ABSTRAK

Astuti, Puji 2011. Improving Students’ Ability in Writing Recount Text through

Picture Sequences, Skripsi, Department of English Education, the

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

Penelitian ini ditujukan untuk meningkatkan kemampuan siswa dalam

menulis teks recount yg dilaksanakan di kelas X MA Darul Ma’arif Cipete tahun

akademik 2010/2011 sebagai subjek penelitian. Penelitian ini dilaksanakan selama

2 bulan.

Penelitian ini dikategorikan penelitian tindakan kelas. Penulis bekejasama

dengan guru bahasa Inggris dalam melaksanakan penelitian ini. Penelitian

tindakan kelas menggunakan model Kurt Lewin. Penelitian ini dilakukan dalam 2

siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan

refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and

kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan

data kuantitatif didapatkan melalui tes (pre-tes dan pos-tes).

Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan siswa

dalam menulis teks recount. Hal ini dapat dilihat dari hasil tes menulis siswa.

Hasil pretest menunjukkan bahwa skor mean pretes adalah 56,75. Sedangkan skor

mean postes siklus 1 adalah 66,37 dan skor mean postes siklus 2 adalah 72,62.

Selanjutnya, hasil pretes menunjukkan hanya ada 5 siswa atau 12,5 % yang

mencapai nilai KKM sedangkan dalam postes siklus 1 ada 14 atau 35% siswa

mencapai nilai KKM dan 32 siswa atau 80% telah mencapai nilai KKM. Selain

itu, dari hasil observasi dan interview diketahui bahwa ada perkembangan

kemampuan siswa dalam menulis teks recount dan siswa lebih termotivasi dalam

proses belajar-mengajar.

ABSTRACT

Astuti, Puji 2011. Improving Students’ Ability in Writing Recount Text through

Picture Sequences, Skripsi, Department of English Education, the

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

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.

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

students’ ability in writing recount text. It can be seen from the mean score of

pretest was 56,75. Then, the mean score of posttest cycle 1was 66,37 and the

mean score of posttest cycle 2 was 72,62. In addition, there were 5 students (12,5

%) who passed KKM in the pre test. Meanwhile, in the cycle 1, there were 14

students ( 35%) who passed KKM and it gained which was in the posttest cycle 2

there were 32 students (80%) who passed KKM, so the criteria of success was

achieved. 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.

IMPROVING STUDENTS’ ABILITY IN WRITING

RECOUNT TEXT THROUGH PICTURE SEQUENCES

(A Classroom Action Research at X Grade MA Darul Ma’arif Cipete)

A ‘SKRIPSI’

Presented to the Faculty of Tarbiyah and Teachers’ Training

in partial fulfillment of the requirements

for the Degree of S.Pd in English Language Education

Universitas Islam Negeri

SYARIF HIDAYATULLAH JAKARTA

By:

PUJI ASTUTI

NIM.106014000420

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011 M/1432 H

i

ABSTRACT

Astuti, Puji 2011. Improving Students’ Ability in Writing Recount Text through

Picture Sequences, Skripsi, Department of English Education, the

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

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.

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

students’ ability in writing recount text. It can be seen from the mean score of

pretest was 56,75. Then, the mean score of posttest cycle 1was 66,37 and the

mean score of posttest cycle 2 was 72,62. In addition, there were 5 students (12,5

%) who passed KKM in the pre test. Meanwhile, in the cycle 1, there were 14

students ( 35%) who passed KKM and it gained which was in the posttest cycle 2

there were 32 students (80%) who passed KKM, so the criteria of success was

achieved. 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.

ii

ABSTRAK

Astuti, Puji 2011. Improving Students’ Ability in Writing Recount Text through

Picture Sequences, Skripsi, Department of English Education, the

Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State

Islamic University Jakarta.

Advisor: Dr. H. M. Farkhan, M. Pd.

Key words: Recount Text, Picture Sequences, MA Darul Ma’arif Cipete

Penelitian ini ditujukan untuk meningkatkan kemampuan siswa dalam

menulis teks recount yg dilaksanakan di kelas X MA Darul Ma’arif Cipete tahun

akademik 2010/2011 sebagai subjek penelitian. Penelitian ini dilaksanakan selama

2 bulan.

Penelitian ini dikategorikan penelitian tindakan kelas. Penulis bekejasama

dengan guru bahasa Inggris dalam melaksanakan penelitian ini. Penelitian

tindakan kelas menggunakan model Kurt Lewin. Penelitian ini dilakukan dalam 2

siklus dimana setiap siklus terdiri dari tahap perencanaan, tindakan, observasi, dan

refleksi. Dalam mendapatkan data, penulis menggunakan metode kualitatif and

kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan

data kuantitatif didapatkan melalui tes (pre-tes dan pos-tes).

Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan siswa

dalam menulis teks recount. Hal ini dapat dilihat dari hasil tes menulis siswa.

Hasil pretest menunjukkan bahwa skor mean pretes adalah 56,75. Sedangkan skor

mean postes siklus 1 adalah 66,37 dan skor mean postes siklus 2 adalah 72,62.

Selanjutnya, hasil pretes menunjukkan hanya ada 5 siswa atau 12,5 % yang

mencapai nilai KKM sedangkan dalam postes siklus 1 ada 14 atau 35% siswa

mencapai nilai KKM dan 32 siswa atau 80% telah mencapai nilai KKM. Selain

itu, dari hasil observasi dan interview diketahui bahwa ada perkembangan

kemampuan siswa dalam menulis teks recount dan siswa lebih termotivasi dalam

proses belajar-mengajar.

iii

ACKNOWLEDGEMENT

Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in

completing this “skripsi”. Peace and Blessing be upon our prophet Muhammad SAW, his

families, his companions and his followers.

This “skripi” is presented to the English Department of the Faculty of Tarbiya and

Teachers‟ Sciences, State Islamic University Syarif Hidayatullah Jakarta as partial

fulfillment of the requirement for the Degree of Strata-1 (S1).

The writer would like to express her great honor and deepest gratitude to her

beloved mother (Tukiyem), her father (Suyoto), her brother (Fajar Saputra), and all

families who always give support, motivation and moral encouragement to finish her

study.

The writer would like to express her great thanks and gratitude to her advisor Dr.

H. M. Farkhan, M.Pd. for his valuable help, guidance, corrections and suggestions for the

completion this “Skripsi”.

His gratitude also goes to:

1. Prof. DR. Dede Rosyada as the Dean of Faculty of Tarbiya and Teachers‟

Sciences.

2. Drs. Syauki, M.Pd. as the Head of English Department.

3. Mrs. Neneng Sunengsih, S.Pd, the secretary of Department of English Education.

4. Drs. H. Haris Nasution, the Principal of MA Darul Ma‟arif - Cipete who has

given the permission to do this research in his area.

5. M. Irfan, S. Pd., the English teacher, and all other teachers and administrations

staff of Ma Darul Ma‟arif – Cipete who have given their time for sharing.

6. All lecturers in the English Department, the staff and officers of UIN library and

Katholik Atma Jaya University library, who have given permission to use their

books.

7. All students at MA Darul Ma‟arif - Cipete for their time in class during the

research.

iv

8. Her beloved boyfriend (-M.Rz-) who always support and help the writer in doing

this skripsi.

9. Her best friend Adisti (tiwi) and Anisa (Ica), thank you for the best friendship

ever after.

10. All friends in English Department, especially C class „06 Nina, Lulu, Wiwid,

Zaki,Nurul,Widya and all class C member for sharing their time and for being

good friends.

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

gives the writer support, time and love to remind her in accomplishing this

“Skripsi”.

May Allah, the Almighty bless them all, amen.

Finally, the writer realizes that this “Skripsi” is not perfect yet, therefore the writer

would like to welcome and accept constructive suggestion and criticism to make this

“Skripi” better.

