THE EFFECTIVENESS OF PICTURE SEQUENCES ON STUDENTS’

WRITING RECOUNT TEXT

(A Quasi-experimental Study at the Tenth Grade Students of SMA Dua Mei

Ciputat Tangerang Selatan in the Academic Year 2014/2015)

By:

SITI RAUDOTUL FUSHIAH

1111014000074

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2015

THE EFFECTIVENESS OF PICTURE SEQUENCES ON STUDENTS’

WRITING RECOUNT TEXT

(A Quasi-experimental Study at the Tenth Grade Students of SMA Dua Mei

Ciputat Tangerang Selatan in the Academic Year 2014/2015)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial

Fulfillment of the Requirements for the Degree of Strata 1

(Bachelor of Art) in the Department of English Education

By:

SITI RAUDOTUL FUSHIAH

1111014000074

THE DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH

JAKARTA

2015

ENDORSMENT SHEET

The "Skripsi" (Scientific Paper) entitled "THE EFFECTIVENESS OF PICTURE SEQUENCES ON STUDENTS' WRITING RECOUNT TEXT" (A Quasi-Experimental Study at the Tenth Grade Students of SMA Dua Mei Ciputat in the academic year 2014/2015), written by Siti Raudotul Fushiah, students' registration number 1111014000074 was examined in the examination session of the Faculty of Tarbiya and Teahers . Training, Syatif Hidayatullah State Islamic University Jakarta on November, 09th 2015. The "Skripsi" has been accepted and declared to have fulfilled one of the requirements for the degree of "S.Pd." in the Department of English Education.

Jakarta, November 09 th 2015

Examination Committee

CHAIRMAN : Dr. Alek, M.Pd. (- NIP. 19690912 200901 1 008

SECRETARY : Zaharil Anasv, M.Hum. ( NIP. 19761007 200710 1 002

EXAMINER 1 : Dr. Farida Hamid, M.Pd. ( NIP. 19631010 199103 2 003

EXAMINER 2 : Yennv Rahmawati, ( NIP. 19801011 201503 2 003

Acknowledge By

Dean of .rbiya and

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ss.>Q-Ny_1-.ff5tk42___IlTt" 8203 1 007

raining

ii

ABSTRAK

Siti Raudotul Fushiah, 1111014000074. The Effectiveness of Picture

Sequences on Students’ Writing Recount Text (A Quasi-experimental Study in

the Tenth Grade of SMA Dua Mei Ciputat Tangerang Selatan in the academic

year 2014/2015), Skripsi pada Jurusan Bahasa Inggris, Fakultas Ilmu Tarbiyah

dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.

Advisor I : Drs. Nasrun Mahmud, M.Pd.

Advisor II : Devi Yusnita, M.Pd.

Keywords : Picture Sequences, Recount Text, Writing

Penelitian ini bertujuan untuk mengetahui keefektifan gambar berseri pada

tulisan teks recount siswa yang dilaksanakan pada siswa kelas X SMA Dua Mei

Ciputat Tahun Akademik 2014/2015. Metode Penelitian ini adalah eksperimental

semu dan di lakukan pada dua kelas. Kelas X.2 sebagai kelas eksperimental dan

kelas X.1 sebagai kelas kontrol.

Hasil penelitian menunjukkan bahwa gambar yang berurutan efektif pada

kemampuan siswa dalam menulis teks recount pada siswa kelas X di SMA Dua

Mei Ciputat. Hal ini dapat dilihat dari hasil tes menulis siswa. Hasil mean pre-tes

pada kelas eksperimental adalah 62.8 dan 62 pada kelas kontrol. Sedangkan hasil

mean pos-tes pada kelas eksperimental adalah 78.8 dan 65.6 pada kelas kontrol.

Dari hasil penghitungan uji T, dapat diperoleh nilai dari Tobtained adalah 8.32 pada

derajat kebebasan (df) 48 dengan level signifikan 5% diperoleh Ttable adalah 2.01.

Dari nilai-nilai tersebut dapat dibandingkan bahwa nilai Tobtained lebih tinggi dari

pada Ttable (8.32 > 2.01), sehingga Ha diterima dan H0 ditolak. Oleh karena itu,

penggunaan picture sequences efektif untuk mempengaruhi siswa dalam menulis

teks recount.

i

ABTRACT

Siti Raudotul Fushiah, 1111014000074. The Effectiveness of Picture

Sequences on Students’ Writing Recount Text (A Quasi-experimental Study in

the Tenth Grade of SMA Dua Mei Ciputat Tangerang Selatan in the academic

year 2014/2015), Skripsi of the English Education Department, Faculty of

Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah

Jakarta, 2015.

Advisor I : Drs. Nasrun Mahmud, M.Pd.

Advisor II : Devi Yusnita, M.Pd.

Keywords : Picture Sequences, Recount Text, Writing

This study was aimed to find out the effectiveness of picture sequences on

students’ writing recount text at the tenth grade students of SMA Dua Mei Ciputat

in the academic year 2014/2015. This research methodology was quasi

experimental and it did two classes. They were X.2 as an experimental class and

X.1 as a controlled class.

The result of this study showed that the using of picture sequences were

effective on the students’ writing recount text. It can be seen from the mean score

of pre-test in the experimental class 62.8 and 62 for the control class. Meanwhile,

the mean post-test score of the experimental class was 78.8 and 65.6 was for the

control class. Moreover, from the result of T test, it gained the Tobtained value was

8.32 and degree of freedom (df) was 48 with the level of significance 5%, Ttable

was 2.01. Comparing those values, the result was Tobtained is higher than Ttable

(8.32 > 2.01), so that Ha was accepted and H0 was rejected. Therefore, using

picture sequences were effective on students’ writing recount text.

iii

ACKNOWLEDGEMENT

In the Name of Allah, the Beneficent the Merciful

All praises be to Allah, Lord of the worlds who has bestowed upon the

writer in completing this Skripsi entitled by The Effectiveness of Picture

Sequences on Students’ Writing Recount Text (A Quasi-experimental Study at the

Tenth Grade Students of SMA Dua Mei Ciputat Tangerang Selatan in the

academic year 2014/2015). Peace and blessing be upon our prophet Muhammad

SAW, his families, his companions, and his followers.

This Skripsi is presented to the Department of English Education of the

Faculty of Tarbiya and Teachers’ Training, State Islamic University Syarif

Hidayatullah Jakarta as partial fulfillment of the requirement for the Degree of

Strata-1 (S-1).

The writer would like to express her thanks, and deepest gratitude to her

beloved mother (Aah Hasaniyah), her father (Mahki Bandanizi), her young lovely

sisters (Husniyati Diniyah and Dina Audina), and all her big family who always

give support, motivation, encouragement and prayers to finish her study. The

great honor is delivered to her advisors, Nasrun Mahmud, M.Pd. and Devi

Yusnita, M.Pd. for their guidance, advice, corrections, and suggestions in

completing this Skripsi.

Her gratitude also goes to people who have helped her by giving their

supports and times during the process of Skripsi writing, they are as follows:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and

Teachers’ Training.

2. All the lecturers at English Education Department, who taught and gave

her much knowledge during her study at UIN Syarif Hidayatullah Jakarta.

3. Dr. Alek, M.Pd., as the Head of the Department of English Education

4. Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education and all staffs of English Education Department.

iv

5. The staff and officers of UIN library who have given permission to use

their books.

6. Yayat Ruhiyat, M.Pd., as the Headmaster of SMA Dua Mei Ciputat who

has given permission to the writer to do the research in his school.

7. Murni, S.Pd., the English teacher, and all other teachers and administration

staff of SMA Dua Mei Ciputat who have given their time for sharing.

8. All students at the tenth grade (X.1 and X.2) of SMA Dua Mei Ciputat.

9. The writer’s uncles (Ito Aminullah, Agus Salam, and Agus Salim); and all

the writer’s big family.

10. All beloved friends of English Education Department B class 2011,

especially her best friends: Afni Amalia, S.Pd., Fauziah Putri Rosalina,

Ervi Nur Azizah, Siti Khafidoh, Lulu Walidaini, S.Pd., and Wurry

Apriyanti who always give support to finish her Skripsi and for being good

friends.

11. The writer’s partner job in Bimbel Cahaya Prestasi, Ratih Wibowo, S.E.

and Siti Nurhayati for sharing their time.

12. All of her friends that she cannot mention one by one who always help and

give the writer’s support, time, and motivation, in accomplishing this

Skripsi.

Finally, it has to be admitted that nobody is perfect and the writer also

realizes that there still some lacking in her Skripsi. Therefore, the writer would

like to welcome and accept constructive criticism to make this Skripsi better.

Furthermore, she expected that the Skripsi can be useful for the writer particularly

and the readers generally.

Jakarta, November 2015

The Writer

v

TABLE OF CONTENTS

LETTER OF WRITING AUTHENTICITY

APPROVAL SHEET

ABSTRACT. .............................................................................................. i

ABSTRAK. ................................................................................................ ii

ACKNOWLEDGMENT .......................................................................... iii

TABLE OF CONTENTS .......................................................................... v

LIST OF TABLES. ................................................................................... vii

LIST OF APPENDICES .......................................................................... viii

CHAPTER I INTRODUCTION

A. Background of the Study............................................ 1

B. Limitation of the Study .............................................. 4

C. Research Question...................................................... 4

D. Purpose of the Study .................................................. 4

E. Significant of the Study.............................................. 4

CHAPTER II LITERATURE RIVIEW

A. Picture ....................................................................... 6

B. Writing ...................................................................... 16

C. Recount Text .............................................................. 23

D. Hypotheses ................................................................. 26

E. Previous Study .......................................................... 26

CHAPTER III METHODOLOGY

A. Place and Time of the Study ...................................... 27

B. Research Method and Design .................................... 27

C. Research Variables. .................................................... 28

D. Population and Sample .............................................. 28

E. Instrument ................................................................. 29

F. Data Collection ......................................................... 30

vi

G. Data Analysis ............................................................ 30

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A. Research Findings ................................................. 35

B. Discussions ............................................................. 44

CHAPTER V CONCLUSIONS AND DISCUSSIONS

A. Conclusions. ........................................................... 46

B. Suggestions ............................................................. 46

BIBLIOGRAPHY ..................................................................................... 48

APPENDICES

vii

LIST OF TABLES

Table 2.1 The Types of Writing Text.......................................................... 20

Table 2.2 The Example of Recount Text .................................................... 25

Table 3.1 The Research Activities .............................................................. 27

Table 3.2 The Analytic Scale of Each Aspect in Writing ........................... 32

Table 4.1 The Students’ Score of Experimental Group .............................. 36

Table 4.2 The Students’ Score of Control Group ....................................... 38

Table 4.3 The Result of Pre-test and Post-test Average.............................. 39

viii

LIST OF APPENDICES

Appendix 1 The Lesson Planning (Experimental & Control) Group ....... 49

Appendix 2 The T-Table ........................................................................... 66

Appendix 3 The Students’ Writing Recount Text .................................... 69

Appendix 4 The Research Instrument ...................................................... 73

Appendix 5 The Research Letters ............................................................ 74

1

CHAPTER I

INTRODUCTION

This chapter presents the general account of the research. It includes

background of the study, limitation of the study, research question, purpose of the

study, and significant of the study.

A. Background of the Study

Learning English is very important because English has become

an international language, which is used by most communities in the world. Many

countries use English as their second language, such as: Singapore, Malaysia, etc.

In spite of the difficulties in studying English, it is useful to study the language

because it plays a very important role in almost all fields of life such as:

communication, commerce, economy, politics, education, science, technology and

so on. So, most people can follow the rapid development of globalization era by

using it.

