experience when the field teaching practice (PPL).
The researcher found that there are some problems occurred in writing process.
Students have some problems to find the idea in writing. Then, students often
made some mistakes in grammatical errors in their writing. It is very
common when students write, because they were undeveloped in grammatical
mastery. Afterwards, they do not organize the sequence of paragraphs well. The
teacher used a coursebook in teaching writing and rarely used pictures as media.
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The media that were used by the teacher to support the teaching and learning of
writing were not sufficient. Furthermore, students had low motivation in
composing a story. The correlation between writing skill and picture series is a
picture that contains of the pictures sequence, that every picture have relation one
each other and telling an even and has a sequence of events that have a unity of
story which made in a writing. Through Picture series student have imagination to
write a story based on their imagination from the picture and produce more words
and various vocabularies which can be put in their writing. The focus of the
research is picture series media to improve the students‟s writing skill in learning
writing.
LITERATURE RIVIEW
Writing
Writing is functional communication, making learners possible to create
imagined worlds of their own design. Writing as one of four language skills is
consider as a difficult skill because the writer should make some aspects in
writing such as content, organization, purpose, vocabulary, punctuation, and
spelling in a balance way.
Writing is the activity or occupation of writing, for example books, stories,
or articles. We can take more times to think and choose words in order to express
our idea, thought, and feeling. We still can make editing or revision if it is not so
clear to express what intends to write. Writing is a progressive activity. This
means that when you first write something down, you have already been
thinking about what you are going to say and how you are going to say it. The
after you have finished writing, you read over what you have written and make
changes and corrections. Therefore, writing is never a one step actions; it is a
process that has several steps.
Writing is a discovery process that involves discovering ideas, how to
organize them and what that you want to put over to your order, so a lot of what a
writer does as a writer doesn‟t actually appear on the page. It is a means of
communication. Whenever the writer want to write, he has to knowing the
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audience or reader, it will help in reaching the the goal of communicating clearly
and effectively. Communication in writing tends to involve a thinking process
because writing requires the process of selecting and organizing ideas into
coherent and logical whole, so in this case writing is undeniably based in thought.
Finnochiaro (1974: 85) says that writing has been characterized as written
thinking. It means that writing is a way to produce language that comes from our
thought. In the writing process, the writer tries to developing their ideas and
feelings to produce into a good sentence, in order to inform the other.
Types of Writing
Finocchiaro (1974: 85) pointed out that naturally; the type of writing
system (alphabet, picture) which exists in the native language is an important
factor in determining the case or speed which students learn to write. There are
two types of writing:
1. Practical Writing
This type deals with the fact and functional writing. It is purposed to special
goal that we can find it in letters, papers, summaries, outlines, essays, etc.
2. Creative or Imaginary Writing
This type usually exists in literature. Such as novel, romance, poem, short
story, science fiction, etc. Louis Robinson (1975), states that writing is divided
into two types as follows:
1. Guided writing
Guided writing helps ascertain the students feel certain that they are doing
the right thing.They follow instru ction and change or complete sentences .
The students were instructed to write certain sentences into organized simple
paragraph based on the certain clues or guidelines. For instance, the students were
given a picture and some questions leading to simple paragraphs describing
about the given pictures. Then the students were also given a series of pictures.
telling a story and some sentences representing the picture, but the sentences
were not in order. The students were then instructed to rewrite the sentences
according to the pictures so that they form a paragraph that makes sense.
2. Free writing
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In free writing, the students are given a composition topic, which makes it
possible to use freely what they have just practiced. This statement is in line with
Pincas, who gives the objective of free writing in Karmaden, the ability to write
freely what has been taught not the ability to write anything at all (1998: 8). Based
on the objective given by Pincas above we can say that what is mean t by free
writing here is not writing freely what we want to write, but, writing according
to what has been taught. „Free‟ here means free in expressing our ideas.