Jakarta, May 2011

The writer

v

TABLE OF CONTENT

TITLE

APPROVAL

ENDORSEMENT SHEET

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

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

ACKNOWLEDGEMENT ................................................................................ iii

TABLE OF CONTENT ................................................................................... v

LIST OF TABLE ............................................................................................. viii

LIST OF FIGURE ........................................................................................... ix

LIST OF APPENDICES ................................................................................. x

CHAPTER I : INTRODUCTION

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

B. Scope and Limitation of the Research ........................... 5

C. Research Problem ........................................................... 5

D. Objective of the Research .............................................. 6

E. Significance of the Research .......................................... 6

F. The Definition of Key Term .......................................... 6

CHAPTER II : THEORITICAL FRAMEWORK

A. Writing ........................................................................... 7

1. The Definition of Writing ........................................ 7

2. The Writing Process ................................................. 10

3. The Purpose of Writing ............................................ 11

B. Recount Text .................................................................. 12

1. The Definition of Recount Text ............................... 12

2. Kinds of Recount Text ............................................. 13

3. Generic (Schematic) Structures of Recount Text ..... 14

4. Linguistic Features of Recount Text ........................ 14

vi

5. The Example of Recount Text ................................. 15

C. Picture ............................................................................ 16

1. Definition of Picture ................................................. 16

2. Kinds of Picture ....................................................... 17

3. Function of Picture .................................................... 19

4. The Criteria of Good Picture .................................... 20

5. The Resources of Picture ......................................... 21

6. Picture Sequence ...................................................... 21

7. Example of Picture Sequence.................................... 23

CHAPTER III : RESEARCH METHODOLOGY

A. The Setting and Subject of the Study .............................. 24

B. The Research Design ...................................................... 25

C. The Research Procedure ................................................. 28

1. Planning Phase ........................................................ 29

2. Acting Phase ........................................................... 30

3. Observing Phase ..................................................... 30

4. Reflecting Phase ..................................................... 30

D. The Technique in Collecting Data ................................. 31

1. Observation .............................................................. 31

2. Interview .................................................................. 31

3. Test ........................................................................... 31

E. The Technique of Data Analysis .................................... 32

F. The Validity of Data …………………………………… 35

CHAPTER IV : RESEARCH FINDINGS

A. Before Implementing the Action .................................... 36

1. The Result of Pre Interview ..................................... 36

2. The Result of Pre Observation ................................. 38

vii

3. The Result of Pre- Test ............................................ 38

B. The Implementation of Classroom Action Research …. 39

1. CYCLE I .................................................................. 39

1.1 Planning ............................................................. 39

1.2 Acting ................................................................. 39

1.3 Observing ............................................................ 40

1.4 Reflecting ............................................................ 40

2. CYCLE II ............................................................... 41

2.1 Planning ............................................................. 41

2.2 Acting ................................................................. 42

2.3 Observing ............................................................ 42

2.4 Reflecting ............................................................ 42

C. Analysis of the Data After Classroom Action research

(CAR) ............................................................................. 43

1. The Result of Post Interview .................................. 43

2. The Result of Post Test ........................................... 44

D. Interpretation of Data Result…………………………… 52

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................... 54

B. Suggestion ...................................................................... 55

BIBLIOGRAPHY

APPENDICES

viii

LIST OF TABLE

Table 3.1 Analytical Scoring rubric adapted from Weigle .................................. 32

Table 4.1 The Students‟ Writing Score of PreTest, Post Test I and Post Test II

.............................................................................................................................. 45

ix

LIST OF FIGURE

Figure 3.1 Kurt Lewin‟s Action Research Design ............................................... 26

Figure 3.2 The Phases of CAR modified by the writer ......................................... 27

Figure 4.1 The Result of Students‟ Score before Implementation …………….. 47

Figure 4.2 The Result of Students‟ Score in Post Test I ...................................... 49

Figure 4.3 The Result of Students‟ Score in Post Test II ..................................... 51

Figure 4.4 The Students‟ Score Improvement from Pre Test, Post Test I and Post

Test II ………………………………………………………............. 51

x

LIST OF APPENDICES

Appendix 1a Interview for the English Teacher in the Preliminary Study ........................... 58

Appendix 1b The Result of Interview in the Preliminary Study ........................................... 59

Appendix 2a Interview for the English Teacher after Classroom Action Research .............. 62

Appendix 2b The Result of Interview after Classroom Action Research .............................. 63

Appendix 3a Pretest .............................................................................................................. 65

Appendix 3b The Students‟ Writing Scores in the Preliminary Study ................................. 66

Appendix 3c The Sample of Students‟ Writing in the Preliminary Study ............................. 68

Appendix 4a The Students‟ Writing Scores in the First Cycle .............................................. 69

Appendix 4b The Sample of Students‟ Writing in the First Cycle ........................................ 71

Appendix 5a The Students‟ Writing Scores in the Second Cycle .......................................... 72

Appendix 5b The Sample of Students‟ Writing in the Second Cycle .................................... 74

Appendix 6a Observation Notes in the Cycle I/ First Meeting ............................................ 75

Appendix 6b Observation Notes in the Cycle I/ Second Meeting ....................................... 76

Appendix 6c Observation Notes in the Cycle II/ First Meeting ........................................... 77

Appendix 6d Observation Notes in the Cycle I/ Second Meeting ....................................... 78

Appendix 7a Observation Notes of Teacher‟s Activity in the Cycle I ................................ 79

Appendix 7b Observation Notes of Teacher‟s Activity in the Cycle II ............................... 80

Appendix 8a Lesson Plan of the First Cycle ........................................................................ 81

Appendix 8b Lesson Plan of the Second Cycle ..................................................................... 88

Appendix 9 The Profile of MA Darul Ma‟arif Cipete ....................................................... 94

Appendix 10 Photographs of CAR Activities .................................................................... 101

1

CHAPTER I

INTRODUCTION

A. Background of Study

Nowadays, in modern society, English becomes more important as a

tool of communication. It becomes one of the international languages used by

many people in the world. In some countries, such as: Singapore, Malaysia,

etc English is used as a second language. It has become one of the main

languages in international communication. English is used in many aspects of

human life in this globalization era, such as in technological field, scientific

field, economic field, etc. So, we can follow the rapid development of

globalization era by using it.

For Indonesia, English is a foreign language. English was taught at

schools from elementary school up to university. Moreover, the English

language teaching in Indonesia is based on the Minister of Education and

Culture decree No. 096 of 1967, declared that:

“Bahasa Inggris sebagai bahasa asing pertama di Indonesia dan mata

pelajaran wajib untuk SLTP sampai perguruan tinggi”.

“English becomes the first foreign language that should be taught formally to

all Indonesian students, started from Junior High Schools up to Colleges or

Universities level”1.

1 Departemen Pendidikan dan Kebudayaan RI, Keputusan Menteri: No. 096/ kep/ 1967.

2

As a foreign language, English has to be learnt in every grade of

education start from elementary up to university. Indonesian students should

have a better ability of English, because they have learnt it for many years.

But, the fact is far from hope. Most of Indonesian students can’t master it

well. When someone learns a foreign language, he/she often faces

interference. For example, when he/ she tries to use the foreign language in

active or passive way, he/she often applies his/her mother tongue or first

language structure to the structure of the foreign language; but, English

structure is different from Indonesian structure. As stated before, Indonesian

students learn English as the first foreign language. Therefore, English is a

new language for them, that is why they get some difficulties and they also

need much time to learn it in a better way.

Indonesian students are expected to be able to fulfill four language

skills, they are: listening, speaking, reading, and writing. They are integrated

and related to each other. Therefore, it must be learnt and taught by both

students and teachers at school. In this research, the writer will focus on one

of four skills, it is writing skill.

According to Sheridan Baker, “Writing is one of the most important

things do. It helps us catch our ideas, realize our thoughts, and stand out as

fluent persuasive people both on paper and on our feet in front of the meeting

or the boss”2. Writing will help students in mastering the English completely.

It can ease them to deliver their purpose. Many of Indonesian students are

sometimes afraid and shy to speak what they want to say in English, but they

can tell what they think and what they want to say into draft or writing before

speaking. Furthermore, if students are having problem in expressing an idea,

he/she can write it down. Then, students itself or the other will possibly

understand it. On the other side, there are still some teachers who haven’t

2 Sheridan Baker, The Practical Stylist, (New York: Harper & Row Publishers, 1987),

Sixth Edition, p.1.

3

given their attention on this case completely. If a teacher wants to help the

students to be a good writer in English, he/ she must be able to teach writing

effectively in the classroom.

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

line with Jack C. Richard’s statement, “Writing is the most difficult skills for

second language learner to master of putting together strings of

grammatically correct sentences”.3 It can be seen from the unsatisfactory

writing score and some problems that the students confronted in writing based

on writer experience in her PPKT (Praktek Profesi Keguruan Terpadu).

When the writer was being a “praktikan” English teacher during her

PPKT period at MA Darul Ma’arif, she taught the tenth grade students, which

consist only two classes. The writer found some problem during her teaching

period, one of them is writing the genre texts. In writing English, there are

several text types that have to be learnt by the students, which is known by

the text genre. There are many categories of text type (genre) for instance,

descriptive, narrative, recount, report, procedure, exposition, explanation,

discussion, etc. The writer just taught three of them to her students, they are:

narrative, descriptive and recount text. The students’ often get the same

problem when they learn it, such as: they often find a difficulty to understand

the text or the story even though they have tried to translate the words by a

dictionary. Then, they often cannot remember well the schematic structures of

the text. These problems will badly affect to their writing. They do not know

well what the text they have to write is. They cannot find the appropriate

words to be written. Furthermore, it is hard for the students to get ideas. They

cannot write smoothly because they do not know what they want to write or

to develop the topic and they get stuck in the middle of writing. Besides, they

also have difficulty in how to compose sentences. As a result, the students

have no motivation to write, and writing becomes a boring and hard activity

for them.