However, in Indonesia English is not considered as a second language

but English is a foreign language. As a foreign language, English has to be learnt

in each grade of education. It starts from elementary up to university. In short,

Indonesian students should have a better ability in English because they have

learnt it for several years. However, the fact is far from hope. Most of Indonesian

students cannot master it well. Most of people often face interferences when they

learn a foreign language. For example, they often apply their mother tongue or

first language structure when he/she tries to use the foreign language in active or

passive way.

Indonesian students are hoped to increase their ability in English skills,

such as: listening, speaking, reading and writing. Therefore, they must be learnt

and taught by both students and teachers at school. In this research, the writer will

focus on one of those skills, it is writing skill.

2

Writing English well is important because it will help students in

mastering English completely. Also, writing will help them to deliver their

message, purpose, and expression in written form. For some Indonesian students

who are sometimes afraid and shy to speak English directly. They can use writing

to ease them in delivering their expression.

Nevertheless, sometimes the students do not know how to express their

feeling or ideas in writing. In this case, there are still some teachers who have not

given their attention completely. If a teacher wants students to be good writer in

English, he/she should be able to teach writing in the classroom effectively.

Writing is considered as the most difficult skill for students. It is stated

by Jack C. Richards, ―Writing is the most difficult skill for second language

learners to master of putting together strings of grammatically correct sentences.‖1

It can be conclude that learning to write is different from learning to speak. It

should be learnt consciously and it demands to practice under guidance. For some

students, writing is difficult skill to be mastered; it was hard for them to get ideas.

As they found ideas, they did not know what to write and to develop the topic.

Also, they did not know how to compose paragraph well.

In English, there are several writing genres or commonly called as text

types. There are many categories of text type (genre), such as: descriptive,

narrative, recount, report, procedure, exposition, explanation, etc. One of them is

recount text. Recount text is one of materials taught in Senior High School. It tells

the past experience of someone. So, the students must be careful about the

sentence structures which are used by recount text.

Furthermore, when the writer was being an English teacher during PPKT

(Praktek Profesi Keguruan Terpadu) at SMA Dua Mei Ciputat, she taught recount

text in the tenth grade students. The writer found some problems when she taught

recount text. The students often get the same problem when they learn it, such as:

1 Jack C. Richards, Approaches and Methods in Language Teaching, (New York:

Cambridge University Press, 2002), p. 303.

3

they often cannot remember well the generic structures of the text; they cannot

find the appropriate words to be written and they get stuck in the middle of

writing; they are still confused with regular and irregular verbs. Therefore, the

students have no motivation to write and writing becomes a hard and boring

activity for them.

To solve that problem, the writer intends to find the solution. One of the

visual aids that can be used in learning writing is picture sequences, because it

tells the sequence events of a recount text. Furthermore, it eases the students in

writing recount text and helps the students to understand the material to be

learned. Picture is one of the visual aids to create the students‘ mindset and to

raise the students‘ motivation in learning English, especially in English text. So,

they will be easy to catch the ideas and develop their writing well.

According to Mariane Celce Murcia, a picture can become a part of a

sequence of pictures that tells a story. Using pictures of this type allows the

teacher to focus on temporal forms and sequences in the target language.2

From the definition above, picture sequence is a kind of picture which

presents a chronological order. In this type, it is presented in a series of picture

that tells a story in some events. It usually tells experience, legend or fable story,

etc. From this picture sequence, learners will be easier to understand the meaning

of a word, a sentence or event a paragraph, and focus on the target language after

they saw the picture itself.

Regarding to the facts above, the writer has desire to do a research

concerning to writing recount text by using picture sequences. Moreover, the

writer has motivation to do a quasi experimental study in her research. The writer

chooses this topic because she wants to know whether or not picture sequences

effective on students‘ writing recount text in the tenth grade of SMA Dua Mei

Ciputat Tangerang Selatan. It is hoped that the picture sequences are effective in

2 Mariane, Celce Murcia, Techniques and Resources in Teaching Grammar, (New York:

Oxford University Press), p. 73.

4

improving student writing recount text. Therefore, the writer will conduct the

research about “The Effectiveness of Picture Sequences on Students’ Writing

Recount Text”.

B. Limitation of the Study

This study focuses on the use of picture sequences as a medium in

effecting students‘ writing recount text of the tenth grade students of SMA Dua

Mei Ciputat in the academic year of 2014/2015. Besides, the problem will be

limited to: The effectiveness of picture sequences on students‘ writing recount

text.

C. Research Question

Based on the background stated above, the writer tries to solve the

problem through pictures sequences in influencing students‘ ability in recount text

writing at the tenth grade of SMA Dua Mei Ciputat in the academic year of

2014/2015. So the question of this research is “Are picture sequences effective on

the students’ writing recount text?”

D. Purpose of the Study

The purpose of this study is: To find out whether or not the using of

picture sequences effective on the students’ ability in writing recount text at the

tenth grade of SMA Dua Mei Ciputat.

E. Significant of the Study

This study has a significant thing for teaching and learning process. The

writer expects that the result of this study is good and successful so that it

provides knowledge for:

1. The Teachers

Teachers, especially English teachers get information about concept of

pictures, the use of picture sequences as a medium to teach recount text so that

they likely apply this method in their recount text teaching.

5

2. The Students

Students have more knowledge that there is something else that they at

least can do to improve their ability to learn recount text by using pictures as a

medium.

3. The Readers

This study gives information about the use of picture sequences as a

medium towards students‘ ability in writing recount text. They can also explore

this study or share to other people for knowledge or information.

4. The Writer

This study gives the writer knowledge and experiences about improving

ability in writing recount text by using picture sequences as a medium. It is also

expected to give more knowledge to the writer to prepare herself if she becomes

an English teacher in the future.

6

CHAPTER II

LITERATURE REVIEW

A. Picture

1. Definition of Picture

Picture is one of the visual aids that are very useful and interesting in

English teaching. Pictures can help the students to ease them to understanding the

meaning of a word, a sentence, or event a paragraph. Besides, the students can get

the ideas and imagination about the objects or the situations that happens by using

pictures.

Pictures can also be used in various configurations to enhance learning

and process. A picture may focus on specific one specific object, such as a house,

or on an event. Pictures can be divided into semantically related sets that contain

from ten to twenty items, representing animals, vehicles, flower, fruits, etc.

Besides, a picture can become a part of a sequence of pictures that tells a story.

Using pictures of this type allows the teacher to focus on temporal forms and

sequences in the target language.3

Moreover, Andrew Wright stated that pictures are not just an aspect of

method, but thought their representation of place, objects and people. They are an

essential part of the overall experiences we must help our students to cope it.4

From those descriptions, it can be concluded that pictures are image of

something or somebody and can help the students to understand something or

somebody through its representation. Also, it eases the students to build their

ideas in learning English text, especially for recount text. Then, pictures can play

an important role in teaching learning process.

In addition, picture provides a share experience for students in class.

Picture can be the basis for many tasks, such as ranging from fairly, mechanical

controlled compositions, sentence combining exercises, or sequencing of

sentences to the writing of original dialogs, letters, reports, or essays.

3 Ibid.

4 Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University

Press, 1989), p. 2.

7

Furthermore, everybody likes to look at pictures, they use in the classroom in

teaching and learning activity in order to stimulate students‘ attention and

interest.5

In short, a picture is valuable resource as it provides some points, such as

a shared experience in the classroom, a need for common language forms to use, a

variety of tasks, and focus of interest in students.

Most of students are more interest in pictures who have visual and

kinesthetic learning style. Besides, each learner has his/her own preferences and

the ways in learning a language. Having different preferred ways show that each

learner has his/her own learning style. Educators attempt to define learning style

differently. Moreover, Nunan defines it like the following:

Learning style refers to any individual preferred ways of going about

learning. It is generally considered that one‘s learning style will result

from personality variables, including psychological and cognitive

make-up, socio-cultural background, and educational experience.6

Moreover, Sprenger defines the learning style that it is the way you

receive information best and the way you prefer to give feedback, or simply your

communication style.7 From the definitions above, it can be concluded that

learning style is any individual preferred ways in learning; it includes both

physiology and psychology which are able to influence learning process as well as

achievement.

Furthermore, Sprenger also explains the three types of learning style,

those are as follow:8

a. Visual learning style; with this style someone has a preference for seen or

observed things, including pictures, diagrams, demonstrations, displays,

handouts, films, flip-chart, etc. These people will use phrases such as ‗show

me‘, ‗let‘s have a look at that‘ and will be best able to perform a new task after

5 Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,

1983), p. 27. 6 David Nunan, Language Teaching Methodology, (New York: Prentice Hall, Ltd, 1991)

7 Marilee Sprenger, Brain-based Teaching in the Digital Age, (USA: ASCD, 2010), p. 70.

8 Ibid.

8

reading the instructions or watching someone else do it first. These are the

people who will work from lists and written directions and instructions.

b. Someone with an Auditory learning style has a preference for the transfer of

information through listening: to the spoken word, of self or others, of sounds

and noises. These people will use phrases such as ‗tell me‘, ‗let‘s talk it over‘

and will be best able to perform a new task after listening to instructions from

an expert. These are the people who are happy being given spoken instructions

over the telephone, and can remember all the words to songs that they hear.

c. Someone with a Kinesthetic learning style has a preference for physical

experience - touching, feeling, holding, doing, and practical hands-on

experiences. These people will use phrases such as ‗let me try‘, ‗how do you

feel?‘ and will be best able to perform a new task by going ahead and trying it

out, learning as they go. These are the people who like to experiment, hands-

on, and never look at the instructions first.

According to James Zull as cited in Marilee Sprenger, learning is change

ourselves, because it is change in our brain. To change on a long term basis, the

brain needs experiences that reinforce the change that have occurred.9 From the

statement above, it can be concluded that our brain can be changed by experiences

that have occurred in our lives.

2. The Use of Pictures in The Classroom

According to Ann Raimes, before examining in detail how to use some

actual pictures in a classroom, there are some suggestions for using pictures might

be useful as follows:10

a. Whole class discussion

It can be generated by many types of pictures, such as posters, textbook

pictures, magazine pictures pasted onto stiff cardboard and displayed at the

front of the classroom, simple picture drawn on the whiteboard, or duplicated

drawing.

9 Ibid., p. 26.

10 Ann Raimes, Op.cit., pp. 28—29.

9

b. To provide a student audience for student writers

Giving half the class one picture, the other half another. A range of

communicative tasks for small group opens up now, with students conveying

real information to others

c. Students working in pairs or small groups

It provides students with a real communicative task. When a few students have

the only copy of a picture, it is then necessary for them to be able to inform the

rest of the class about it.

d. Real communicative tasks can be developed

By using pictures in the classroom, the teacher is relieved of the task of finding

a picture and the students have something that has personal meaning for them

to answer questions about and write about. Then, students can be asked to

provide their favorite advertisements, their own drawings, a reproduction of

their favorite work of art, or a family photograph.

e. Do not limit classroom work

The students can actually see in the picture and then they can make inferences

and predictions. The teacher ask the students to use their imagination to

visualize what happened just before the moment in the picture and what will

happen next, or to infer what caused the situation presented.

According to Jeremy Harmer, there are many ways of using pictures for

writing, they are as follow:11

a. Describing pictures

b. Suspects and objects

c. Write the postcard

d. Portraits

e. Story tasks

11

Jeremy Harmer, How To Teach Writing, (England: Pearson Education Limited, 2004),

pp. 67—69.

10

3. Function of Pictures

There are some functions of pictures given by the experts as follows:12

a. Pictures are very useful for presenting new grammatical and vocabulary

items. They help to provide the situations and contexts which light up the

meaning of words or utterances, and help the teachers to avoid resorting to

translation or to lengthy explanations of meaning.

b. Pictures can be used for revision from one lesson to another as well as for

long-term revision of vocabulary and structures.

c. Pictures can be used as the basis of written work, for instance, question

writing.

d. Pictures increase students‘ motivation and provide useful practice material

as well as test material.