Purposes of Writing
According to Malley and Pierce (2000: 29), there are three purposes of
writing based on the types of writing in English language learning, those are:
1. Informative
It is represented by “informative writing,” that is purposed to share
knowledge or information, give directions, and state ideas to other. Informative
writing involves describing events or experiences, analyzing concept, speculating
on causes and effect, and developing new ideas that are purposed to inform
something may important to the readers.
2. Expressive or Narrative
It is represented by “expressive writing” or “narrative writing is” that is
purposed to share a personal or imaginative expression. Commonly it is
composed by the writer story or essay. Expressive or narrative often used to
perform a pleasure discovery, story, poems, or
short play.
3. Persuasive
It is represented by “persuasive writing” that is purposed to persuade the
readers to do something. It effort to influences others and initiate action or change.
This type of writing includes evaluation of book, movie, consumer product, or
controversial issues.
Genre
According to Gerot and Wignell (1994), A genre can defined as a
culturally specific text-type result from using language (written or spoken) to
helps accomplish something. Meanwhile, Diane (2004: 4) states:“Genre is a term
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for grouping texts together, representing how writers typically use language to
respond to recurring situations. The concept of genre is based on the idea that
members of a community usually have little difficulty in recognizing similarities
in the texts they use frequently and are able to draw on their repeated experiences
with such texts to read, understand, and perhaps write them relatively easily.”
Kinds of Genre
Kinds of genre are mentioned by Gerot and Wignell (1994:192-219) :
1) Spoof
The social function is to retell an event with a humorous twist. The generic
structure in spoof is orientation (sets the scene), events (tell what happened),
and twist (provides the punch line).
2) Recount
The social function is to retell events for the purpose of informing or
entertaining. The generic structure in recount is orientation (provides the
setting and introduces participants), events (tell what happened, in what
sequence), and re-orientation (optional-closure of events).
3) Reports
The social function is to describe the way things are, with reference to a range
of natural, man-made and social phenomena in our environment. The
generic structure in report is general classification (tells what the
phenomenon under discussion is), and description (tells what the phenomenon
under discussion is like in terms of parts, qualities, and habits or behaviour.
4) Analytical Exposition
The social function is to persuade the reader or listener that something is the
case. The generic structure in analytical exposition is thesis (introduces topic
and indicates writer‟s position, outlines the main arguments to be presented),
arguments (restates main argument outlined in thesis, develops and supports
each point/argument), and reiteration (restate writer‟s position).
5) News Item
The social function is to inform readers, listeners or viewers about events of
the day which are considered newsworthy or important. The generic structure
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in news item is newsworthy event (recounts the event in summary form),
background events (elaborate what happened, to whom, in what
circumstances), and sources (comments by participants in, witnesses to and
authorities expert on the event).
6) Anecdote
The social function is to share with others an account of an unusual or
amusing incident. The generic structure in anecdote is abstract (signals the
retelling of an unusual incident), orientation (sets the scene), crisis
(provides details of the unusual incident), reaction (reaction to crisis), and
coda (optional; reflection on or evaluation of the incident).
7) Narrative
The social function is to amuse, entertain and to deal with actual or vicarious
experience in different ways; Narratives deal with problematic events which
lead to a crisis or turning point of some kind, which in turn finds a resolution.
The generic structure in narrative is orientation (sets the scene and introduces
the participants), evaluation (a stepping back to evaluate the plight),
complication (a crisis arises), resolution (the crisis is resolved, for better or for
worse), and re- orientation (optional).
8) Procedure
The social function is to describe how something is accomplished through
a sequence of actions or steps. The generic structure in procedure is goal,
materials, and the steps.
9) Description
The social function is to describe a particular person, place or thing. The
generic structure in description is identification (identifies phenomenon to be
discussed) and description (describes parts, qualities, characteristics).
10) Hortatory Exposition
The social function is to persuade the reader or listener that something should
or should not be the case. The generic structure in hortatory exposition is
thesis (announcement of issue of concern), arguments (reasons for concern,
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leading to recommendation), and recommendation (statement of what ought or
not to happen).
