IMPROVING STUDENT’S WRITING SKILL USING PICTURE MEDIA AT 7 GRADE OF

MTs. NEGERI TELUKNAGA

FEBRIAN SURURI10.88-203.155 / A2

PTK FINAL TEST

CHAPTER IINTRODUCTION

A. Background of the Problem

English is a foreign language in Indonesia and it become basic skill for them to get a

better future.

Many students feel difficult in mastering writing skill

The teachers not using interesting media in their teaching

B. Research ProblemIn this research, the writer tries to describe the students’ ability in writing the recount text through using picture series. So, the problem is formulated as follows:How does the teacher use picture series to improve the students’ ability in writing the recount text of the class VIIIC students of SMPN Bati-Bati in academic year 2012/20013?C. ObjectiveBased on the problem formulation above, the objective of the research is to find the appropriate way in using picture series to improve the students’ ability in recount text of the class VIIIC students of SMPN Bati-Bati in academic year 2012/2013.

D. Significances

The study is expected to have both academic and practical contributions.

1. Academically, to help teacher/researcher to find out the alternative way of teaching writing,

especially recount and to produce the relevant and valid knowledge for their class to improve their

teaching.

2. Practically, it can be used as a model to improve the students’ ability in writing recount text, and it

may guide, help and encourage students to express their ideas, opinion, and thought into paper.

E. Scope

1. This research will be conducted\in order to find a good way to improve the students’ writing skill.

2. This research is focused on the teaching of recount text by using picture series as the instructional

media.

F. Operational Definition

1. Using picture series is one of the instructional media in the teaching and learning process to attract the students’

attention and deliver information.

2. Writing ability is a productive skill beside speaking, to write simple sentence, message, and announcement and to

write text in the forms of narrative, recount, and descriptive, and to write simple messages and personal letters for SMP

students in the first and the second years.

3. Recount text is text that tells the students’ own experiences. It can also be found in personal letter, biography, and

history.

G. Subject

The subjects of the study are the students of class VIIIC of SMPN Bati-Bati academic year 2012/2013 which consists of

36 students.

CHAPTER IIREVIEW OF RELATED LITERATURE

A. The Nature of WritingAccording to J.D Angelo (1989:5), writing is a form of thinking. It means that writing is an activity to express ideas, issues, events, feeling or thinking to the others through written form. Cohen and Reil in Kusumaningsih(2001:1) say that writing can be defined as communicate act, a way of sharing observation, thought, or ideas with ourselves and others. It is a tool of thinking. By writing we can tell about people, remember the facts and ideas.

B. The Teaching of Writing for SMP StudentsAccording to English Syllabus of School Unit Level Curriculum (KTSP), the teaching of writing for SMP students involves the teaching of paragraphs or text. The texts advocated are: recount, narrative, descriptive, procedure and report.Recount text is a kind of text that is usually found or presented in journals, diary, personal letter, biography, travel report, police report, sport report, history, etc. The main elements of recount are orientation, list of events, and reorientation. In the orientation step the writer mentions people and things that are involved, time of the event, the place, and the situation. In the list of events, the writer tells the events happen chronologically. In the reorientation, the writer concludes the story by giving comments.

C. Pictures SeriesStudents can construct their knowledge during learning recount text easily by using media. One of the media is picture series which draws a story. This medium fulfills the principles of using media issued by Nyoman S.Degeng (2001). Media which can be used to make the students learn more easily and the teacher teaches easily is the main part of the learning process. The media must be used in integrated way in teaching and learning and not only as ice breaker of teaching and learning.

CHAPTER IIIRESEARCH METHODOLOGY

A. Setting and Subject of the StudyThis classroom action research is focused on the students of class VIIIC SMPN 1 Bati-Bati Kabupaten Tanah Laut in the first semester of 2008/2009. The number of the students in this class is 36 students.The students are taken as the subject of the study since they have poor ability in writing recount text.B. Research PreparationThis research focuses on the positive effect using picture series as the media to improve the students’ competence to understand the generic structures of recount text as well as its language features. The writer also hopes that her students are able to design a text of recount orally after the process of teaching.The steps of research preparations are as follows:1. Arranging a schedule classroom action research2. Designing a lesson planning3. Preparing some students ‘worksheets4. Preparing some pieces of picture series as the media5. Preparing the jumbled stories based on the picture series6. Preparing the students’ questionnaires7. Preparing a form on assessment

C. CyclesThere are two cycles in this classroom action research. Each cycle consists of planning, acting, observing, and reflecting. Both cycles focus on the oral cycle of recount learning process. Each oral cycle needs 3 meetings.