3 Jack C. Richard, Methodology in Language teaching: an Anthology of Current Practice,

(New York: Cambridge University Press, 2002), p.303

4

These problem led the writer to find the solution of all this about. The

writer tries to solve this problem by using picture sequences as a visual aid to

see the sequence events of a recount text, in order to ease the students in

writing the recount text. Picture is one of visual aids used to help the students

to understand their material to be learned. An expert said that:

Kinds of ready-made pictures can be used to develop and sustain

motivation, to procedure positive attitudes toward English and to

teach or reinforce some language learning skills. The teacher must

supply the necessary motivation and make up for the lack of natural

stimuli, in order to develop the enthusiasm his/her students’

imagination to help him/her. But words alone are not sufficient to

carry the student over into an imaginary situation. More than

anything else, it is visual aids in form or another that the students

enter an imaginative experience beyond the classroom.4

Picture is a useful media in teaching-learning activities. It can create

the students’ mindset, so that they will be easy to catch their teacher’s

explanation. Besides, the pictures as an instructional media can also create

enjoyable atmosphere of teaching-learning activities. In addition, pictures can

attract the students’ attention, and they can raise the students’ motivation and

interest in learning English, especially for English text.

This research will be focused in improving students’ writing ability of

recount text that is taught at the first semester of tenth grade of Senior High

School. It based on the competence standard of Senior High School stated

that:

Mengungkapkan makna dalam teks tulis fungsional pendek dan

esei sederhana berbentuk recount, narrative, dan procedure dalam

konteks kehidupan sehari-hari.

To express the meaning in short functional written text and simple

essay in the form of recount, narrative, and procedure in daily life

context.5

In this “skripsi”, the writer will focus on the picture sequences as a

visual aid in teaching recount text writing. As Betty Morgan Bowen said that,

4 Marie Ernestova, How to Use Ready-Made Pictures, (English Teaching Forum, Volume

XIX No.4 October, 1981). p.5. 5 KTSP 2006. Departemen Pendidikan Nasional., Jakarta.

5

“Picture sequence is a series of pictures of a single subject. Its function is to

tell a story or a sequence of events”.6 It is in line with the purpose of recount

text that retelling some events in the past.

According to the explanations above and the strong desire of solving

these problems, the writer has motivation to do a classroom action research in

improving the students’ ability in writing recount text in real class by using

picture sequences as the instructional media. It is hoped that the media can

improve the students’ ability in writing, especially in recount text.

According to the preceding statement, the topic that will be discussed

by the writer is “IMPROVING STUDENTS’ ABILITY IN WRITING

RECOUNT TEXT THROUGH PICTURE SEQUENCES”.

B. Scope and Limitation of the Research

This “skripsi” focuses on the teaching writing of recount text at tenth

grade of MA Darul Ma’arif at the first semester 2010/2011 academic year. To

make it deeper, the problems will be limited to: The students’ ability

improvement in writing recount text through picture sequences.

C. Research Problem

Based on the background presented above, the writer plans to solve

the problem through picture sequences in improving students’ writing ability

of recount text at the first semester of tenth grade of MA Darul Ma’arif. The

general question of this research is “Can picture sequences improve

effectively the first year students’ ability in writing recount text at MA Darul

Ma’arif - Cipete, South Jakarta?”

6 Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London:

Essential Language Teaching Series, 1973), p.28.

6

D. Objective of the Research

In line with the research problem above, the objectives of this research

is: To know whether picture sequences can improve effectively the first year

students’ ability in writing recount text at MA Darul Ma’arif – Cipete.

E. Significance of the Research

The results of this research are expected to provide useful information

about teaching recount text by using picture sequences at the first semester of

tenth grade at MA Darul Ma’arif. It is expected that these results can help the

teachers to solve the problems happened in the English classroom, especially

when learning writing recount text. And also contribute to all people involved

in developing quality of English education, especially for students.

The writer expects that the research will be useful for the English

teachers who might use this technique when they teach recount text. It might

become a guide for teachers to teach in a better way. And for the students,

hopefully it can help them to build their understanding of the sequence events

in recount texts by having images of recount texts. Therefore, they can get a

better achievement and higher interest in learning English.

F. The Definition of Key Term

To make the readers have the same perception for some terms used in

this study, so the following definitions are needed, they are:

Recount Text writing is the form of text that aims at retelling past

events for entertaining.

Picture sequence is a series of pictures of a single subject. Its function is

to tell a story or a sequence of events.7

MA Darul Ma’arif Cipete refers to Islamic Senior High School Darul

Ma’arif Cipete, which under the administration of the Religion

Department of Indonesia.

7 Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London:

Essential Language Teaching Series, 1973), p.28.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

Just like speaking, writing is a way of communicating a message. It is

a means of expressing our thoughts, ideas, and feelings in a written form. By

writing people may share their knowledge and experiences, or ideas and

concepts to others.

Writing involves more than just producing words and sentences. In

writing, a writer should be able to write a series of words and sentences which

are grammatically and logically correct, so that the reader can possibly

understand what the writer has in his/her mind or what his/her purpose is.

For example, when someone wants to write, he/she sits down, holds a

pen and faces a piece of paper ready to write, he/she uses his/her mind to

think and his/her ideas to flow out. These acts lead us to create a good and

careful thinking in order to be a good writing.

1. The Definition of Writing

As stated above that writing is a way of expressing our thoughts in

order to the reader can understand what we have in our mind in the written

form, it is in line with Sheridan Baker said in her book, The Practical

Stylist:

In writing, you clarify your own thoughts, and strengthen your

conviction. Indeed, you probably grasp your thoughts for the

8

first time. Writing is a way of thinking. Writing actually creates

thought, and generates your ability to think: you discover

thoughts you hardly knew you had, and come to know what you

know. You learn as you write. In the end, after you have

rewritten and rearrange for your best rhetorical effectiveness,

your words will carry your readers with you to see as you see, to

believe as you believe, to understand your subject as you now

understand it.1

It is clearly stated that a writer can carry his/her reader to believe as

he/she believes and see what he/she sees by the writing itself. A “writing”

can change the reader’s mindset after he/she reads it.

Another expert, Sherman Kent stated that, “Writing is expression,

and that successful expression is dependent upon the continuity and clarity

of the thought”.2 It means, when someone wants to write something,

he/she must know what he/she intend to write about based on their

thought.

Another definition was given by James A. W. Heffernan and John

E. Lincoln who defined, “Writing is a means of communication you must

consciously learn. And part of what makes it hard to learn is that written

words usually have to express your meaning in your absence, have to

“speak” all by themselves”.3

From this statement, it is clearly stated that to make “a writing” it is

not as simple as verbal communication. It needs to be learned first in order

the writer can express what he/she really means.

For many of foreign language learner, writing is considered as the

most difficult skill, because in writing they have to combine the correct

grammatical and also the coherent and cohesion of the paragraphs. It is in

line with Jack C. Richard statement that, “Writing is the most difficult

skills for second language learner to master of putting together strings of

1 Sheridan Baker, The Practical Stylist, (New York: Harper & Row Publishers, 1987),

Sixth Edition, p.2-3. 2 Sherman Kent, Writing History, (New York : Appleton Century Crofts, 1941) , Second

Edition, p.56 3 James A. W. Haffernan and John E. Lincoln, Writing a College Handbook, (New York:

W.W. Norton and Company, Inc, 1986), Second Edition, p.3

9

grammatically correct sentences”4, it is also supported by J. B Heaton who

stated that “The writing skills are complex and sometimes difficult to

teach, requiring mastery not only of grammatical and rhetorical devices

but also conceptual and judgment element”.5 Therefore, it is not easy to

learn writing, because we have to master many elements.

There are many factors influencing writing to be good one such as

grammatical, vocabularies, punctuation and spelling knowledge. As stated

by Penny Ur, “On the other hand, the writer needs also to pay some

attention to formal aspects; neat handwriting, correct spelling and

punctuation, as well as acceptable grammar and careful selection of

vocabulary”.6 A writer should pay attention for his/her writing from many

aspects in order to reduce error and mistake, therefore he/she can create a

good writing.

In writing, a paragraph should be integrated one to another. If it is

not, the reader can not catch the idea of the writer, because writing is for

communicate and share to other people about the writer experiences. As

Ken Hyland said that, “Writing instruction begins with the purposes for

communicating, and then moves to the stages of a text which can express

these purposes”.7

These all means that, when someone writes in a foreign language,

he/she is hopefully can express his/her own idea and thought in a correct

form of written text which has a related idea in the paragraphs, it is

implied in Penny Ur’s book, A Course in Language Teaching about the

objective of writing, “The objective of the teaching of writing in a foreign

language is to get learners to acquire the abilities and skills they need to

produce a range of different kinds of written texts similar to those an

4 Jack C. Richard, Methodology in Language Teaching: an Anthology of Current

Practice, (New York: Cambridge University Press, 2002), p.303 5 J. B. Heaton, Writing English Language Test: Longman Handbook for Language

Teacher (New York: Longman, 1975), p. 135 6 Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 163 7 Ken Hyland, Second Language Writing, (Cambrridge: Cambridge University Press,

2003), p. 20.