4. The Criteria of Good Picture

According to Andrew Wright, there are some criteria for selecting good

pictures to the students, they are as follow:13

a. The aid must be easy to prepare and organized by the teacher

The teacher has built up a picture library it is usually not difficult to prepare.

Opening a textbook is allowed if the picture is difficult to organize.

However, the activities need organizational time and energy. So, the teacher

as to decide whether the effort of organizing more complicated.

b. The aid must be interesting for students

Picture may be interesting, but the teacher and the students might like to

have a change from it. If the activity that teacher is considering is unlikely

to interest. Then, the teacher will ask question whether it is worth doing.

12

Francis J. Pirozzolo and Merlin C. Wittrock, ed., Neuropsychological and Cognitive

Processes in Reading, (New York: Academic Press, 1981), p. 212. 13

Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University

Press, 1999), p. 3.

11

c. The aid must be meaningful and authentic

Students are going to gain more if the language they use is vital to the

situation; there should be some reaction or result if they use the language

appropriately.

d. The aid must be sufficient amount language.

The activity gives rise to a sufficient amount of language in order to justify

its inclusion in the language lesson.

The statements above indicate that picture must be meaningful and

sufficient for students. Moreover, it should be interesting in order to get the

students‘ motivation and desire to see it. In short, teaching learning process will

be easier to handle.

5. The Resources of Pictures

Pictures are the most widely available media of all teaching materials.

There is a veritable goldmine of suitable pictures in newspapers, magazines, old

textbooks, catalogues, brochures, calendars, etc. The pictures are very easy to be

found, because it can comes from many sources.

According to Andrew Wright, the source of pictures can be found in:

―Newspaper, magazines, advertisements, holiday brochures, business brochures,

catalogues, calendars, greeting cards, postcards, reproduction of arts, posters, wall

charts, instructions, old books, comics and cartoon strips, family photographs,

stamps, playing cards, wrapping paper, course book, the teacher‘s and students‘

own drawings, photocopying‖.14

Those statements above tell that it is not difficult to find picture, because

it is around human daily lives. However, to find a suitable picture for the teaching

it is not easy if a teacher does not pay attention of the criteria for selecting a good

picture that have to be relevant with the subject itself.

14

Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University

Press), pp. 182—187.

12

6. Kind of Pictures

There are 21 kinds of picture according to Andrew Wright, they are: 15

a. Check chart for picture

b. Pictures of a single objects

c. Pictures of one person

d. Pictures of famous people

e. Pictures of several people

f. Pictures of people in action

g. Pictures from history

h. Pictures with a lot of information

i. Pictures of the news

j. Pictures of fantasies

k. Picture of Map and Symbols

l. Pairs of Pictures - Pictures and Texts

m. Sequences of Pictures

n. Related Pictures

o. Single stimulating pictures

p. Ambiguous pictures

q. Bizarre pictures

r. Explanatory pictures

s. Student and Teacher Drawing.

15

Ibid., pp. 193—203.

13

7. Definition of Picture Sequences

According to Mariane Celce Murcia, a picture can become a part of a

sequence of pictures that tells a story. Using pictures of this type allows the

teacher to focus on temporal forms and sequences in the target language.16

From the definition above, picture sequence is a kind of picture which

presents a chronological order. In this type, it is presented in a series of pictures

that tell a story in some events. It usually tells experience, legend or fable story,

etc. From this picture sequence, learners will be easier to understand the meaning

of a word, a sentence or event a paragraph and focus on the target language after

they saw the picture itself.

Picture sequences, such as comic strips that provide the subject matter for

writing narrative or recount and for speculating about the story beyond the

pictures in the strips. According to Ann Raimes, comic strips are a set of parallel

pictures that show a similar scene or tell a similar story. It provides material that

offers guidance on vocabulary, sentence structure, and organization. 17

In addition, cartoon strips can be used as picture sequence if it presents

the series of events, as Andrew Wright explained about picture sequences in his

book as follow:

Cartoon strips and instruction strips of pictures are potentially useful.

Experience will show the teacher which strips are the most useful. The

strips can be kept as they are and used to contextualize a story or

description of a process. First of all the teacher can ask questions to help

the students grasp the meaning of the strip. Intermediate and advanced

students can discuss the technique of the cartoonist in his/her

representation of the people and setting the relationship between the

drawing and the words.18

16

Mariane, Celce Murcia, Techniques and Resources in Teaching Grammar, (New York:

Oxford University Press), p. 73. 17

Op.cit., p. 36. 18

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University

Press, 1989), p. 199.

14

This cartoon strips was the most found in daily lives to represent picture

sequences. It can be used to contextualize a story, therefore learners can know the

sequence of events happen in that story to find out the relationship between the

picture and the appropriate words to use.

All of the explanation above implies that a picture sequence is a kind of

pictures that has a series of an object or a situation is explained by some pictures.

This picture usually tells about a story, or an event about something that

happened. The sequence must be in chronologically order.

There are some examples of picture sequences in the classroom, they are

as follow:19

a. The students individually write a list of sentences about a picture sequences

frame by frame.

b. The whole class works with the picture sequences, but with the pictures out of

order. In small groups, the students discuss which order is correct for the

pictures. Then, they write the story of the pictures.

c. One group is given only two of the picture sequences while another group

receives the other two. The groups discuss and write and then they exchange

papers and read each other.

d. The students are given cards, each containing separate sentences which

describe the pictures.

19

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,

1983), pp. 37—39.

15

Example of Picture Sequences

16

B. Writing

1. Definition of Writing

Writing has a significant function as a medium of communication, such

as to express ideas, to share knowledge, and to exchange information. Langan

stated that writing is as a way to communicate with others. Besides speaking,

writing also use people for communicating effectively with others by adjusting

their speech to suit their purpose and audience in the classroom or workplace and

beyond.20

It can be summed up that writing develops human‗s lives by informing

the knowledge and the idea. People can forget spoken information in second but

writing makes it permanent. So, writing can be a way to communicate with others.

Writing is one of four language skills. It includes as productive skill

besides speaking. The ability to write effectively is becoming increasingly

important in our global community in both second and foreign language. Writing

helps people to communicate and interact with each other in the world by writing

letters.

The ability to write well has a very close relationship to academic and

professional success. Grabowski (1996) as cited in Weigle notes that:21

Writing, as compared to speaking, can be seen as a more standardized

system which must be acquired through special instruction. Mastery of

this standard system is an important prerequisite of cultural and

educational participation and the maintenance of one‘s rights and duties. .

. the fact that writing is more standardized than speaking allows for a

higher degree of sanctions when people deviate from that standard.

Writing can refer to two things, the written product and the written

process of writing. The examples of writing product are book, magazine, and

manuscript. Whereas, the process of writing is a series of process with starts from

imagining, drafting, editing, reading, rereading, and the final writing.

20

John Langan, College Writing Skills: Sixth Edition, (New York: McGraw Hill, 2005),

p. 14. 21

Sara Cushing, Weigle, Assessing Writing, (United Kingdom: Cambridge University

Press, 2002) p. 4.

17

Furthermore, according to Jeremy Harmer, there are two criteria for a

good writing. They are called cohesive and coherent. For the farther explanation

of cohesive and coherent is as follow:22

a. Cohesion

The writers can use various grammatical device to help he reader understand

what is being referred. Even when words are left out or pronouns are

substituted for nouns, for example, repetition of words; pronoun and

possessive reference; article reference, and tense agreement.

b. Coherence

Coherence means that the text or writing is being referred to and how the

phrases and sentences relate to each other. It also frequently achieved by the

way in which a writer sequences information and it brings us to right back to

the text construction.

In addition, according to Miller, a coherent paragraph means each

sentence leads logically to the next. Then, a unified paragraph means each

sentence in that paragraph relates to its main idea.23

2. The Writing Process

According to Binder and Lopez-Nerney in their book, the writing process

can be divided into three stages: planning, writing, and finalizing. Within each of

these stages there are some steps; it can be shown in Figure 1. Stages and steps in

the writing process:24

22

Jeremy Harmer, How To Teach Writing, (England: Pearson Education Limited, 2004),

pp. 22—25. 23

Robert Keith Miller, Motives for Writing: Fifth Edition, (New York: McGraw Hill,

2005), p. 30. 24

Carol A. Binder and Susan Lopez-Nerney, Wriitng in Process: Strategies for

Organization and Development, (Singapore: Pearson/Prentice Hall, 2005), p. 6.

18

Figure 1. Stages and steps in the writing process

Moreover, in other experts there are some stages of the writing process,

they are as follow:25

a. Prewriting

In the prewriting, the students will learn a number of techniques for

generating ideas, such as begin to think about the topic and then anytime feel the

flow of ideas is drying up.

b. Drafting

Drafting is the actual writing of the paragraph or essay. In this stage,

while writing the first draft, it focuses on getting the meaning down on paper.

Also, students do not be overly concerned with the grammatical correctness.

c. Revision

Revision stage is divided into two parts: revising and editing. Revising is

re-thinking or re-seeing paper. After prewriting and drafting stages, the students

may revise or evaluate their writing. In revising, the student may ask their friend

to evaluate or respond to each other‘s writing that called peer review worksheets.

Furthermore, editing is the final stage of the writing process. In editing step,

25

Regina L. Smalley, et al, Refining Composition Skills: Academic Writing and

Grammar, Sixth Edition, (USA: Cengange Learning, 2012), pp. 4—9.

STAGE 1 PLANNING

• Step 1. Formulating a Question

• Step 2.Determining Purpose and Audience

• Step 3. Generating Ideas

• Step 4. Organizing/ Outlining

STAGE 2 WRITING

• Step 5. Drafting

• Step 6. Revising

STAGE 3 FINALIZIN

G

• Step 7. Editing

• Step 8. Formatting and Documenting

19

students may need to rephrase or edit some of sentences. Then, check the

sentences to make sure they are grammatically and mechanically correct.

In addition, Harmer stated the writing processes have four main

elements, they are s follow:26

a. Planning

Before starting to write, the writers try and decided what it is they are

going to say or it can be called making detailed notes. There are three main issues

that must be thought by writers when planning. First, they have to consider the

purpose of their writing. Then, writers have to think of the audience. It means it is

formal or informal. The last, the writers have to consider the content structure. It

includes the ideas or arguments which they have decided.

b. Drafting

A draft can refer to the first version of a piece of writing. The writing

process in drafting proceeds into editing and then a number of drafts may be

produce on the way to the final version.

c. Editing (reflecting and revising)

After planning and drafting, the writers usually reread they draft to make

sure where it works and where it does not. For example, the order of information

is not clear and the writing is ambiguous or confusing. In this case, they may write

a new introduction and ten may use a different form of words. Moreover,

reflecting and revising are often helped by other readers or it is called editors.

Then, the editors give some comments and suggestions in order to help the writers

to make appropriate revision.

d. Final version

After the writers have edited their draft, the make the changes they

consider being necessary and they produce their final version.

26

Jeremy Harmer, How To Teach Writing, (England: Pearson Education Limited, 2004),

pp. 4—5.

20

3. The Type of Writing Text

In the Secondary School, students need to learn five types of writing

texts. They are Narrative, Recount, Procedure, Descriptive and Report Text. The

explanation is drawn up into a table as follows:

Table 2.1

The Types of Writing Texts27

Text Type Example of Text Explanation

Narrative 1) Orientation

Once upon a time there was a

beautiful girl called Cinderella. She lived

with her stepsister and stepmother. They

were very bossy. She had to do all the

housework.

2) Complication

One day an invitation to the ball came

to the family. Her stepsister didn‗t let her

go, so Cinderella was very sad. The

stepsister went to the ball without her.

3) Resolution

Fortunately, the fairy came and helped

her to get to the ball. At the ball,

Cinderella danced with the prince. The

prince fell in love with her then he

married her.

4) Coda

They lived happily ever after.

Narrative text is

text type that tells a

story.

Its purpose is to

present a view of

the

world that

entertains or

informs the reader

or listener.