11) Explanation
The social function is to explain the processes involved in the formation or
workings of natural or socio cultural phenomena. The generic structure in
explanation is a general statement to position the reader and a sequenced
explanation of why or how something occurs.
12) Discussion
The social function is to present (at least) two points of view about an issue.
The generic structure in discussion is issue (statement and preview),
arguments for and against or statements of differing points of view, and
conclusion or recommendation.
13) Reviews
The social function is to critique an art work or event for a public audience.
Such works of art include movies, TV shows, books, plays, operas,
recordings, exhibitions, concerts and ballets. The generic structure in review is
orientation, interpretative recount, evaluation, and evaluative summation.
Those are types of genres. In this research, the researcher chooses
procedure text as the material used. Procedure text explain how something works
or how to use instruction, procedure text use present tense.
Procedure text
There are three definition about procedure text : (1)Texts that explain how
something works or how to use instruction / operation manuals e.g. how to use the
video, the computer, the tape recorder, the photocopier, the fax. (2) Texts that
instruct how to do a particular activity e.g. recipes, rules for games, science
experiments, road safety rules. (3) Texts that deal with human behavior, e.g how
to live happily, how to succeed. The purpose of procedure text : to explain/tell
(the reader) how to make/operate/do something through a sequence of actions or
steps and to explain steps/instruction to make/operate/do something. Language
feature of procedure text are : use adverbial of sequence / Using temporal
conjunction (e.g: first, second, third, the last), use command / imperative sentence
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(e.g : put the noodles on the . . ., cut the onion. . ., wash the tomatoes. . ). Using
adverbials (Adverbs) to express detail the time, place, manner accurate, for
example, for five minutes, 2 hours, etc, using action verbs, e.g : make, take, boil,
cook.Using Simple Present Tense. Example of Procedure :How to make a
sandwich (aim/goal).Materials: 2 slices of bread, peanut butter, a
banana, honey. Steps : Take two slices of bread, Spread peanut butter, Cut up a
banana onto small slices and put them on one of the slices, Pour some honey over
the bananas, Put the other slice of bread on top.
Picture Series
Visual media were used in teaching and learning process as the tools to
improve students‟ ability in learning English. Visual media have a constribution to
help students comprehending the explanation from the teacher easily. The visual
media are used by the teacher can be in many forms: videos, slides, pictures or
illustrations. Besides that, the use of visual media create natural situation to attract
students‟ attention in teaching learning process. In this case, the researcher
decided to choose pictures as the media.
There are some theories proposed that the use of pictures are very useful in
the teaching process. According to Wright (1989:17) pictures contribute to
improve the students‟ interest and motivation in the teaching learning process.
Furthermore, he explains that pictures have a sense of the context of the language
and it can be aspecific reference point or stimulus to the students.
Joklova (2009:19) states “The picture is used in a more meaningful and „real-life-
communivative‟ way than being just displayed for students to say what they can
actually see.”
Pictures are easy to find from many sources. It can be taken from books,
the Internet, and magazines. Furthermore, there are some kinds of picture; series
of picture, cue cards, flash cards, posters, and photographs. However, there are
roles of picture. Wright (1989:17) explained that pictures can motivate the
students to take part in the teaching and learning process. They contribute to the
context in which the language is being used. The pictures can be described in an
objective way or interpreted or responded to subjectively. Then, pictures can cue
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responses to questions or cue substitutions through controlled practice. They can
stimulate and provide information in the conversation, discussion and story
telling.
In this research, the researcher focuses on the use of picture series. The
sequences of picture show several action is called picture series. Picture series
consist of three or more pictures. It helps the students to developing ideas to write
a text. According to Wright (1989:201) sequences of picture can be kept as they
are and used to contextualize a story or a description of a process. Yunus states
that “A picture series is a numberof related composite pictures linked to form a
series of sequences. Henice,its main function is to tell a story or sequence of
events.” The researcher modified the picture series to teach writing a recount text
for eighth grade students of junior high school. [
RESEARCH METHODOLOGY
The study of this research used quantitative research and qualitative
research supported by observation and interview. The design of study is to find
out improvement writing skill of procedure text by using picture series.