10

educated person would be expected to be able to produce in their own

language”.8

2. The Writing process

From all the statements in previous section, it can clearly

concluded that in do a “writing”, there are several factors that a writer

must understand, started from grammatical, vocabularies, punctuation, etc.

Another important thing that a writer must understand is a writing process.

Writing process is the several actions which have to be done by a

writer if he/she wants to write. For some expert, writing is a process that

involves some steps.

Daniel Brown and Bill Burnette explained about the writing

process in their book Connections a Rhetoric/Short Prose Reader as

below:9

The writing process has two main steps: invention and presentation

or we can be more specific and say that the writing process always

involves the nine steps listed below:

1. Gathering information

2. Finding ideas in the information

3. Choosing and narrowing a topic to write about

4. Forming a main idea about the topic

5. Selecting and arranging the supporting ideas from the

gathered information

6. Writing trough drafts

7. Revising the drafts

8. Writing a final draft

9. Proof reading the paper.

All of these processes will lead a writer to make a good writing.

He/she should be careful in doing invention and presentation above.

He/she should collect the further information about the idea itself until

8 Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 162. 9 Daniel Brown and Bill Burnette, Connections a Rhetoric/Short Prose Reader, (New

Jersey: Houghton Mifflin Company, 1984) , p. 7-8

11

he/she can start to write or start the presentation from writing a draft until

becomes a complete writing.

The writing process as a private activity may be broadly seen as

comprising four main stages, they are:10

1. Planning (Free-writing) is any activity in the classroom that encourages

students to write, such as: group brainstorming, clustering, rapid free

writing, WH-Questions and so on.

2. Drafting (Writing) is a stage where the writers are focused on the

fluency of writing and are not preoccupied with grammatical accuracy

or the neatness.

3. Revising is an activity to review the text on the basis of the feedback

given in the responding stage and to reexamine what was written to see

how effectively the writer communicates the meanings to the reader

4. Editing is the stage where the students are engaged in tidying up their

texts as they prepare the final draft for evaluation by the teacher; they

edit their own or their peer’s work for grammar, spelling, punctuation,

diction, sentence structure and so on.

The process of writing provides the students with a series of

planned learning experiences to help them understand the nature of writing

at every point. Therefore, the process of writing is important to produce a

better writing and it can develop positive attitudes toward writing.

3. The Purpose of Writing

The purpose of writing based on Penny Ur, “The purpose of

writing, in principle, is the expression of ideas, the conveying of a

message to the reader; so the ideas themselves should arguably be seen as

the most important aspect of the writing”.11

From the statement above, it can be concluded that the purpose of

writing is to give a message to the reader accordance the writer itself.

Ann Raimes mentioned the purpose of writing as follow:

Writing helps our students to learn. How? First, writing reinforces

the grammatical structures, idioms and vocabulary that we have

10 Jack C. Richards and Willy A. Renandya, Methodologyin Language Teaching (An

Anthology of Current Practice), pp. 315-319. 11 Penny Ur, A Course in language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p. 163

12

been teaching our students. Second, when our students write, they

also have a chance to be adventurous with the language, to go

beyond what they have just learned to say, to take risks. Thirds,

when write, they necessarily become very involved with the new

language.12

From that statement, it can be known that it is important to have

students common in do the “writing”, especially in order to understand a

foreign language because with writing, the students can get deeper

involved with the language itself.

Meanwhile according to Adam U Kempler said that “We write for

many reason: To inform, to argue, to complain, to correct, to solve

problem, to organize, to make money, to remember, to entertain, to

mourn, to articulate emotion, to express imagination, to pass test, to fulfill

assignment, to explore the world and ourselves, and to enjoy life”.13

Based on all of the statement above, the writer got an

understanding that no matter our writing is, it was done to express the idea

and feeling to raise a purpose based on each importance.

B. Recount Text

1. Definition of Recount Text

There are several definitions about Recount Text from several

language experts. Mark Anderson and Kathy Anderson in their book Text

Types in English 3 said that, “Recount is a piece of text that retells past

events, usually in the order in which they occurred. Its purpose is to

provide the audience with a description of what occurred and when it

occured ”.14

Another definion according to A.S Hornby, “Recount text is

one kinds of story genre, recount tells somebody about something,

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

1983), p . 3 13 Adam U. Kempler, Adventures in Writing, An Introduction to the Writing Process with

Readings, (Upper Sadddle River: Prentice Hall, 2003) , p. 6 14 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: McMillan

Education PTY LTD, 1957), p.24

13

especially something that you have experienced”.15

Ken Hyland in his

book Second Language Writing also mentioned the purpose of recount is

“To reconstruct past experiences by retelling events in original

sequences”.16

From all the several definitions above, it can be concluded that

Recount text is a text tells about something occurred in the past in order to

give information into chronologically of what had happened. In other

words, recount text is a text type which retell past events chronologically

in order to give information or entertainment.

2. Kinds of Recount Text

Recount text is classified into three, they are:17

a. Personal Recount

Personal recount is one of recount texts which retell an experience in

which the writer was personally involved. The purposes of a personal

recount are to inform, entertain the audience (listeners or readers), or both.

b. Factual Recount

Factual recount is a list or record of a certain event, such as news story, eye

witness, news report, historical events.

c. Procedural Recount

Procedural recount records events such as science experiment or a cooking

experience. It presents the events chronologically (in the order in which

they happened). The purpose of procedural recounts is to inform listeners

or readers.

From three kinds of recount text above, generally they have a same

characteristic that is to retell past events chronologically.

15 A.S Hornby, The Advance Learner’s Dictionary of Current English, (Oxford: Oxford

University Press, 2000), p. 978 16 Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press,

2003), p. 20 17 Dr. Mukarto, M.Sc and Sujatmiko B.S., S.Pd, English on Sky 2 for Junior High School

Sudents Year VIII, (Jakarta: Penerbit Erlangga, 2007), p.62

14

3. Generic (Schematic) Structures of Recount Text

The generic (schematic) structures of recount text are; 18

1) Orientation

Recount Text begins by telling the reader who was involved,

what happened, where this event took place and when it

happened.

2) Events

Event is the main important activities or events that occurred in

that story of text. The function is to give more explanation of

the orientation.

3) Re-orientation

Re-orientation is a conclusion of the story. Some recounts have

a concluding paragraph; however, this is not always necessary.

In other words this is a kind of text that saying about how a thing in

the past happens in chronologically and also saying about a feeling or

expression of that things.

4. Linguistic Features of Recount Text

The linguistic features usually found in a recount text, they are: 19

1) Focus on individual participant

All participants who become a subject of the text

2) Use of past tense

Recount text always uses past tense because all events in that text has

already happened in the past and it’s contain only retell the event

already occurred.

3) Focus on a temporal sequence of events

The temporal sequence of event is found in this recount text and to

explain the sequence of event.

4) Use of material (or action) clauses

All words, sentences, clauses describe an action of the story in the

recount text.

18 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:

MacMillan, 1998),p. 24 19 Th. M. Sudarwati, Eudia Grace. Look Ahead 1 for Senior High School Year X,

(Jakarta:Erlangga, 2006), p.33

15

5. The Example of Recount Text

Generic Structure 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 drinks. 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 dances. Our turn came!

We danced two dances, a kalamatiano and a

hasapiko. The crowd gave us a great applause.

Past Tense (material

processes):

(Bold)

Re-orientation At the end of the day, we were all tired but

happy because we had a wonderful time.

Temporal sequence of

events:

(Underlined)

(Adapted from 1st grade of Senior High School of English text book.)20

C. Picture

1. Definition of Picture

Picture is a drawing object. It is one of visual aids that are very

useful in teaching, especially for English teaching. As stated before,

English is a foreign language for Indonesian students, so they have to

know the English words when they want to use it. Pictures can help the

learners to ease them in understanding the meaning of a word, a sentence

or event a paragraph. By using pictures, the learners can get the

imagination about the objects or the situations that happens.

20 Th. M. Sudarwati, Eudia Grace. Look Ahead 1 for Senior High School Year X, (Jakarta:

Erlangga, 2006), p.34

16

Written by W.F. Mackey in his book Language Teaching Analysis,

he said that, “The use of pictures in language teaching is as ancient as the

Orbis Pictus of Comenicuss (1658), written in Hungary between 1653 and

1654. For Comenius, it was above all the picture which could be most

easily impressed upon the mind, giving the most real and lasting of

impressions”. 21

It is clearly stated that the existence of picture has been a

long time ago to give the most real and lasting of the idea. It can be said to

concrete the thought of something or somebody.

Based on Webster New World dictionary of American English,

“Pictures are an imagine or likeliness of an object, person or scenes on a

flat surface, especially by painting, drawing or photography”.22

It is stated

that picture is a painting, drawing or photography of something or

somebody on a flat surface based on Webster dictionary.

“Pictures are not just an aspect of method, but through their

representation of places, objects and people they are an essential part of

the overall experiences we must help our students to cope with.”23

, stated

by Andrew Wright.

This statement tells that picture can help the students to understand

something or somebody through its representation. It gives the students

easier way in learning their material.