Recount Visiting Glendi Festival

1) Orientation

Yesterday, I went to the Glendi

Festival with nine other kids from my

class to take part in the dancing and to

have a good time, this festival is held in

March each year in a big city park.

Recount text is

a

piece of text that

retells past events,

usually in the order

in which they

happened.

The purpose is

to

27

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:

MacMillan education Australia PTY LTD, 2003), pp. 3—5.

21

2) Sequence of Events

At first, we went together to eat in one

of the tents. We bought souvlakia, yiros,

chips, roast corn on the cob and drink.

Everything was so tasty.

Afterwards, we visited the school tent

where we viewed the student projects

from many schools.

Later, we gathered in front of the large

stage. The announcer was calling the

school teams one by one to dance Greek

dance. Our turn came! We danced two

dances, a kalamatiano and a hasapiko.

The crowd gave us a great applause.

3) Reorientation

At the end of the day, we were all tired

but happy because we had a wonderful

time.

give the audience a

description of what

occurred and when

it occurred.

Procedure How to Make Jelly

1) Goal

Jelly can be very simply by following

these directions.

2) Materials

You will need one packet of jelly

crystals, a 500 ml jug, 250ml boiling

water, 200 ml of cold water, a bowl.

3) Steps

1. Empty contents of a packet of

jelly crystals into the jug.

2. Add boiling water.

3. Stir well until crystals dissolve.

4. Add the cold water and stir.

5. Pour mixture into a bowl.

6. Refrigerate until firm.

Procedure text

is a piece of text

that gives

instruction for

doing something.

The purpose is

to explain how

something can be

done.

22

Descriptive My Pet

1) Identification

I have a pet. It is a dog and I call it

Brownie.

2) Description

Brownie is a Chinese breed. It is

small, fluffy and cute. It has got thick

brown fur. When I cuddle it, the fur feels

soft. Brownie doesn‗t like bones. Every

day it eats soft food like steamed rice,

fish or bread. Every morning I give her

milk and bread. When I am at school,

Brownie plays with my cat. They get

along well, and never fight maybe

because Brownie does not like bark a lot.

It treats the other animals in our house

gently, and it never eats shoes. Brownie

is really a sweet and friendly animal.

Descriptive text is

a piece of text that

describes living

things or non-

living things.

Its purpose is to

describe to

audience

the characteristics

of people, things,

animals, or places.

Report

(Information

Report)

1) General Classification

For many years people believed that

the cleverest animals after man were the

chimpanzees. Now, however there is

proof that dolphins may be even cleverer

than these big apes.

2) Description

Although a dolphin lives in the sea, it

is not a fish. It is a mammal. It is in many

ways, like a human being.

Dolphins have a simple language. They

are able to talk to another. It may be

possible for man to learn how to talk to

dolphins. But this will not be easy

because dolphins cannot hear the kind of

sounds man can make. If man wants to

talk to dolphins, therefore, he will have to

make a third language with both he and

the dolphins can understand.

Dolphins are also very friendly toward

man. They often follow ships. There are

many stories about dolphins guiding ships

through difficult and dangerous waters.

An

information

report text is a

piece of text that

presents

information about

a subject. The text

usually contains

facts about the

subject, a

description and

information on its

parts, behavior and

qualities.

Its purpose is

to classify,

describe or to

present

information about

a subject

23

C. Recount Text

1. Definition of Recount Text

Genre that commonly refers to text types consists of two different kinds.

They are story and factual genres. Recount text belongs to story genre because it

is arranged to form like a story. This text resembles narrative text, but it has its

own characteristics.

A recount is speaking or writing about past events or a piece of text that

retell past events, usually in the order which they happened28

. The purpose of the

recount text is to inform, to entertain, or to give the audience a description of what

occured and when it occured. It shows that recount text contains someone‘s

experiences.

According to Anderson, there are some examples of recount text types.

They are eyewitness accounts, letters, conversations, newspaper reports, television

interviews, and speeches.29

Those are will be described as follow:

a. Eyewitness accounts

An eyewitness account is one example of a recount. The eyewitness may

be called on to give details about an event such as a car accident, an exploision or

a fight. The purpose of the account is to provide details about the event in the

order in which they occured.

b. Letters

Letters can be written for all sorts of reason. Some letters can be recount

text types because the writer retells events to the readers.

c. Conversations

A conversation is a spoken between two or more people. Conversation

can have different purposes, such as: to explain, to describe, or to argue. Some

conversation can have the purpose of recounting events.

d. Newspaper reports

Newspaper reports are often recounts because the reports usually write

some events from the newspapers.

28

Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan

Education Australia PTY Ltd, 1997) p. 48. 29

Ibid., pp. 56—74.

24

e. Television interviews

An interview is a special type of conversation that can be a recount text.

Often on current affairs shows or chat shows the guests are asked to recount part

of their lives. The interviewer may prompt the interviewee to recount events.

f. Speeches

A speech is a spoken text that can have a variety of purposes. A recount

speech would be one where the speaker tells the audience about a past happening.

The speaker would recount the events in the order in which they took place.

2. The Generic Structure of Recount Text

The recount text type retell past events, usually in the order in which they

happened. According to Anderson, there are several steps for constructing a

written recount text which can be analyzed as follow:30

a. Orientation: background information about who, what, where, and when.

It means that introducing the participants, place, and time. It includes the

main characters that are going to be involved in the text. Also, it gives

information about place where the story happened and time when the story

started to happen.

b. Events: describing series of event that happened in the past

It means that in the story, there are generally two or more events, but it can be

at least an event occurred. An event describes what happened in a particular

time which is considered has different content with another event. However,

the events must be arranged in chronological order.

a. Re-orientation: a concluding paragraph

It is an optional and not always necessary. It usually contains the personal

comment of the writer to the story. It is the evaluate remark which is

interpreted throughout the record of events.

30

Mark Anderson and Kathy Anderson, Text Types in English, (Australia: Macmillan

Education Australia PTY Ltd, 1997) p. 50.

25

3. The Language features of Recount Text

Anderson explains the language features of a recount text which are

listed as follow:31

a. Use of proper nouns to identify people, animals, or things involved.

b. Use of descriptive words to give details about who, what, when, where, and

how.

c. Use of past tense to retell the events and to locate the events in relation to

writer‘s time.

d. Use of conjunction words to show the order of events, such as: first, next,

then, etc.

Table 2.2

The Example of Recount Text

Generic

Structures Visiting Glendi Festival

Language

Features

Orientation Yesterday, I went to the Glendi Festival

with nine other kids from my class to take

part in the dancing and to have a good

time, this festival is held in March each

year in a big city park.

Individual

participant: I, we

(I and nine other

kids)

(Italic)

Event 1

Event 2

Event 3

At first, we went together to eat in one of

the tents. We bought souvlakia, yiros,

chips, roast corn on the cob and drink.

Everything was so tasty.

Afterwards, we visited the school tent

where we viewed the student projects from

many schools.

Later, we gathered in front of the large

stage. The announcer was calling the

school teams one by one to dance Greek

dance. Our turn came! We danced two

dances, a kalamatiano and a hasapiko. The

crowd gave us a great applause.

Past tense

(material process)

(Bold)

Re-

orientation

At the end of the day, we were all tired but

happy because we had a wonderful time.

sequences of

events.Underline.

31

Ibid.

26

D. Hypothesis

The researcher formulates the hypothesis on the following ways:

H0: Picture sequences are not effective on students‘ writing recount text

Ha: Picture sequences are effective on students‘ writing recount text

E. Previous Study

A Skripsi entitled ―Improving Students‘ Ability in Writing Recount Text

through Picture Sequences‖ written by Puji Astuti from Syarif Hidayatullah State

Islamic University published in 2011.

―This study is aimed to improve students‘ ability in writing recount text

through Picture Sequences at X grade of MA Darul Ma‘arif Cipete academic year

2010/2011 as the subject of the study. This study was conducted for two months.

This study is categorized as a classroom action research. The writer worked

collaboratively with the English teacher in the class. The CAR was done based on

Kurt Lewins‘ design. The writer did two cycles in which each cycle consists of

planning, acting, observing, and reflecting. The data were gathered through

qualitative and quantitative data. The qualitative data were gained by analyzing

the interview and observation result. Then, quantitative data were obtained from

the students‘ writing score of pretest and posttest‖32

The result of this study showed that there was improvement on the

students‘ ability in writing recount text. Then, from the result of questionnaire, it

showed that there was improvement of positive responses in the teaching-learning

process of writing recount text. Related to the result of observation and interview,

it can be concluded that the students‘ ability in writing recount text improved and

the students‘ were motivated in the teaching-learning process.

32

Puji Astuti, ―Improving Students’ Ability in Writing Recount Text through Picture

Sequences‖ a Skripsi of under graduate Syarif Hidayatullah State Islamic University, Jakarta,

2011.

27

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The writer does the research in SMA Dua Mei Ciputat for four months; it

starts from March 2015 until June 2015. The activities can be seen the table as

follow:

Table 3.1

NO ACTIVITY

TIME OF THE STUDY

March‘15 April‘15 May‘15 June‘15

1 Preparation

2 Observation

3 Test

4 Collecting Data

5 Consultation

B. Research Method and Design

In this research, the writer would like to process, collect, and analyze the

data using quantitative data. This research called quantitative research because it

will use numbers and statictics. Moreover, this research uses experimental design.

In an experimental design, there are some types: pre-experimental design, true

experimental design, quasi experimental design, and single-subject design. For

that statement, the researcher chooses a quasi experimental design. Quasi

experiment means when individual are not randomly assigned the procedure33

. In

quasi experiment, the researcher uses control and experimental with one group

pre-test and post-test design that will be used.

33

John W. Cresswell, Research Design, (United Kingdom: SAGE Publication, 2014), p.

168.

28

Pre-test is the test which given to the students before the treatment.

Whereas the post-test is given to the students after the treatment to find out the

students‘ achievement. So there are two tests: T1 – the pre-test and T2 – the post-

test. X is used to symbolize the treatment which given by the writer by using

picture sequences.

C. Research Variables

In the quasi experimental research, there are two variables that will be

manipulated by the researcher. They are independent variable (X) and dependent

variable (Y). Independent variable is probably caused, influence, or affect

outcome. It is also called treatment, manipulated, antecedent, or predictor

variable. Whereas dependent variable is the variable depend on the independent

variable; they are the outcomes or results the influence of the independent

variables34

.

1. Independent Variable

The independent variable (X) is pictures sequence used in writing recount text

to the tenth grade of SMA Dua Mei Ciputat Tangerang Selatan in the

academic year 2014/2015.

2. Dependent Variable

The dependent variable (Y) is students‘ ability in writing recount text to the

tenth grade of SMA Dua Mei Ciputat Tangerang Selatan in the academic year

2014/2015.

D. Population and Sample

The population is a number people or groups that have characteristic and

become subject of the research. The population of this research is the tenth grade

students of SMA Dua Mei Ciputat Tangerang Selatan in the academic year

2014/2015.

Sample of this research is representative group from the population.

Sample is a small set of cases a researcher selects from a large pool and

34

John W. Cresswell, Ibid., p. 52.

29

generalized to the population.35

There are several kinds of sampling techniques,

such as random sampling, cluster sampling, stratified sampling, purposive

sampling, double sampling and proportional sampling.

In this research, the writer applied random sampling. It means that

identify the selection process for individuals, in which each individual in the

population has an equal probability of being selected36

. The population used as the

sample was tenth grade students of SMA Dua Mei Ciputat. Then, the writer chose

two classes. They are X1 as control group which consists of 25 students and X2 as

experimental group which consists of 25 students.

E. Instrument

The data will be collected through a test. The test will be in form of

written test. Usually, test is used as the instrument to measure the students‘

achievement in education field. In this research, the writer gives the pre-test and

post-test between control and experimental group.