The research design of this study is experimental design. There are two
variables that used in this research they are independent and dependent variable.
Independent variable is picture series media and dependent variable is writing
skill of procedure text.
This study conducted with two groups, which is experimental group taught
by using picture series media and control group by using conventional way
(without picture series media). Both of group were giving pre-test and post-test
with the same item.
Table 1. Research Design
Group Pre-test Treatment Post-test
Experimental Using picture series
Control Using Conventional Way
Population and Sample
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According to Ary, at all (1997 : 129) “Introduction to research in
Education", Population is defined as all members of any well-defined class of
people, events, or objects.
Based on the study, the researcher gathering the population from the students
grade eighth SMP Negeri 4 Medan, each class consists of 32 students. There are 8
classes in the eighth grade. So the total of population is 256.
Sugiyono (2013:118) defined sample as a part of number or characteristic
had by the population. Further, Bobbie Latham (2007:9) states in his journal,
purposive sampling is selecting a sample “on the basis of your own knowledge of
the population, its elements, and the nature of your research aims”. That is the
population non randomly selected based on a particular characteristic.
Considering those theories, the researcher determined 64 students as the
sample, they were from grade VIII-7
and VIII-8
. As the reason, the two classes was
classes that the researcher taught when doing teaching practice. The sample was
divided into two groups namely experimental group and control group. VIII-7
became the experimental group while VIII-8
became the control group. Therefore,
there were 32 students in each group.
Data Analysise
The kind of the data in this research is quantitative data. Quantitative data
was taken from writing test, given two times. In scoring the students‟ writing
achievement, there are five categories of the criteria to analyze the students
writing namely content, grammar, organization, vocabulary and mechanic.
Quantitative was taken from writing text given two times : pre-test and post-test.
Pre-test was given in the first meeting and post test was given in the last meeting.
Writing test was given to evaluate the students‟ achievement in writing. To obtain
the quantitative data, the researcher giving a writing test using procedure text to
the students and collecting the data. After collecting the data by using test, writer
analyzes the result of the test. to be able to describe the data it is necessary to look
for any change in mean( average) score (M) and Standard Deviation (SD) To find
out the result of the test the writer uses some statistic and take steps the following
: 1. Identifying the students‟ mistake by reading the students worksheet one by
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one. In reading the writer will identify the mistake retelling to grammar, content,
vocabulary and mechanics. 2. Giving the score, in determining this, the writer will
find percentage of each problem. 3. Statistical procedure, in the statistical
procedure the writer analyze the students achievement and to interpret the result
of the students‟ worksheet the writer used statistical procedure as follow : 1. To
find out the mean of the students‟ score in the experimental class and mean of the
score in the control class. 2. To find out the deviation of each post test score from
pre test score of experimental class. 3. To find out the deviation of each post test
score from pre test score of control class.
RESULT AND DISCUSSION
Based on the observation of this research, there were the challenges that
students‟ face in writing procedure text. First, the students difficult to compose the
story of procedure text. The second, the students difficult use the verb add with s
and without s.The third, the students difficult to determine the generic structure of
procedure text. Teaching procedure text by using picture series helped students to
solve the challenges that faced by students in term of building and developing
their knowledge of writing a recount text.
The result of this research shows that there is a difference of output
between both of groups. Based on the calculation, t-test (5.76) is higher than the t-
table (2.00) for the degree of freedom (62) at the level of significance (0.05). this
difference took place because of different treatment in both of groups. The
experimental group was taught by using picture series while control group was
taught without using picture series. Therefore, it can be concluded that using
picture series media can improve students writing skill of procedure text.
CONCLUSION
After analyze the whole data, it was found that the students‟ writing test
score improve from the pre test until post test. The conclusion are shown as
follows :
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1. The students‟ writing skill improve by using picture series is higher than the
students‟ taught without picture series.
2. Teaching procedure text by using picture series helped students to solve the
challenges that faced by students in term of building and developing their
knowledge of writing a procedure text.
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