According to Raja T. Nasr, he said that:

What a person sees and does he remembers much longer than

what he hears. The use of the eyes speeds up learning in all

fields including language. Language must be based upon

experiences, and experiences involve situations. As visual aids,

pictures provide both the situations which make the use of

language possible and the subjects on which language is used.24

21 W.F. Mackey, Language Teaching Analysis, (London: Longman, 1965), p.245 22 Noah Webster’s, Webster New Dictionary, (New Jersey: Prentice Hall, 1994), p. 67 23 Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University

Press, 1989), p. 2 24 Raja T. Nasr, Teaching and Learning English, (London: Longman Group Limited,

1975), p.114

17

From the statement above, it can be known that language should pay

attention to the learners’ experiences which involve situations. Through picture,

language learners get both of it because they can directly see the object or the

situation of the material. So, they can remember it much longer from the sight.

2. Kinds of Picture

Andrew Wright explained in his book Pictures for Language

Learning, said that there are 21 kinds of picture can be found, they are:25

- Pictures of a single objects - Pictures of one person

- Pictures of famous people - Pictures of several people

- Pictures of people in action - Pictures from history

- Pictures with a lot of information - Pictures of the news

- Pictures of fantasies - Picture of Map and Symbols

- Pairs of Pictures - Pictures and Texts

- Sequences of Pictures - Related Pictures

- Single stimulating pictures - Ambiguous pictures

- Bizarre pictures - Explanatory pictures

- Student and Teacher Drawing.

According to Betty Morgan Bowen, there are some types of

pictures as their shapes: 26

1) Wall charts

2) Wall pictures

Wall pictures is simply a large illustration of scene or event a set of

scenes or events. It is usually to be used with the whole class.

3) Flash cards

Word flashcard, card with printed words on it can help up rapidly;

the cards can be used to demonstrate exactly what the teacher

wishes.

Picture flashcard, useful for the representation of a single concept,

such as an object or an action.

4) Work cards

Include visual as well as text magazine pictures, drawing, maps and

diagrams can be important part of work card at all levels, used for

variety of purposes.

And Betty also divided picture as follows: 27

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

Press, 1989), p. 175-201. 26 Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London:

Essential Language Teaching Series, 1973), p.13-31. 27Betty Morgan Bowen, Look here! … (London: Essential Language Teaching Series,

1973), p.13-31.

18

a) Individual pictures

These are single pictures of objects, person or activities. There is an

enormous variety of material from newspaper, magazines, catalogues,

greeting cards, trail brochures, advertisements, old textbooks and even

wrapping paper.

b) Specialized pictures ( posters, charts, advertisements, brochures)

Wall posters are not designed especially for teaching, but rather for

advertising or propaganda purposes. Although they provide very little

textual information, they cannot be dismissed from the ESL classroom

as they can be used to illustrate topics and provide motivation for

discussion.

Several kinds of picture above give a new knowledge about the

picture itself which can be found in daily lives. Human daily activity might

be also present the pictures on it. For example, when someone reads

newspaper, he/she will find a picture on the headline news; or when

someone wants to eat an instant food, he/she will see a picture on the

package. There are many kinds of picture around the people.

3. Function of Pictures

After discussed about the definition and kinds of picture above, it is

known that there are many definitions and kinds of picture. Besides, it also

important to know about their functions whether the functions of picture are

important or not in teaching learning process. Here are some functions of

picture given by the experts as follows: 28

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.

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

as for long-term revision of vocabulary and structures.

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

question writing.

Pictures increase students’ motivation and provide useful practice

material as well as test material.

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

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

19

Pictures can be used to give students an opportunity to practice the

language in real contexts or in situations in which they can use it to

communicate their ideas.

From the statement above, it can be concluded that picture is very

useful for language learning in understanding their material. It gives them

motivation to understand the situation, and can guide them to learn the

material, in writing aspect for example.

Andrew Wright also stated in his book, “Specifically, pictures

contributed to: (1) interest and motivation (2) a sense of the context of the

language (3) a specific reference point or stimulus”.29

This statement also

strengthen the previous explanation that picture gives a higher motivation

for the learners to understand the context of the language.

4. The Criteria of Good Picture

According to MAC M. Ramirez, “The pictures should be directly

relevant to a specific teaching objective and should be identified by the

lesson with it is to be used. Besides that, the pictures should be simple

graphic and easy to use or manipulate”.30

This statement tells that when a

teacher wants to use picture in his/her teaching, it should be relevant with

the subject which related to the teaching objective. If it is not relevant with

the subject, the learners will be difficult to catch the idea of presentation

from their teacher.

According to Andrew Wright, there are some criteria for selecting

good pictures for the students, such as: 31

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

b. The aid must be interesting for students

c. The aid must be meaningful and authentic

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

Press, 1989), p.2 30 MAC M. Ramirez, The Neglected Tools can Work for You. (The Art of TESOL

Selected Articles from the English Teaching Forum, part two, 1975). P.268. 31 Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University

Press, 1989), p.3

20

d. The aid must be sufficient amount language.

Andrew Wright has the same opinion about the criteria of good

picture in language teaching, but in different words. He said in the

statement above that picture must be meaningful and sufficient for

students. If it is not meaningful, for what reason a teacher gives it to

his/her students. It also should be interesting, in order to get students’

interest and motivation to see it. Therefore, teaching learning process will

be easier to handle.

5. The Resources of Pictures

According to Noor Azlina Yunus in her book Preparing and Using

Aids for English Language Teaching, she mentioned that, “Pictures are the

most widely available of all teaching materials. There is a veritable

goldmine of suitable pictures in newspapers, magazines, old textbooks,

catalogues, brochures, calendars, etc.”32

It implies that 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”.33

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

because it is around human daily lives. But it is not easy to find a suitable

picture for the teaching if a teacher does not pay attention of the criteria

for selecting a good picture that have to be relevant with the subject itself.

32 Noor Azlina Yunus, Preparing and Using Aids for English Language Teaching, (Kuala

Lumpur: Oxford University Press, 1981), p.49 33 Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University

Press, 1989), p. 182-187.

21

6. Picture Sequence

From the previous section, it can be known about the definition of

picture which is a drawing object that gives learners a concrete

imagination about the objects or the situations that happens. It helps the

learners in understanding the material.

The definition of picture sequence was stated by Betty Morgan

Bowen, “Sequence picture is a series of pictures of a single subject. Its

function is to tell a story or a sequence of events”.34

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 after they saw the picture itself.

W.F. Mackey stated the history of picture sequence, “In 1887,

Alge published a series of wall-pictures of trades, seasons, country and

city life; these were also reproduced in the text”.35

This statement give a

knowledge that in 1887, there were a series of wall-pictures published by

Alge which also contains the text on it.

The definition of picture sequence above gives a clearly

understanding that this picture sequence is usually used to tell a story by

telling the sequence of events that happen in it. It is a series picture tells of

one idea of story.

Another explanation from Betty Morgan Bowen said that:

A picture series is a number of related composite pictures linked

to form a series or sequences. Hence, its main function is to tell

a story or sequences of events. A wide variety of picture series is

available in textbooks, in comics, in cartoon strips and in

magazines for the teacher to copy and enlarge. However the

34 Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London:

Essential Language Teaching Series, 1973), p.28. 35 W.F Mackey, Language Teaching Analysis (London: Indiana University Press, 1971).

P. 245.

22

observant teacher can find such series in other sources, for

example calendars and wrapping paper.36

From the statements above, it can be known that picture series can

be found in many sources, such as in textbooks, in comic, in magazine,

calendars, wrapping papers, etc.

Cartoon strips can be use 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. 37

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.

Furthermore, Wright suggests the use of picture series. According

to Wright, “Pictures series are pictures, which show some actions or

events in chronological order. They tend to range from four to eight

pictures”.38

They usually tell some short of stories, but they may also be

used to depict a process how to make something. In addition, Wright states

that, “Picture sequence can highlight certain language features and it can

illustrate a story or a process”.39

36 Betty Morgan Bowen, Look here! Visual Aids in Language Teaching, (London:

Essential Language Teaching Series, 1973), p.50 37 Andrew Wright, Pictures for Language Learning (Cambridge: Cambridge University

Press, 1989), p. 199. 38 http://digilib.uns.ac.id/upload/dokumen/174583112201010381.pdf. 39 http://digilib.uns.ac.id/upload/dokumen/174583112201010381.pdf.

23

The statement above strengthen the previous explanation that

picture sequence usually use to tell some short of story, it illustrates the

process of a story.

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.

7. Example of Picture Sequence

Look at the random pictures sequences carefully!

(Adopted from Second Year Pupils - Scientific Streams)40

40 http://www.tpub.com/content/photography/14208/css/14208_19.htm

24

CHAPTER III

RESEARCH METHODOLOGY

A. The Setting and Subject of the Study

This study is conducted at MA Darul Ma’arif – Cipete, South Jakarta. MA

Darul Ma’arif Cipete refers to Islamic Senior High School Darul Ma’arif Cipete,

which under the administration of the Religion Department of Indonesia, located

at Jl. RS. Fatmawati No. 45 Cipete - Jakarta Selatan. It was established by Dr. Ir.