1. Pre-test

The students were given a pre-test in starting the data collection to identify

the recount text writing achievement. The test was writing test and it was

conducted before the treatment.

2. Post-test

The test was also writing a recount text. Post-test was conducted after the

treatment. Post-test was used to measure the students‘ ability after the

treatment.

Brown stated: "test is a method of measuring a person ability,

knowledge, or perfomance in a given domain. It is an instrument – a set of

techniques, procedures, or items – that requires performance on the part of the test

taker‖.

To administer the writing test, the researcher determined the type of test.

Writing a short story was the type. Then, the researcher gave the instruction about

35

W. Lawrence, Neuman, Social Research Methods: Qualitative and Quantitative

Approaches, (United States: Pearson Education Limited, 2014) p. 246. 36

John W. Cresswell, Op.cit. p. 158.

30

what the students had to do. The instruction was ―write a short story based on the

picture sequences given and then make an event on your own words.‖ After the

researcher got the data of the students‘ answer, then she scored the data and got

the result.

F. Data Collection

The writer has some steps in collecting the data, those are as follow:

1. The writer makes research instrument.

2. The writer asks permission from the institute.

3. The writer comes to SMA Dua Mei Ciputat Tangerang Selatan.

4. The writer choose two classes of the tenth grade students of SMA Dua

Mei Ciputat Tangerang Selatan. They are X 1 as control group which

consists of 25 students and X 2 as experimental group which consists of

25 students.

5. The writer gives pre-test to students between experimental and control

group.

6. The writer gives picture sequences as a medium to experimental group.

7. The writer gives post-test to students between experimental and control

group.

8. Analyzing the test.

G. Data Analysis

After collecting the data, the writer analyzes the result of the test after

collecting the data by using test. The steps that would be taken by writer are

identifying the students‘ mistakes and giving the score. The writer identifies the

students‘ mistake by reading the students‘ worksheet one by one about grammar,

content, organization, vocabulary, and mechanics. Then, the writer gives the score

in order to find out the percentage of each problem type.

31

The stages in analyzing the data are as follow:

1. Preparation

a. Checking the identity of the students

b. Checking whether the data are complete or not. It means that the

researcher checks out the instrument of collecting data (including papers

for test)

2. Tabulation

In this stage, the researcher gave scores from the data collected. The

score was based on the criteria determined and using analytic scale. According to

Brown, there are five aspects in evaluating writing. They are as follows:

a. Organization refers to effectiveness of introduction, logical sequence of

ideas, conclusion, and appropriate length.

b. Content refers to thesis statement, the ideas are concrete, development of

ideas through personal experience, illustrations, facts, and opinion.

c. Grammar refers to topic sentences, paragraph unity, transitions, discourse

makers, cohesion, rhetorical conventions, reference, fluency, no fragments

or run-on sentences.

d. Mechanics refers to spelling, punctuation, paragraphs indented, neatness

and appearance.

e. Style and quality of expression refers to vocabulary usage, use of parallel

structures, concise, and dictation.

32

Table 3.2

The Analytic Scale of Each Aspect:37

Aspect

of

Writing

20-18

Excellent

to Good

17-15

Good to

Adequate

14-12

Adequate

to Fair

11-6

Unaccept

able

5-1

Not

collage-

level work

O

R

G

A

N

I

Z

A

T

I

O

N

Appropriat

e title,

effective

introducto

ry

paragraph,

topic is

stated,

transitiona

l

expression

used, and

conclusion

logical and

complete

Adequate

title,

introduction,

body and

conclusion is

acceptable,

some ideas

are not fully

developed,

transitional

expression

misused

Introduction

or

conclusion;

problems

with the

order of

ideas in

body

Several

problems

with

ordering

ideas in

introductio

n,

conclusion

weak;

inadequate

effort at

organizati

on

Absence of

introduction

or

conclusion;

no apparent

organization

of body

(could not

be outlined

by reader)

C

O

N

T

E

N

T

the ideas

are

concrete,

no

extraneous

material,

and

thoroughly

developed

Ideas could

be more fully

developed,

some

extraneous

material is

present

Developme

nt of ideas

not

complete;

paragraphs

are not

divided

exactly

right

Ideas

incomplet

e; essay

does not

reflect

careful

thinking;

inadequate

effort

Completely

inadequate

and does

not reflect

college-

level work

G

R

A

M

M

A

R

Correct

use of

relative

clause,

prepositio

n, modals,

and no

fragments

or run-on

sentences

Some

grammar

problems do

not influence

communicati

on, and no

fragments or

run-on

sentences

Grammar

problems

are apparent

and have a

negative

effect on

communicat

ion;

fragments

or run-on

sentences

present

Grammar

problems

interfere

with

communic

ation of

the

writer‘s

ideas;

difficult to

read

sentences

Several

grammar

problems

interfere

greatly‘;

reader

cannot

understand

what the

writer is

trying to say

37

James Dean Brown, Testing in Language Program: A Comprehensive Guide to English

Language Assessment, (New York: McGraw-Hill Companies, Inc, 2005), p. 56.

33

M

E

C

H

A

N

I

C

S

Correct

use of

English

conventio

ns, all

needed

capitals,

punctuatio

n and

spelling;

very neat

Some

problems

with writing

conventions

or

punctuation,

occasional

spelling

errors.

Uses

general

writing

convention,

but has

errors;

spelling

problems

distract;

punctuation

errors

Error in

sentence

final

punctuatio

n,

unaccepta

ble to

educate

readers

Complete

disregard

for English

writing

convention,

obvious

capitals

missing,

several

spelling

problems

V

O

C

A

B

U

L

A

R

Y

Precise

vocabular

y usage,

use of

parallel

structure,

concise

Good

vocabulary,

not wordy,

style fairly

concise

Some

vocabulary

misused,

may be too

wordy

Poor

expression

of ideas,

problems

in

vocabular

y, lack

variety of

structure

Inappropriat

e use of

vocabulary,

no concept

of sentence

variety

To measure the quality of the test, we can see from its validity,

reliability, and difficulty level. However, the test is writing paragraph. So, there is

no need to measure the validity, reliability, and difficulty level. In short, the

researcher directly measured the data obtained with T formula.

a. T-test

To interpret the t-obtained, the writer used t-test table. If the t value is

higher than t table, it means that there is significance between the two means. In

contrast, if the t-value is lower that t-table, it means that there is no significance

difference between the two means. To differentiate this case, the writer used the

―test formula‖, as follows:38

Mx - My

t=

∑ x2 + ∑ y

2 1 1

Nx + Ny – 2 Nx Ny

38

Suharsimi, Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT

Rineka Cipta, 2006), p. 311.

34

1. Mean Deviation of Experimental Group

Mx = ∑x

Nx

In which:

Mx : Mean of Experimental Group

∑x : Total of deviation of experimental group

Nx : Number of students for the experimental group

2. Mean Deviation of Control Group

My = ∑y

Ny

In which:

My : Mean of Control Group

∑y : Total of deviation of control group

Ny : Number of students for the control group

3. To find out the deviation of each post test score from pre test score

of experimental group. The formula is as follow:

∑x2 = ∑X

2 – ( ∑X)

2

NX

In which:

∑x2

: the sum of deviation of the control group

∑X2

: Deviation of each post-test score from pre-test of experimental

group

NX : Number of the students of the experimental group.

4. To find out the deviation of each post test score from pre test score

of control group. The formula is as follow:

∑y2

= ∑Y2 – ( ∑Y)

2

Ny

In which:

∑y2

: the sum of deviation of the control group

∑Y2

: Deviation of each post-test score from pre-test of control group

Ny : Number of the students of the control group.

35

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

This chapter deals with the result of the experiment that has been

conducted at the tenth grade students of SMA Dua Mei Ciputat in the Academic

Year 2014/2015. Furthermore, the writer wants to find out whether or not there

are effective between the students who are taught by using picture sequences and

without using picture sequences.

A. Research Findings

1. Data Description

a. Pre-test

In order to obtain the data and know the students‘ ability, the researcher

administered pre-test and post-test in different time. The researcher administered

pre-test in the same time for the control and experimental group on Tuesday,

April, 21st 2015. The total score of the experimental group was 1571, while the

total score of the control group was 1540.

b. Treatment

The treatment was given in order to make the ability of the experimental

group increased. In this case, the treatment was picture sequences as media in

teaching recount text. The researcher gave the treatment to the experimental group

on Thursday, April 23rd

, Tuesday, April 28th

, Thursday, April 30th

, and Tuesday,

May 5th

2015 at 10.55 – 12.15.

c. Post-test

After giving treatment, the researcher gave post-test to know if the ability

of the experimental group increased or not. The researcher administered post-test

to the control group on Tuesday, May 12th

2015 and to the experimental group on

Thursday, May 14th

2015. As the result, the total score of post-test of experimental

group was 1970. However, the total score of control group was 1641.

36

2. Data Analysis of Pre-test and Post-test

a. The students‘ Ability Taught by Using Picture Sequences

As the writer stated above, the ability of students taught by using picture

sequences were higher than the ability of students taught without using picture

sequences. It means that the pictures sequences effective as media for the students

to get ideas in writing recount text. Moreover, picture sequences help the students

to write recount text easily because they provide the sequence events. In short, the

students were easier to get ideas, vocabularies, feeling, and express it into written.

The writer taught recount text by using photograph in the experimental

group, it can be seen the students‘ score and writing ability. Then, the score of

pre-test and post-test are as follow:

Table 4.1

The Students’ Score of Experimental Group

Students’ Number Score of

Pre-test

Score of

Post-test

Student 01 57 68

Student 02 68 78

Student 03 60 68

Student 04 62 77

Student 05 60 72

Student 06 67 85

Student 07 68 78

Student 08 58 79

Student 09 64 76

Student 10 66 85

Student 11 63 73

Student 12 59 86

Student 13 70 79

Student 14 66 82

37

Student 15 58 76

Student 16 65 80

Student 17 70 87

Student 18 57 80

Student 19 60 80

Student 20 60 82

Student 21 58 82

Student 22 63 85

Student 23 66 82

Student 24 62 80

Student 25 64 70

Total Score 1571 1970

Average 62.84 78.8

Based on the result of pre-test and post-test above, it can be conclude that

the average score of pre-test was 62.84. The highest score was 70 and the lowest

score was 57. Furthermore, the writer gave the treatment by using picture

sequences. On the other hand, the average score of post-test was 78.8, with the

highest score was 87 and the lowest score was 68. Therefore, the students‘ ability

of pre-test was not good, but after they were given treatment by using picture

sequences, the students‘ ability raised; using picture sequences effective to

improve the students‘ writing recount text and their score of post-test. So,

teaching recount text by using picture sequences was successful.

b. Students‘ Ability in Writing Recount Text Without using Picture Sequences

The writer has different technique while teaching recount text in the

control group. She taught in this class without using picture sequences. First, the

teacher gave students some recount texts. Then, the teacher explained the material

orally and the students just listened to the teacher.

Some of students often asked to the teacher when they got confusion

such as asked the meaning of new words. Nevertheless, other students tried to

38

look for the meaning in the dictionary. Sometimes, they prefer to be quiet when

the teacher asked them a new word. In short, the writer thought that the students

were not interested in the lesson because the teaching and learning activity made

them bored.

The students got their score of writing recount text were influenced by

condition in the class. In can be seen from their score of pre-test and post-test as

follow:

Table 4.2

The Students’ Score of Control Group

Students’ Number Score of

Pre-test

Score of

Post-test

Student 01 62 65

Student 02 60 67

Student 03 65 73

Student 04 70 64

Student 05 65 70

Student 06 67 66

Student 07 65 62

Student 08 65 67

Student 09 60 60

Student 10 67 68

Student 11 58 63

Student 12 57 59

Student 13 60 68

Student 14 60 62

Student 15 70 65

Student 16 56 57

Student 17 63 68

Student 18 65 70

Student 19 62 75

39

Student 20 58 62

Student 21 60 62

Student 22 58 70

Student 23 60 64

Student 24 59 69

Student 25 58 65

Total Score 1550 1641

Average 62 65,64

Based on the result of pre-test and post-test above, it can be concluded

that the average score of pre-test was 62. The highest score was 70 and the lowest

score was 58. Furthermore, the writer gave the treatment without using picture

sequences. In other word, the result of the post-test was different from the pre-test.