D. InstrumentThe instrument used to collect the data is test and observation sheets. The test is used to know the students’ ability in writing recount text. Meanwhile, the observation sheets are used:1. to assess the students during the learning process.2. to check the students’ understanding about picture series.3. to check the students’ understanding about the generic structure and the language structure and the language features of the recount text.4. to enable the students to retell the picture series orally5. to enable the students to design a text of recount orally6. to check the students’ attitude to take part in the learning process of recount by using picture series as the media of teaching.

CHAPTER IVRESULT OF THE RESEARCH

A. The Implementation of Cycle 1

Before implementing cycle 1, the researcher administered pre-test by asking the students to write

recount text. The result of the test indicates that most students can not write the recount text. Based on

the observation and interview to the students, the problem is that they are difficult to find idea to

write.

In cycle 1 the researcher presented the recount text by using picture series. First of all, the students are

given some pictures with incomplete sentence. Based on the pictures the students complete the

sentences. After that, the students are given some pictures without any clue. The students write their

own sentences based on their understanding about the pictures.

The result reveals that the mean score of the students is only 65.55. It means that the study has not been successful yet.

The students’ scores for the first cycle can be seen in the following table.No Names Score1 Aminah 702. Arbainah 603. Azizah 654. Basman 655. Dewi 706. Dian Fajar Wati 607. Desi Jakal Kuswinarni 608. Fathurrahman 609. Ganang Hadi Prasetyo 6510. Hamdah 6011. Imam Muslim 6512 Intan Sari 7013. Junaidi 6014. Khairul Rohayatin 7015. Madinatul Munawaroh 70

B. Reflection for Cycle 1Based on the data presented in the table above, it can be stated that the implementation of using picture media to improve the students’ ability in writing recount text is not successful yet. The criterion of success is if the mean score of the students is at least 7.00 and the students are active in the writing activity.In terms of the students’ activeness in writing activity, the result of observation shows that some students are active, but some others are not active in the writing activity. They look still confused in finding the idea to write in a piece of paper.

C. The Implementation of Cycle 2In cycle 1, the researcher used picture series in presenting the recount text to the students. The result shows that some students get improvements in their scores and in their activeness in writing activity, but some others are still under the target or the criteria. In cycle 2, the researcher still used picture series in presenting recount text. But in this cycle, the strategy used is different from the strategy applied in cycle 1. The strategy applied is the researcher gave more examples of how to write recount text using picture series. After the students understand and have confident, the researcher gave them again picture series, and the students write their own writing based on the pictures.

The result of observation shows that most students are very active and serious doing their tasks. Before the time given is over, all students submitted their writing.

The result of the test can be seen in the following table.No Names Score1 Aminah 752. Arbainah 703. Azizah 704. Basman 705. Dewi 756. Dian Fajar Wati 707. Desi Jakal Kuswinarni 708. Fathurrahman 709. Ganang Hadi Prasetyo 7010. Hamdah 7011. Imam Muslim 7012 Intan Sari 7513. Junaidi 7514. Khairul Rohayatin 7515. Madinatul Munawaroh 75

D. Reflection for Cycle 2Based on the data on the table above, it is concluded that the students’ ability in writing recount text is improved. The criterion of success is if the mean score of the students is 70.00 or more. The data show that the students’ mean score is 71.52. In terms of the students’ activeness in writing, it is also improved. In other words, the teaching of recount text using picture series can improve the students’ ability in writing recount text for the students of SMPN 1 Bati-Bati.

CHAPTER VCONCLUSION AND SUGGESTION

A. ConclusionBased on the description in chapter IV, it is concluded that the use of picture series can improve the students’ writing ability in recount text. The students’ mean score is 71.52. It fulfills the criteria of success which is determined 7.00 or more. In terms of students motivation and activeness, during the teaching and learning process using picture series the students are actively involved and more motivated to write.B. SuggestionsIn reference to the conclusion above, it is suggested that the teacher of junior high school used picture series as an alternative media for teaching English, especially, in the teaching of writing recount text.For the future researcher, the result of the study can be used as reference to conduct further study about the effectiveness of using picture series media.