K. H. Idham Chalid in 1962.

The subject of the study is the students of grade X at MA Darul Ma’arif

Cipete – Jakarta Selatan in the first semester of academic year 2010/2011.

The number of students consists of 40 members. The students are taken as

the subject of the study since they have poor ability in writing recount text.

It based upon the interview result with the English teacher and the writer’s

experience during her PPKT period at that class proving that they have the lowest

achievement of writing test and they have little interest in learning writing. That is

why the students need an appropriate strategy to help them improve their writing

ability. In addition, this class must get 69 score to fulfill the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM) in English lesson.

25

B. The Research Design

The design of this study is classroom action research. It is called CAR

because the study is aimed at developing a certain instructional strategy to solve

problems in a classroom.

Arikunto stated that CAR is conducted by teacher collaboratively by

reflecting on and analyzing his/her teaching and learning process to improve the

quality of teaching learning ability in the physical classroom.1 . The essential

component of action research according to Kember, there are: (1) Concerned with

social practice; (2) Aimed towards improvement; (3) A cyclical process; (4)

Pursued by systematic enquiry; (5) A reflective process; (6) Participative; (7)

Determined by the practitioner. 2

. Kurt Lewin also said that, “action research is a

sequence step contains four phases: planning, acting, observing, and reflecting.”3

In addition, there are three elements in CAR:

1. Research is an activity to improve an object by using an appropriate

methodology rules for getting data and information and then analyze to

solve problem.

2. Acting is an activity that is done for certain purpose, in cycle sequence

form activity.

3. Class is group of students when at the same time, receive same lesson

from their teacher.4

In a brief explanation ,we can say that CAR is a reflective study done

by teacher in a classroom for getting solution about the problem until it can be

solved. In addition, CAR helps teacher to solve the problem by applying a

new method or strategy as an alternative way leading to innovation.

1 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 106-

108 2 David Kember, Action Learning and Action Research, (London: Kogan Page Limited,

2000), pp. 23-24. 3 Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi

Guru, (Jakarta:PT Raja Grafindo Persada, 2008) p. 42 4 Kunandar, Langkah Mudah….. p. 39

26

In this Classroom Action Research (CAR), the writer used the CAR

principle to collect the data. This research consisted of two cycles and each cycle

consisted of four steps, namely, planning, acting, observing, and reflecting. The

writer described the cycles through the scheme of action research designed by

Kurt Lewins as follows:

Figure 3.1

Kurt Lewin’s Action Research Design

(Adapted from Wijaya Kusumah, 2009)5

Based on the Kurt Lewin’s action research design above, the writer wants

to describe a plan for Classroom Action research (CAR) as follows:

5 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas,(Jakarta:

PT. Indeks, 2009), p. 44

Planning

Cycle I

Planning

Reflecting Acting

Observing

Reflecting

Observing

Cycle II

Acting

The Result

27

Figure 3.2

The phases of Classroom Action Research modified by the writer

CYCLE 1

2

CYCLE 2

CC

Planning

* After interviewing, observing and

conducting test before CAR. The teacher

and the observer make instruments, such

as: lesson plan, observational notes,

observational guidelines, and test after

CAR

Acting

* In this CAR, the writer acts as the teacher

and the real teacher becomes the observer.

The teacher conducts the lesson plan, teaches

recount text, explains the schematic

structures, and applies picture sequence.

Observing

* The observer (the real teacher) observers

teaching learning activity in the classroom,

such as class situation, teacher’s

performance, and students’ response

* Identifies the students’ achievement in

learning recount text writing by giving the

test after CAR in cycle 1. The writer

calculates students’ improvement scores

from test before CAR to test after CAR in

cycle 1 whether improving or not.

Reflecting

* The teacher and the writer discuss not

only about the result of the

implementation of CAR, but also

students’ achievement and the

technique.

* The teacher and the writer prepare the

lesson plan for the next cycle and for

test after CAR in cycle 2 in order to

know the improvement of students’

score and to solve the problem

unfinished yet.

Planning

* The teacher and the writer revise the

lesson plan and modify the use of

picture sequence with some

modifications.

* The teacher and the writer prepare

observational guidelines and the test

after CAR in cycle 2.

Acting

* The teacher teaches recount text according

to a new lesson plan

* The teacher modifies picture sequence by

giving the meaning of keywords and

getting students to bring dictionary.

Observing

* The observer observes the process of

teaching learning activity in the

classroom which includes class situation,

teacher’s performance, and students’

response.

* Students are given the test after CAR in

cycle 2.

* The writer calculates students’

improvement scores from test after CAR

in cycle 1 to test after CAR in cycle 2.

Reflecting

* The writer and the teacher discuss about

the result of the implementation CAR by

modifying a new strategy in action,

about students’ response with the

strategy, about improvement students’

score in recount text writing and about

analyzing the result from test after CAR

in cycle 1 to test after CAR in cycle 2.

* The writer and the teacher make an

agreement, if the target is not achieved,

the action will be continued to cycle 3,

but if the target is achieved, the action

will be stopped.

.

28

CAR was applied in this study since it is regarded important for the

researcher to develop writing ability of X grade students at MA Darul Ma’arif-

Cipete by applying a suitable technique. By applying this technique, it was

expected to solve students’ problems in teaching-learning process of writing

recount text.

The classroom action research design applied in this study is a

collaborative classroom action research. In conducting the research, the

researcher collaborated with the real English teacher of MA Darul Ma’arif

Cipete as an observer and collaborator. The writer plays a role as an English

teacher who teaches recount text writing through Picture Sequences to the

students, while the real English teacher’s role is as an observer who observes

the action of the study while teaching-learning activities happens in the

classroom. Also he acts as a collaborator when helps the writer in designing

lesson plan, carrying out the reflection, and determining the follow up of the

study. Here, the researcher is not only as an observer but she also took actions

by making lesson plan and giving assessment. Then, she also collected and

analyzed data together with the teacher to know the result of their students’

writing.

C. The Research Procedures

According to Kurt Lewin’s concept of the CAR, it consists of four phases

within one cycle. They are planning, acting, observing, and reflecting. Based on

the design above, after completing the first cycle, if it is found a problem again or

there is no improvement of the students’ ability, hence, it is essential to continued

to the next or second cycle with the same model of the first cycle.

Before entering the cycle of classroom action research, the writer conducts

the preliminary study which is aimed for analyzing and identifying problems

faced by teacher and students in teaching-learning activities. The researcher

observed the class and interviewed the English teacher. Moreover, she assigned

the students to write a recount text in order to identify the students’ real

competence and problems in writing recount text.

29

After the preliminary study was conducted, then the writer moves on to the

next phase, involving: planning, acting, observing and reflecting.

1. Planning Phase

In planning phase, the writer and the teacher shared the information.

The writer identifies and diagnoses students’ writing problem occurred in the

classroom proven by observing and interviewing. Afterward, the writer

analyzes the data that have been identified through observation and interview.

It covers determining the technique, designing lesson plans, and setting the

criteria of success.

In determining the technique, it refers to the students’ problem. In this

case, the main problem of the students is they were difficult to generate their

ideas when they get started to write. Therefore, the researcher thought that by

giving them an instructional media such as picture sequences can overcome

this problem in writing.

In designing the lesson plans, the writer and the teacher discussed to

make lesson plan by applying the determined technique. Designing lesson

plan aims to provide the teacher with the guideline of teaching and learning

activities. The writer made lesson plan based on the recent used syllabus. The

writer describe the project or activity that she designed for her students by

preparing lesson plan and applying lesson plan in X grade class at MA Darul

Ma’arif Cipete. The lesson plan included the following items: specific

instructional objectives, the instructional materials and media, procedure of

presentation, and procedure of assessment.

In setting the criteria of success, the writer and the teacher discussed to

determine the criteria of the action success It is useful for measuring whether

the action of this study is successful or not. In line with the study, the criteria

of success are decided based on the agreement between the writer and the

collaborator as follows:

(1) 75% of students achieve the score equal or greater than 69 as the minimum

mastery criterion (KKM score).

30

(2) The students’ participation in writing activities increase that 75% of

students should get involved actively in writing activities.

2. Acting Phase

In this phase, both the writer and the teacher collaborate to carry out the

planned action. In this phase the lesson plan that has been discussed, would be

implemented by the writer and the teacher. In implementing the action, the

writer acts as the English teacher who taught recount text writing through

Picture Sequences. Meanwhile the collaborator acts as the observer who

observes all the activities that happen in the teaching learning process. The

implementation of the action involved two meetings in each cycle. This phase

is hoped could solve the students’ problem.

3. Observing Phase

In this phase, the observer observes CAR process of learning recount

text writing skill by using picture sequences, the observer also observes

students’ activity in the classroom. The important aspects in observation are

sources of data, the instrument used in collecting the data, and the technique for

data collection. When observing, the observer should notice and make

documentation all of activities in the classroom. It is regarded on class

situation, students’ response, the teacher’s performance, etc.