The average score of post-test was 65.64, with the highest score was 75 and the

lowest score was 57. Therefore, the students‘ ability of pre-test and post-test in

control group was further different from experimental group. So, teaching recount

text without using picture sequences was not successful.

Table 4.3

The Result of Pre-test and Post-test Averages Score of the Experimental and

Control Group

Group χ of Pre-test χ of Post-test The difference

between Pre-test

and Post-test

Experimental 62.8 78.8 16

Control 62 65.6 3.6

The difference

between

experimental and

control group

0.8 13.2

40

In which:

χ = the average of total score gained

Based on the table above, the pre-test average total score of the

experimental group was 62.8, whereas the pre-test average total score of the

control group was 62. Moreover, the post-test average total scores for

experimental group was 78.8 while for the control group was 65.6. Then, the

difference between pre-test average scores of the experimental and control group

was 0.8 and the difference between the post-test average scores of the

experimental andcontrol group was 13.2. Furthermore, the difference between

pre-test and post-test ofexperimental group was 16 and for the control group, the

difference between pre-test and post–test was 3.6. In short, the improvement of

the experimental group was better than the control one.

To find out the differences between the students` ability in writing

recount text by using photographs and without using photographs the writer used

T-test formula. The T-test which is used in this research was as follows:

Mx - My

t =

∑ x2 + ∑ y

2 1 1

Nx + Ny – 2 Nx Ny

In which:

Mx : Mean of Experimental Group

My : Mean of Control Group

∑χ2

: Deviation of Each Post-test score from Pre-test of Experimental

Group

∑y2

: Deviation of Each Post-test score from Pre-test of Control Group

41

Before computing the t-test above, the writer did some steps as follows:

1. Mean Deviation of Experimental Group

Mx ∑x

Nx

399

25

= 15.96

2. Mean Deviation of Control Group

My = ∑y

Ny

91

25

= 3.64

3. To find out the deviation of each post test score from pre test score

of experimental group. The formula is as follow:

∑x2 = ∑X

2 – ( ∑X)

2

NX

= 7117– (399)2

25

= 7117– 159201

25

= 7117– 6368.04

= 748.96

4. To find out the deviation of each post test score from pre test score

of control group. The formula is as follow:

∑y2

= ∑Y2 – ( ∑Y)

2

Ny

= 869 – (91)2

25

= 869 – 8281

25

= 869 – 331.24 = 537.76

42

5. The Last Steps of The Hypothesis Testing is T-test

Mx - My

t =

∑ x2 + ∑ y

2 1 1

Nx + Ny – 2 Nx Ny

15.96 – 3.64

t =

784.96 + 537.76

1 1

25 + 25 – 2 25 25

12.32

t =

1322.72

2

48 25

t = 12.32

√ 2.20

t = 12.32 1.48

t = 8.32

From the result of calculation above, the total t- obtained value of the

research was 8.32 with the degree of freedom (df) was (25+25) - 2 = 48 and level

of significant 5% (0.05), so the value table of t-table was 2.01. In other word, t –

obtained value was higher than t-table (8.32 > 2.01). It means Ha was accepted.

The criterion of the test is used to refuse H0. When Ha was accepted, if

the t-obtained was higher or same t-table (t-obtained > or = t-table). However,

when H0 was rejected, if t-obtained value was lower or same t-table (t-obtained < t

table). The calculation shows that t-obtained value higher than t-table. In other

word, the students` ability in writing recount text who were taught by using

43

picture sequences was better than the students` ability who were taught without

using picture sequences, so Ha was accepted.

B. Discussions

Based on the findings of the research, it found that the students taught by

using picture sequences effective on their ability in recount text writing. It means

that the students were more interest in writing recount text by using picture

sequence. In addition, teaching recount text with picture sequences was better

than without picture sequences.

1. Students‘ Ability Taught by Using Picture Sequences

The students‘ ability taught by using picture sequences was successful. It

can be seen from the average score of the students who were taught by using

picture sequences was 78.8. In other word, the picture sequences effective on the

students‘ writing recount text score and arise their motivation to get ideas, feeling,

and then express them into written. By using picture sequences, the teacher can

create the new technique in teaching and learning process more interesting in the

classroom because picture sequences can tell the sequence of events. Besides,

picture sequences help students to remember about people, places, and events in

the pictures. So, the students were easier to write it.

2. Students‘ Ability Taught Without Using Picture Sequences

Because of teaching without using picture sequences, the result of the

students‘ ability was not good and the average score of post-test was 65.64. It

means that teaching writing recount text without using picture sequences was not

successful. It can be seen in the table of the students‘ score of pre-test and post-

test in the control group.

3. About Treatment

The treatment trained them to develop their ideas and then made them

arrange paragraphs well. Also, they can be more fluent in writing recount text

because they just looked the picture sequences and then write it into paragraph .

At last, the students can improve their skill in writing recount text using

44

appropriate tense. The treatment that used in this research is picture sequences.

That was the factor that might influence the result of post-test in the experimental

group.

In doing the treatment, the teacher explained about the meaning of

recount text, the language features and how to make a good paragraph of recount

text. There were several steps in treatment using picture sequences. First, arrange

the students to work in group. Then, the teacher gave some picture sequences and

the students analyzed the pictures. After that, the teacher asked the students to

make first draft and then the students review and revise the other groups‘ draft. In

the last, the teacher asked the students to work better draft based on the feedback

from other groups and teacher and then they are asked to write the final draft.

45

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

According to the discussion from the previous chapter, the writer

concludes that using picture sequences as media effective to improve the students‘

writing recount text at the tenth grade students of SMA Dua Mei Tangerang

Selatan in the academic year 2014/2015. It can be proved from the result of

average score of post-test. The average score of students who were taught writing

recount text by picture sequences which is called the experimental group is 78.8.

The average score of the control group is 65.64. Moreover, after calculating the t-

test with two means of two groups and the writer found that the t- obtained value

is higher than t- table value. It shows that t- obtained is 8.32 and t- table is 2.01.

Therefore, there is a significant difference between the two groups. They are the

students who were taught by using picture sequences and the students who are

taught without using picture sequences. It means that the achievement of the

experimental group students is better than the control group students. At the last,

the writer wants to state that using pictures sequences as media effective to

improve the students‘ writing recount text.

B. Suggestions

After doing the result of study, the writer gives some suggestions as

follows:

1. The Teacher

Picture sequences can be used by teacher in teaching recount text. It is

useful because the teacher‘s role in teaching and learning process can arise the

students‘ motivation in writing recount text. Also, media may influence the result

of students‘ ability.

46

2. The Students

The students are more interested in learning process. So, it can make the

students more understand the material easily. Besides, they will get a good result

and influence their students‘ ability in writing recount text.

3. The Writer

This is one of the writing English experiences when she has been studying

in the English Education Department of State Islamic University Syarif

Hidayatullah Jakarta.

4. The Readers

The writer thought that this Skripsi is far from being perfect. In short, the

writer will accept a good suggestion to make this Skrpsi perfect. Also, the writer

hopes that it will be useful for her and all readers in general.

47

BIBLIOGHRAPHY

Anderson, Mark and Kathy Anderson. Text Types in English. Australia:

Macmillan Education Australia PTY Ltd, 1997.

Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT

Rineka Cipta, 2006.

Astuti, Puji. ―Improving Students’ Ability in Writing Recount Text through Picture

Sequences‖. Jakarta: a Skripsi of under graduate Syarif Hidayatullah State

Islamic University Jakarta, 2011.

Binder, Carol A. and Susan Lopez-Nerney. Wriitng in Process: Strategies for

Organization and Development. Singapore: Pearson/Prentice Hall, 2005.

Brown, James Dean. Testing in Language Program: A Comprehensive Guide to

English Language Assessment. New York: McGraw-Hill Companies, Inc,

2005.

Cresswell, John W. Research Design. United Kingdom: SAGE Publication, 2014.

Harmer, Jeremy. How to Teach Writing. England: Pearson Education Limited,

2004.

Langan, John. College Writing Skills: Sixth Edition. New York: McGraw Hill,

2005.

McDonough, Jo and Christopher Shaw. Materials and Methods in ELT; A

Teacher Guide. United Kingdom: Blackwell Publishers, 1993.

Miller, Robert Keith. Motives for Writing: Fifth Edition. New York: McGraw

Hill, 2005.

Murcia, Mariane Celce. Techniques and Resources in Teaching Grammar. New

York: Oxford University Press,

48

Neuman, W. Lawrence. Social Research Methods: Qualitative and Quantitative

Approaches. United States: Pearson Education Limited, 2014.

Raimes, Ann. Techniques in Teaching Writing. New York: Oxford University

Press, 1983.

Richard, Jack C. Approaches and Methods in Language Teaching. New York:

Cambridge University Press, 2002.

Smalley, Regina L. et al, Refining Composition Skills: Academic Writing and

Grammar, Sixth Edition. USA: Cengange Learning, 2012.

Sprenger, Marilee. Brain-based Teaching in the Digital Age. USA: ASCD, 2010

Weigle, Sara Chusing. Assessing Writing. United Kingdom: Cambridge

University Press, 2002.

Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge

University Press, 1989.

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMA Dua Mei Ciputat

Kelas / Semester : X/2 (Kelas Eksperimen)

Mata Pelajaran : Bahasa Inggris

Materi : Recount Text

Alokasi Waktu : 2 x 40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam dalam

jangkauan pergaulan dan keberadaannya

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

B. Kompetensi Dasar

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai

dengan konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14. Menyusun teks recount lisan dan tulis sederhana tentang

pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan

sesuai dengan konteks.

C. Indikator

1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari

teks recount sederhana tentang kegiatan/kejadian/peristiwa dengan

penuh percaya diri dan bertanggung jawab.

2. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dari

teks recount sederhana.

3. Menyunting teks recount sederhana tulis sederhana tentang

kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

4. Menyusun teks recount sederhana tulis sederhana tentang

kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

D. Tujuan Pembelajaran

1. Peserta didik mampu mengidentifikasi gambaran umum dari teks

recount sederhana tentang kegiatan/kejadian/peristiwa

2. Peserta didik mampu mengidentifikasi informasi rinci dari teks recount

sederhana tentang kegiatan/kejadian/peristiwa

3. Peserta didik mampu membedakan fungsi sosial dari teks recount

sederhana tentang kegiatan/kejadian/peristiwa

4. Peserta didik mampu membedakan struktur kebahasaan dari teks

recount sederhana tentang kegiatan/kejadian/peristiwa

5. Peserta didik mampu menyunting teks recount sederhana tulis tentang

kegiatan/kejadian/peristiwa berdasarkan Picture Sequences

6. Peserta didik mampu mnyusun teks recount sederhana tulis tentang

kegiatan/kejadian/peristiwa berdasarkan Picture Sequences

E. Materi Pembelajaran

1. Teks recount sederhana lisan dan tulis

2. Fungsi sosial :

to tell/ to retell past events for the purpose of informing or

entertaining.

Generic Structure Text

Orientation

(Pengenalan: Who,

When, Where, dll)

Last holiday my family and I went to Jakarta. We

visited my uncle’s house. It had a big garden and a lot

of colorful flowers and tennis court.

Events:

(Urutan Peristiwa)

On Friday my nephew and I went to National Museum

and went up to the top of monument which had the

golden symbol of the spirit of our nation. From the top

we could see the beauty of the metropolitan city. On

Saturday we went to Ancol beach to see

DuniaFantasiand Dolphin show.

Reorientation

(Penutup cerita,

rangkuman rentetan

peristiwa)

On Sunday we went to Ragunan Zoo and then we

went home. We really enjoyed our holiday.

3. Lexico Grammatical Features

a. Focus on specific participant

b. Used action verbs and simple past tense (V2), example: was,

were, spent, visited, etc.

c. Use time connectives, example: then, after that, when.

d. Chronologically.

4. Contoh Picture Sequences

F. Metode Pembelajaran

Pendekatan : Scientific Approach (Observing, Questioning,

Experimenting, Associating and Communicating)

Teknik : Menulis, tanya jawab, penugasan, diskusi dan Discovery

Learning

G. Media, Alat, dan Sumber Pembelajaran

Media : Laptop

Alat : kertas buram, spidol, gambar berurutan

Sumber : www.englishindo.com, http://www.britishcouncil.org.

H. Kegiatan Pembelajaran

Kegiatan Uraian Alokasi

Waktu

Pendahuluan - Guru masuk, salam, dan menyapa dalam

bahasa Inggris, serta menanyakan kabar

peserta didik

- Salah satu peserta didik diminta untuk

memimpin doa

- Guru Menanyakan kondisi/keadaan peserta

didik serta kesiapan mengikuti proses

10

menit

pembelajaran dengan mengucapkan Do you

feel good today? Are you ready follow the

lessons?

- Guru mengabsen peserta didik

- Peserta didik dibagi menjadi 5 kelompok yang

masing-masing kelompok terdiri dari 5 orang.

Inti Observing

- Guru membagikan beberapa contoh tentang

teks Recount dan gambar beerurutan

- Peserta didik mengidentifikasi struktur

kebahasaan dan fungsi sosial dari teks Recount

10

menit

Questioning

- Peserta didik diberi kesempatan untuk

bertanya

- Guru memancing pertanyaan kepada peserta

didik. Contoh: what do you feel after reading

the text?, what do you think after looking the

picture sequences? Is there any confusion?

- Peserta didik menanyakan beberapa

Vocabulary (kosa kata) yang belum mereka

ketahui

- Peserta didik menanyakan beberapa hal

berkenaan dengan Simple Past Tense

- Peserta didik menanyakan tentang bagaimana

cara mengidentifikasikan suatu jenis teks

15

menit

Exploring

- Peserta didik membaca fungsi sosial teks

Recount

- Peserta didik membaca ciri-ciri struktur

kebahasaan teks Recount

- Peserta didik memahami rumus Simple Past

Tense

10

menit

Associating

- Guru membagikan beberapa Picture

Sequences secara acak kepada masing-masing

kelompok

- Peserta didik diminta untuk menyusun gambar

yang belum berurutan

- Peserta didik diminta untuk menyusun

beberapa paragraf dari gambar-gambar

10

menit

tersebut

- Setelah itu, peserta didik menelaah tentang

Simple Past Tense

- Peserta didik mencoba untuk memahami ide

utama masing-masing paragraf

- Peserta didik mengidentifikasi struktur

kebahasaan dari teks tersebut

Communicating

- Guru memberikan kesempatan masing-masing

kelompok untuk menjelaskan dan

mendiskusikan ide utama tiap-tiap paragraf

berdasarkan gambar yang telah diberikan

- Masing-masing kelompok diberi kesempatan

untuk memaparkan dan mendiskusikan generic

structure dari teks

- Masing-masing kelompok diminta untuk

mengkoreski atau mengecek teman kelompok

yang lainnya

- Guru meluruskan beberapa pendapat dari

peserta didik yang dianggap kurang tepat

sekaligus memberikan umpan balik (feed

back) agar diskusi tetap berjalan dengan baik

- Guru menjawab beberapa pertanyaan peserta

didik yang tidak terjawab dengan baik dalam

diskusi kelas sekaligus memberikan penguatan

dan penjelasan secara lebih detail

15

menit

Penutup - Peserta didik dimotivasi untuk bertanya

tentang materi yang belum jelas

- Peserta didik diminta untuk mengungkapkan

perasaannya terhadap apa yang mereka pelajari

- Bersama peserta didik merumuskan

kesimpulan hasil pembelajaran baik terkait

jenis teks, picture sequences, fungsi, generic

structure, maupun ciri-ciri teks Recount

- Guru memberikan tugas rumah dengan

meminta peserta didik untuk menulis teks

Recount secara individual berdasarkan gambar

yang diberikan

- Guru mengakhiri pembelajaran dengan doa

dan salam

10

menit

I. Penilaian

1. Rubric of Writing Assessment

Aspect

of

Writing

20-18

Excellent

to Good

17-15

Good to

Adequate

14-12

Adequate

to Fair

11-6

Unaccept

able

5-1

Not

collage-

level work

O

R

G

A

N

I

Z

A

T

I

O

N

Appropriat

e title,

effective

introducto

ry

paragraph,

topic is

stated,

transitiona

l

expression

used, and

conclusion

logical and

complete

Adequate

title,

introduction,

body and

conclusion is

acceptable,

some ideas

are not fully

developed,

transitional

expression

misused

Introduction

or

conclusion;

problems

with the

order of

ideas in

body

Several

problems

with

ordering

ideas in

introductio

n,

conclusion

weak;

inadequate

effort at

organizati

on

Absence of

introduction

or

conclusion;

no apparent

organization

of body

(could not

be outlined

by reader)

C

O

N

T

E

N

T

the ideas

are

concrete,

no

extraneous

material,

and

thoroughly

developed

Ideas could

be more fully

developed,

some

extraneous

material is

present

Developme

nt of ideas

not

complete;

paragraphs

are not

divided

exactly

right

Ideas

incomplet

e; essay

does not

reflect

careful

thinking;

inadequate

effort

Completely

inadequate

and does

not reflect

college-

level work

G

R

A

M

M

A

R

Correct

use of

relative

clause,

prepositio

n, modals,

and no

fragments

or run-on

sentences

Some

grammar

problems do

not influence

communicati

on, and no

fragments or

run-on

sentences

Grammar

problems

are apparent

and have a

negative

effect on

communicat

ion;

fragments

or run-on

sentences

present

Grammar

problems

interfere

with

communic

ation of

the

writer’s

ideas;

difficult to

read

sentences

Several

grammar

problems

interfere

greatly’;

reader

cannot

understand

what the

writer is

trying to say

M

E

C

H

A

N

I

C

S

Correct

use of

English

conventio

ns, all

needed

capitals,

punctuatio

n and

spelling;

very neat

Some

problems

with writing

conventions

or

punctuation,

occasional

spelling

errors.

Uses

general

writing

convention,

but has

errors;

spelling

problems

distract;

punctuation

errors

Error in

sentence

final

punctuatio

n,

unaccepta

ble to

educate

readers

Complete

disregard

for English

writing

convention,

obvious

capitals

missing,

several

spelling

problems

V

O

C

A

B

U

L

A

R

Y

Precise

vocabular

y usage,

use of

parallel

structure,

concise

Good

vocabulary,

not wordy,

style fairly

concise

Some

vocabulary

misused,

may be too

wordy

Poor

expression

of ideas,

problems

in

vocabular

y, lack

variety of

structure

Inappropriat

e use of

vocabulary,

no concept

of sentence

variety

2. Rubrik Penilaian Sikap

NO

NAMA

PESERTA

DIDIK

ASPEK YANG DINILAI

PERCAYA DIRI KERJASAMA

RASA

HORMAT/

SOPAN

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1

2

3

4

5

Ket : Percaya Diri

5 : Tidak pernah menunjukan sikap tidak percaya diri

4 : Pernah menunjukan sikap tidak percaya diri

3 : Beberapa kali menunjukan sikap tidak percaya diri

2 : Sering menunjukan sikap tidak percaya diri

1 : Sangat sering menunjukan sikap tidak percaya diri

Kerjasama

5 : Selalu bekerjasama

4 : Sering bekerjasama

3 : Beberapa kali melakukan kerjasama

2 : Pernah bekerjasama

1 : Tidak pernah bekerjasama

Rasa Hormat/ Sopan

5 : Tidak pernah menunjukan sikap tidak hormat

4 : Pernah menunjukan sikap tidak hormat

3 : Beberapa kali menunjukan sikap tidak hormat

2 : Sering menunjukan sikap tidak hormat

1 : Sangat sering menunjukan sikap tidak hormat

Ciputat, 21 April 2015

Mahasiswi PPKT

Siti Raudotul Fushiah

RENCANA PELAKSANAAN PEMBELAJARAN

Satuan Pendidikan : SMA Dua Mei Ciputat

Kelas / Semester : X1 / 2 (Kelas Kontrol)

Mata Pelajaran : Bahasa Inggris

Materi : Recount Text

Alokasi Waktu : 2 x 40 menit

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan sosial dan alam dalam

jangkauan pergaulan dan keberadaannya

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

B. Kompetensi Dasar

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai

dengan konteks penggunaannya.

4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.

4.14. Menyusun teks recount lisan dan tulis sederhana tentang

pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan

sesuai dengan konteks.

C. Indikator

1. Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari

teks recount sederhana tentang kegiatan/kejadian/peristiwa dengan

penuh percaya diri dan bertanggung jawab.

2. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan dari

teks recount sederhana.

3. Menyunting teks recount sederhana tulis sederhana tentang

kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

4. Menyusun teks recount sederhana tulis sederhana tentang

kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

D. Tujuan Pembelajaran

1. Peserta didik mampu mengidentifikasi gambaran umum dari teks

recount sederhana tentang kegiatan/kejadian/peristiwa

2. Peserta didik mampu mengidentifikasi informasi rinci dari teks recount

sederhana tentang kegiatan/kejadian/peristiwa

3. Peserta didik mampu membedakan fungsi sosial dari teks recount

sederhana tentang kegiatan/kejadian/peristiwa

4. Peserta didik mampu membedakan struktur kebahasaan dari teks

recount sederhana tentang kegiatan/kejadian/peristiwa

5. Peserta didik mampu menyunting teks recount sederhana tulis tentang

kegiatan/kejadian/peristiwa

6. Peserta didik mampu mnyusun teks recount sederhana tulis tentang

kegiatan/kejadian/peristiwa

E. Materi Pembelajaran

1. Teks recount sederhana lisan dan tulis

2. Fungsi sosial :

to tell/ to retell past events for the purpose of informing or

entertaining.

Generic Structure Text

Orientation

(Pengenalan: Who,

When, Where, dll)

Last holiday my family and I went to Jakarta. We

visited my uncle’s house. It had a big garden and a

lot of colorful flowers and tennis court.

Events:

(Urutan Peristiwa)

On Friday my nephew and I went to National

Museum and went up to the top of monument

which had the golden symbol of the spirit of our

nation. From the top we could see the beauty of the

metropolitan city. On Saturday we went to Ancol

beach to see DuniaFantasiand Dolphin show.

Reorientation

(Penutup cerita,

rangkuman rentetan

peristiwa)

On Sunday we went to Ragunan Zoo and then

we went home. We really enjoyed our holiday.

3. Lexico Grammatical Features

a. Focus on specific participant

b. Used action verbs and simple past tense (V2), example: was,

were, spent, visited, etc.

c. Use time connectives, example: then, after that, when.

d. Chronologically

F. Metode Pembelajaran

Pendekatan : Scientific Approach (Observing, Questioning,

Experimenting, Associating and Communicating)

Teknik : Menulis, tanya jawab, penugasan, diskusi dan Discovery

Learning

G. Media, Alat, dan Sumber Pembelajaran

Media : Laptop

Alat : kertas buram, spidol

Sumber : www.englishindo.com, http://www.britishcouncil.org.