4. Reflecting Phase

The writer and the English teacher who play a role as collaborator and

observer analyze and evaluate learning process in cycle I. Reflecting phase is

the last phase in one cycle. The aims of this phase are to reflect the data from

the implementation of the action and to know whether the action is successful

or not by appropriating the result of the observing phase with the criteria of

success. If the result of the first cycle is satisfy pointed by reaching the criteria

of success, so there will not be the next cycle. Meanwhile, if the result of the

action does not reach the criteria of success, so the next cycle needs to be done.

It should move to the next cycle regarding re-planning, re-acting, and re-

observing.

31

D. The Technique in Collecting Data

There are two types of collecting data: qualitative data and quantitative

data. Some instruments are applied to obtain the data in this study. The writer uses

observation and interview dealing with the qualitative data. On the other side, the

writer uses the students’ final writing as a pre-test and post-test to obtain the

quantitative data. The completely explanation of those instruments as follows:

a. Observation

In this case, the writer observes the students directly in the classroom and

gets the description about students’ activity in learning writing process.

The real teacher also observes the researcher who teach in the classroom

and the implementation of CAR based on observation notes which already

made before. The data is taken based on the students’ participation during

teaching and learning activity according to lesson plan. The information

obtained from this observation is used as a basis to determine the planning

for the following cycle.

b. Interview

The writer interviews the teacher before applying classroom action

research. The questions of interview is made based on the general

description about process of teaching-learning activity, the students’

difficulties in writing ability, students’ situation in writing activity, and the

method or any strategies usually implemented by the teacher in teaching

writing. It is also done to know the teacher’s reaction of using picture

sequences as the instructional media after classroom action research.

c. Test

The writer uses test to get data result of students’ writing ability of recount

text. The result of this test is students’ recount paragraph based on the

picture sequence given. The aim of this test is to measure the students’

ability in writing recount text based on the story. The tests are pre-test and

post-test (based on the picture sequences given). The pre-test is completed

before implementing picture sequence in preliminary study. On the other

32

hand, the post-test is implemented after using picture sequence in teaching

writing of recount text.

E. The Technique of Data Analysis

In analyzing the data related to the students’ test of writing ability, the

writer uses analytical scoring rubric adapted from Weigle to analyze the

students’ paragraph writing.6

Score Level Criteria

C

O

N

T

E

N

T

30-27 Excellent to Very Good: knowledgeable,

substantive, through development of thesis,

relevant to assigned topic

26-22 Good to Average: some knowledge of subject,

adequate range, limited development of thesis,

mostly relevant to topic but lacks detail

21-17 Fair to Poor: limited knowledge of subject, non-

substantive, inadequate development of topic

16-13 Very Poor: does not show knowledge of subject,

non-substantive, not pertinent, or not enough to

evaluate

O

R

G

A

N

I

Z

A

T

I

O

N

20-18 Excellent to Very Good: fluent expression, ideas

clearly stated/supported, succinct, well-

organized, logical sequencing, cohesive

17-14 Good to Average: somewhat choppy, loosely

organized but main ideas stand out, limited

support, logical but incomplete sequencing

13-10 Fair to Poor: non-fluent, ideas confused or

disconnected, lacks logical sequencing and

development

9-7 Very Poor: does not communicate, no

organization, or not enough to evaluate

V

O

C

A

B

U

L

A

R

20-18 Excellent to Very Good: sophisticated range,

effective word/idiom choice and usage, word

form mastery, appropriate register

17-14 Good to Average: adequate range, occasional

errors of word and idiom form, choice, usage

but meaning not obscured

13-10 Fair to Poor: limited range, frequent errors of

word/idiom form, choice, usage, meaning

confused or obscured

6 Sara Cushing Weigle, Assessing Writing, (Cambridge: Cambridge University Press,

2002) p. 116.

33

Y 9-7 Very Poor: essentially translation, little

knowledge of English vocabulary, idioms, word

form, or not enough to evaluate

L

A

N

G

U

A

G

E

U

S

E

25-22 Excellent to Very Good: effective complex

constructions, few errors of agreement, tense,

number, word order/function, articles, pronouns,

prepositions

21-18 Good to Average: effective but simple

constructions, minor problems in complex

constructions, several errors of agreement,

tense, number, word order/functions, articles,

pronouns, prepositions but meaning seldom

obscured

17-11 Fair to Poor: major problems in simple/complex

constructions, articles, pronouns, prepositions

and/or fragments, run-ons, deletions, meaning

confused or obscured.

10-5 Very Poor: virtually no mastery of sentence

construction rules, dominated by errors, does

not communicate, or not enough to evaluate

M

E

C

H

A

N

I

C

5 Excellent to Very Good: demonstrates mastery

of conventions, few errors of spelling,

punctuation, capitalization, paragraphing

4 Good to Average: occasional errors of spelling,

punctuation, capitalization, paragraphing but

meaning not obscured

3 Fair to Poor: frequent errors of spelling,

punctuation, capitalization, paragraphing, poor

handwriting, meaning confused or obscured

2 Very Poor: no mastery of conventions,

dominated by errors of spelling, punctuation,

capitalization, paragraphing, handwriting

illegible or not enough to evaluate

Table 3.1

Analytical scoring rubric adapted from Weigle

Process the analysis qualitative is used when the observation of

students’ activities during teaching learning process, and the interview before

and after CAR. In this case, the writer collected the whole data that have

gained. In analyzing the statistical data, the writer puts on the average of

students’ reading score per action in one cycle. It is used to measure the

34

students’ ability in writing. To get the mean of students’ writing score within

one cycle uses the formula:7

X : mean

x : individual score

n : number of students

In gaining the class percentage which passes the minimum mastery

criteria- Kriteria Ketuntasan Minimal (KKM) 68 uses the formula:8

P : The class percentage

F : Total percentage score

N : Number of students

Next step, the writer identifies the improvement score on students’

recount text writing from pre-test up to post-test score in cycle 1 and cycle 2.

The writer uses the formula:9

P : Percentage of Students’ Improvement

y : Pre- test Result

y1 : Post-test 1

7 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2008),

p. 81. 8 Anas Sudijono, Pengantar …, (Jakarta: RajaGrafindo Persada, 2008), p. 43. 9 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:

Department of Physics and Astronomy, 2008), p. 3.

n

xX

F P = ── X 100%

N

Y1 - y

P = ─── X 100% y

y2 - y

P = ─── X 100% y

35

P : Percentage of Students’ Improvement

y : Pre- test Result

y2 : Post-test 2

The data gathering through interview is analyzed by presenting the

description of the result of interview.

F. The Validity of Data

According to Heaton, stated that :“The validity of the test is the extent

to which it measures what it is supposed to measure and nothing else. Every

test, whether it is a short, informal classroom test or a public examination,

should be as valid as the constructor can make it. The test must aim to provide

a true measure of the particular skill which is intended to measure “.10

Therefore, a test is said to be valid when it actually measures what it is

intended to measure.

Validity is crucial to fair and meaningful writing assessment. In

constructing the instrument, the writer considered the validity of the test.

There are 3 instruments that the writer used in this research, they are:

observation notes, interview and test (pre-test and post-test). To make those

instruments become valid, it has been approved by the real teacher on this

research – Mr. M.Irfan, S.Pd. It can be seen by his sign on the observation

notes and the sheet of interview result. To valid the result of the test, the writer

asks for the real teacher or the observer to analyze it together. Thus, this

research is a collaborative research. The writer analyzes the test result based

on the suggestion of the real teacher. He also knew about the result of the test,

therefore the test is become valid.

10 Heaton, J. B., Writing English Language Test: Longman Handbook for Language

Teacher,( New York: Longman, 1975).p. 116

36

CHAPTER IV

RESEARCH FINDINGS

This chapter presents the result of research. In this case, it discusses the

way to improve students’ writing ability of recount text through picture sequences

at tenth grade of MA Darul Ma’arif at the first semester 2010/2011 academic year.

Related to the discussion of the result, it is divided into three parts. Those are

before implementing the action, the implementation of the action, and discussion

of all the data after implementing the action.

A. Before Implementing the Action

There are three parts related to before implementing the action. Those are

pre interview, pre observation, and pretest. Those explanations as following:

1. The Result of Pre Interview

Pre interview conducted in this study was the unstructured interview. It

was held on Wednesday, November 10th

2010 started at 09.00 A.M and

finished at 10.00 A.M. Here, the writer asked to the teacher some questions.

The questions were divided into three categories of questions, they are: the

general condition in English class especially in writing class, the difficulty

faced by students and their participation, and the strategy used by the teacher

in writing class.

37

First category discussed about the general condition in English class

especially in writing class. The teacher said that most of students who did not

like English class, they gained low competence in English. In writing class,

the teacher used some activities like grouping, fill in the blank, arrange the

words into a good sentence, and arrange the sentence into a good paragraph

and so on. The media used was text which relevant to the topic. Moreover, the

teacher stated that most of them were hardly to pass the Minimum Mastery

Criterion- Kriteria Ketuntasan Minimal (KKM), especially for writing subject.