H. Kegiatan Pembelajaran

Kegiatan Uraian Alokasi

Waktu

Pendahuluan - Guru masuk, salam, dan menyapa dalam

bahasa Inggris, serta menanyakan kabar

peserta didik

- Guru meminta salah satu siswa untuk

memimpin doa

- Menanyakan kondisi/keadaan siswa serta

kesiapan mengikuti proses pembelajaran

dengan mengucapkan Do you feel good today?

Are you ready follow the lessons?

- Guru mengabsen peserta didik

- Guru membagi peserta didik menjadi 5

kelompok yang masisng-masing kelompok

terdiri dari 5 orang.

10

menit

Inti Observing

- Guru membagikan beberapa contoh tentang

teks Recount

- Peserta didik mengidentifikasi struktur

kebahasaan dan fungsi sosial dari teks Recount

10

menit

Questioning

- Guru memberi kesempatan kepada peserta

didik untuk bertanya

- Guru memancing pertanyaan kepada peserta

didik. Contoh: what do you feel after reading

the text?, Is there any confusion?

- Peserta didik menanyakan beberapa

Vocabulary (kosa kata) yang belum mereka

ketahui

- Peserta didik menanyakan beberapa hal

berkenaan dengan Simple Past Tense

- Peserta didik menanyakan tentang bagaimana

cara mengidentifikasikan suatu jenis teks

15

menit

Exploring

- Peserta didik membuka buku paket terkait

tema teks Recount

- Peserta didik membaca fungsi sosial teks

Recount

- Peserta didik membaca ciri-ciri struktur

kebahasaan teks Recount

- Peserta didik memahami rumus Simple Past

Tense

10

menit

Associating

- Guru membagikan contoh teks Recount yang

disusun secara acak kepada masing-masing

kelompok

- Peserta didik diminta untuk menyusun

beberapa paragraf yang acak menjadi sebuah

teks yang benar

- Setelah itu, peserta didik menelaah tentang

Simple Past Tense

- Peserta didik mencoba untuk memahami ide

utama masing-masing paragraf

- Peserta didik mengidentifikasi struktur

kebahasaan dari teks tersebut

10

menit

Communicating

- Guru memberikan kesempatan masing-masing

kelompok untuk menjelaskan dan

mendiskusikan ide utama tiap-tiap paragraf

- Guru memberikan kesempatan kepada

masing-masing kelompok untuk memaparkan

dan mendiskusikan generic structure dari teks

- Guru memberikan kesempatan kepada masing-

masing kelompok untuk menyebutkan dan

mendiskusikan fungsi teks Recount

- Guru meluruskan beberapa pendapat dari

peserta didik yang dianggap kurang tepat

sekaligus memberikan umpan balik (feed

back) agar diskusi tetap berjalan dengan baik

- Guru menjawab beberapa pertanyaan peserta

didik yang tidak terjawab dengan baik dalam

diskusi kelas sekaligus memberikan penguatan

dan penjelasan secara lebih detail

15

menit

Penutup - Peserta didik dimotivasi untuk bertanya

tentang materi yang belum jelas

- Peserta didik diminta untuk mengungkapkan

perasaannya terhadap apa yang mereka pelajari

- Bersama peserta didik merumuskan

kesimpulan hasil pembelajaran baik terkait

jenis teks, fungsi, generic structure, maupun

ciri-ciri teks Recount

- Guru memberikan tugas rumah dengan

meminta peserta didik untuk menulis teks

Recount secara individual

- Guru mengakhiri pembelajaran dengan doa

dan salam

10

menit

I. Penilaian

1. Rubric of Writing Assessment

Aspect

of

Writing

20-18

Excellent

to Good

17-15

Good to

Adequate

14-12

Adequate

to Fair

11-6

Unaccept

able

5-1

Not

collage-

level work

O

R

G

A

N

I

Z

A

T

I

O

N

Appropriat

e title,

effective

introducto

ry

paragraph,

topic is

stated,

transitiona

l

expression

used, and

conclusion

logical and

complete

Adequate

title,

introduction,

body and

conclusion is

acceptable,

some ideas

are not fully

developed,

transitional

expression

misused

Introduction

or

conclusion;

problems

with the

order of

ideas in

body

Several

problems

with

ordering

ideas in

introductio

n,

conclusion

weak;

inadequate

effort at

organizati

on

Absence of

introduction

or

conclusion;

no apparent

organization

of body

(could not

be outlined

by reader)

C

O

N

T

E

N

T

the ideas

are

concrete,

no

extraneous

material,

and

thoroughly

developed

Ideas could

be more fully

developed,

some

extraneous

material is

present

Developme

nt of ideas

not

complete;

paragraphs

are not

divided

exactly

right

Ideas

incomplet

e; essay

does not

reflect

careful

thinking;

inadequate

effort

Completely

inadequate

and does

not reflect

college-

level work

G

R

A

M

M

A

R

Correct

use of

relative

clause,

prepositio

n, modals,

and no

fragments

or run-on

sentences

Some

grammar

problems do

not influence

communicati

on, and no

fragments or

run-on

sentences

Grammar

problems

are apparent

and have a

negative

effect on

communicat

ion;

fragments

or run-on

sentences

present

Grammar

problems

interfere

with

communic

ation of

the

writer’s

ideas;

difficult to

read

sentences

Several

grammar

problems

interfere

greatly’;

reader

cannot

understand

what the

writer is

trying to say

M

E

C

H

A

N

I

C

S

Correct

use of

English

conventio

ns, all

needed

capitals,

punctuatio

n and

spelling;

very neat

Some

problems

with writing

conventions

or

punctuation,

occasional

spelling

errors.

Uses

general

writing

convention,

but has

errors;

spelling

problems

distract;

punctuation

errors

Error in

sentence

final

punctuatio

n,

unaccepta

ble to

educate

readers

Complete

disregard

for English

writing

convention,

obvious

capitals

missing,

several

spelling

problems

V

O

C

A

B

U

L

A

R

Y

Precise

vocabular

y usage,

use of

parallel

structure,

concise

Good

vocabulary,

not wordy,

style fairly

concise

Some

vocabulary

misused,

may be too

wordy

Poor

expression

of ideas,

problems

in

vocabular

y, lack

variety of

structure

Inappropriat

e use of

vocabulary,

no concept

of sentence

variety

2. Rubrik Penilaian Sikap

NO

NAMA

PESERTA

DIDIK

ASPEK YANG DINILAI

PERCAYA DIRI KERJASAMA

RASA

HORMAT/

SOPAN

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1

2

3

4

5

Ket : Percaya Diri

5 : Tidak pernah menunjukan sikap tidak percaya diri

4 : Pernah menunjukan sikap tidak percaya diri

3 : Beberapa kali menunjukan sikap tidak percaya diri

2 : Sering menunjukan sikap tidak percaya diri

1 : Sangat sering menunjukan sikap tidak percaya diri

Kerjasama

5 : Selalu bekerjasama

4 : Sering bekerjasama

3 : Beberapa kali melakukan kerjasama

2 : Pernah bekerjasama

1 : Tidak pernah bekerjasama

Rasa Hormat/ Sopan

5 : Tidak pernah menunjukan sikap tidak hormat

4 : Pernah menunjukan sikap tidak hormat

3 : Beberapa kali menunjukan sikap tidak hormat

2 : Sering menunjukan sikap tidak hormat

1 : Sangat sering menunjukan sikap tidak hormat

Ciputat, 15 April 2015

Mahasiswi PPKT

Siti Raudotul Fushiah

The Research Instrument

Look at the pictures carefully!

Note: These pictures below are arranged randomly. Then, you have to rearrange

the pictures and then write 70-100 words of the recount text writing.

YAYASAN PENDIDIKAN DUA MEISEKOLAH MENENGAH ATAS (SMA) DUA MEI

(TERAKREDITASI A)Jl. H. Abdul Gaai No. 135 Cempaka Putih Ciputat Timur Kota Tangerang Selatan

Telp. 7490034, Fax. 74707557

No : 341/ SMA / YPDM lv / 2075

Yang bertanda tangan di bawah ini :

Nama

No. NIP/NPK

labatan

Tempat Tugas

Dengan ini menerangkan bahwa r

Nama

NIM

Jurusan

Semester

YAYAT RUHIAT, M.Pd

Kepala Sekolah

SMA Dua Mei Ciputat

SITI MUDOTUL FUSHIAH

1111014000074

Pendidikan Bahasa lnggris

Vlll {Delapan)

Nama Mahasiswa tersebut di atas telah mengadakan riset untuk persy?ratan pembuatan skripsi

dengan Judu| : ,, THE INFLUENCE OF PICTURE SEQUENCES TOWARDS STUDENTg ABILIW IN

RECOUNTTEXT wRlTlNG". Pada tanggal 20 April- 21 Mei 2015.

Demikian surat keterangan ini di buat agar dapat dipergunakan sebagaimana mestinya,

g Selatan, 28 Mei 2015SMA Dua Mei*ls

T-Table

a (l tail)a (2 tail)

dfI

2

l4

5

6

'7

8

9

t0llt2lll4l5l6t-t

l8l920

2t22

23

)425

26

27

28

29

l0

0.0s 0.02s 0.01 0.005

0.1 0.05 0.02 0.0I

6.3138 12.7065 I1.8193 63.6551

2.9200 4.3026 6.9646 9.924',7

2.3534 3.t824 4.5407 5.8408

2.t3t9 2.1164 3.7470 4.6041

2.0150 2.5706 3.3650 4.0322

t.9412 2.4469 1.t426 3.',70',74

1.d916 2.3646 2.9980 3.499s

1.8595 2.3060 2.896s 3.3554

t.8331 2.2621 2.8214 3.2498

L8124 2.2282 2.7638 1.1691

t."1959 2.20t0 2.7181 3.1058

t.7823 2.t'788 2.6810 3.0545

1.7709 2.1604 2.6503 3.012)

t.7613 2.1448 2.6245 2.9768

t.7530 2.\3t4 2.6025 2.9467

t.7459 2.1t99 2.5835 2.9208

r.7196 2.1098 2.5669 2.8983

1.7J41 2.10C)9 2.5524 2.8'781

1.7291 2.0930 2.5395 2.8609

1.7217 2.086t) 2.5280 2.8454

t.1207 Z 0196 2.5116 2.8314

| '7172 2.j',/39 2.5083 2.81 88

1.7139 2.0686 2 "1998 2.3071

r 7109 2 06i9 ).4922 2.',79',10

I 7081 2.0596 2.1851 2.',7814

I 1056 2.055i 2.,{7E6 2 7787

l.r0ll 2 0518 24111 )1,101

I 70 1.048,1 ).46',7\ ).161)

I 6S9l 2 0.{51 I 1610 I 7i6-1

I 69;l I0lI I l:-l : -5011

0.0025 0.001 0.0005

0.005 0.002 0.001

t21 .3447 3t8.4930 636.0450

14.0887 22.3216 31.s989'7.4534 t0.2t45 12.9242

5.5976 7.t712 8.6103

4.7'/34 s.8934 6.8688

4.3168 5.20'76 5.9589

4.0294 4.7852 5.4079

3.8325 4.5008 5.0414

3.6896 4.2969 4.7809

3.5814 4.1437 4.5869

3.4966 4.024',7 4.4369

3.4284 3.9296 4.3178

3.3725 3.8520 4.2208

1.3257 3.78'.74 4.1404

3.2860 3.7328 4.0728

3.2520 3.6861 4.0150

J.2224 3.6458 3.9651

3.1966 1.6105 1.9216

3.t137 3.5794 3.8834

3.1534 3.55 l8 3.8495

3.1352 3.52'72 3.8193

3 I18E 1.5050 I 792i

l. i 040 1.4850 1.7676

1.0905 1.4668 I 7454

I 0782 I .1502 I 7251

i.0669 1.4150 3.7067

I 0i6i I121I 1.6896

I 0'169 I 40E2 I 6719

I 0lt0 I t962 I 659.1

I 0t9S I l35l I 6159

3t 1.6955 2.0395

32 1.6939 2.0369

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