The second category discussed about the students’ difficulties in

writing ability. It related to their difficulties in generating ideas and organizing

into paragraph and choosing the words. Consequently, the students got

boredom in writing class and students’ participation in writing class was not

too active. The teacher had given sufficient time for students to write a text,

then they were asked to adjust their writing with the theme and schematic

structures which had explained previously by the teacher but they still did not

understand how to write it correctly. They got difficulty to choose the words

and to express their ideas.

The third category is related to the teacher’s strategy in teaching

writing previously to solve the students’ difficulties in writing ability. It was

found that the teacher often took the writing materials from students’

handbook (called LKS) and the English text book served by the school. The

teacher said he ever had used group work but in fact, only students who gained

high score did the task actively rather than the other lazy students. Up to now,

the teacher had been looking for an alternative way to teach writing. The

teacher said that he has never used picture sequences in writing class. He

assumed that picture sequences could be an effective instructional media in

teaching writing because it could facilitate the learning. It was good to help

generate the ideas. So, it might be able to improve students’ ability in writing.

It is compatible with kind of text such as recount text.

38

2. The Result of Pre Observation

Pre observation was conducted to observe the process of teaching

learning in writing activity before implementing the action. There

consisted of 40 students in the class. The pre-observation was conducted

on the 10th

and 11th

November 2010. It was started at 10.30 A.M and

finished at 12.00 A.M. In general, during the teaching learning process in

the classroom, the teacher liked to dominate the class. Hence, there was

less opportunity for students to be active in the class. Next, the teacher

merely asked the students to write a recount text, before that they had to

make it in Bahasa Indonesia first then translate it into English. After that,

the students performed their works in front of the class to read their

writing task. When the teacher asked students to perform in front of the

class, they seemed not to have motivation, some of students didn’t pay

attention to their friend who read the task in front of the class; other

students were yawning and talking with their friends. Moreover most of

them were hardly to finish the task. In other words, they could not finish

the work on time because they had to make it in two languages and the

teacher often ignored that behavior. Instead, he asked students to continue

the task at home. Furthermore, as the teacher was explaining the generic

structure and language features of the recount text most of students did not

care of the teacher. Consequently, the students could not adjust their

writing with the schematic structure of the story because of their

difficulties in comprehending the material.

3. The Result of Pre Test

The pretest had done before the Classroom Action Research

(CAR). It was conducted on Monday, November 15th

2010. It started at

06.30 a.m. The students had to write down a recount text with a given title.

Based on the result of the pre test, the data showed that there were

only 5 students who derived the score above KKM, meanwhile the other

35 students were below that criterion. The lowest achievement gained

39

score 40. From that analyzing, it could be seen that almost of the X grade

students’ writing ability was still very low.

B. The Implementation of Classroom Action Research (CAR)

1. CYCLE 1

1.1 Planning

In this phase, the writer helped by the collaborator made a planning

for the action based upon the problems faced by students in writing class.

In this case, the writer determined the selected material and exercises into

a lesson plan. Therefore, recount text was chosen as the text to be

delivered for students in which it was needed to break down into specific

material; that was the schematic structure and linguistic features of recount

text. In the lesson plan, there were some picture sequences to be identified

and re-write into recount sheet as a medium of students’ learning in

recount text writing. Beside of making lesson plan, the writer also

prepared a note for the observation to observe the students’ and the

teacher’ activities in teaching learning process whether it was in line with

the lesson plan had made before or not. And the writer also prepared the

post test 1 to collect the data; to know whether there are some students’

improvement scores from pretest to posttest.

1.2 Acting

The action of the cycle 1 was done on November 15th

and 17th

2010. The teacher implemented the teaching learning process based on the

lesson plan had been made. In the first meeting, The writer taught recount

text through picture sequences and asked the students to make a recount

text story based on the picture given and collected it. In the second

meeting, the students were asked to identify again the story of picture

sequences which was given and identify the keywords of each picture to

ease them make their recount text writing. Then, they were asked to revise

40

and edit their writing before. The revision of their recount text writing

was the data for the posttest 1.

1.3 Observing

In this phase, the observer tried to notice all activities in the

classroom activity. It might be about the teacher’s performance, class

situation, and students’ response. The teaching learning has done well

although the class still had some problems such as: First, related to the

teacher’s performance, as a whole, he had accomplished the task in line

with the lesson plan had been made, but the teacher’s direction was too

fast. It could be seen from students’ task result. Second, the class situation

was still under control. It means that most of students still did not pay

attention to the teacher’s explanation, some of them cheated each other

and the teacher even ignored their behavior. Some students also had

problem in looking for vocabulary and correct grammar, therefore they

spent too much time to accomplish their task.

After teaching learning process finished, in this observing phase

was also carried out the posttest to measure how well the students’ writing

ability of recount text that had been studied. The result of posttest 1

showed that the mean score of the class derived in which there were 5

students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan

Minimal (KKM) 69 (sixty - nine).

1.4 Reflecting

In this phase, the writer and the collaborator talked about the result

of the action. Based on the analysis of the students’ writing product that

showed 12.5% of the students who got the score above the Minimum

Mastery Criterion- Kriteria Ketuntasan Minimal (KKM), the

implementation of Picture Sequences as an instructional media has not

given satisfactory result yet on the improvement of students’ writing

ability. The students have not achieved the criteria of success that 75% of

41

students must achieve the Minimum Mastery Criterion- Kriteria

Ketuntasan Minimal (KKM). Therefore, it needed to be revised before the

implementation of the next cycle so that it could achieve the criteria of

success of this study.

Based on the result of reflection stage, the writer and the

collaborator concluded some revision of the first cycle. First, the students

had to bring dictionary in order to help them to find out the difficult word.

Then, the students were given more time to make their recount writing in

order to develop their ideas in making it. And the last, the teacher should

give more explanation about the material and give clearly instruction in

order to make the students understand about the activity that they have to

do. In addition, the teacher should walk around the class; to check

students’ worksheet.

From the reflecting phase above, there must be more efforts to

improve students’ writing ability of recount text through picture

sequences. It needed to be improved again in the next cycle.

2. CYCLE 2

2.1 Planning

In this phase, the writer and the collaborator made some planning

for the action based on the revision of the first cycle. The planning of the

action was served into lesson plan. There were not significant differences

with the previous lesson plan. The material still related to picture

sequences in learning the story of recount text. However, there were some

modifications in the second cycle; that was the teacher needed to give

more time to the students in doing the writing task and also discuss about

the keywords of each picture. It was caused to ensure their comprehension

of a story. And the writer also prepared the posttest 2 to collect the data.

42

2.2 Acting

The action of the cycle two was done on November 22nd

and 24th

2010. In the first meeting, The writer gave a series of picture that show a

story related to the title and asked the students to identify it. After that they

had to identify the keywords of each picture and change it to the Past form,

it was done to ease them to make a recount paragraph. Then, the students

were asked to do exercises into a recount writing sheet by using their own

words to retell the story of picture sequences. They were allowed to use a

dictionary. In the second meeting, the students were asked to continue

their writing and revise it to a good order of recount text. Then, the teacher

collected the writing sheet. It was the data for the posttest 2.

2.3 Observing

In the second cycle, generally the class condition in learning

process was better than the previous cycle. It could be seen from the

students who were ready to follow the lesson. The students looked

enthusiast in doing the class activities. It can be seen when in doing

writing task, they enjoyed and did it individually without cheating one

another. Most of the students have done the class activities well. They

paid fully attention to their teacher, or to their friend who perform their

task in front of the class. They could response the teacher by answering

the questions. In the last meeting of the second cycle, the teacher was

held on posttest 2 that is taken from the students’ writing. The mean score

of the students was 72.62 in which there were 32 students who passed the

Minimum Mastery Criterion (KKM) 69 (sixty-nine).

2.4 Reflecting

The reflection of CAR was carried out after getting the result of

test. The writer and the teacher felt satisfied with their efforts to improve

the students’ writing ability had been realized. They could understand the

story easily. It was proven by their improving scores from the pretest

43

1. Furthermore, they could easily to analyze the schematic structures

concerning orientation, event, and re-orientation of the story. Indeed, they

seemed more interesting during the teaching learning process.

After achieving the target research of where minimally 75%

students who passed the KKM, therefore the writer and the teacher

decided to stop the Classroom Action Research (CAR) because it had

already succeeded. Hence, the writer and the teacher did not have to revise

the plan.

According to the result of the evaluation between the writer and the

teacher, it could be assumed that the implementing of Classroom Action

Research in improving students’ writing ability of recount text was

appropriate with the planning that had been discussed by the writer and the

teacher previously.

C. Analysis of the Data After Classroom Action Research (CAR)

The discussion of the data after implementing the action consisted of two

parts. Those were the result of post interview and the result of posttest. For further

descriptions as following:

1. The Result of Post Interview

After implementing the CAR, the writer carried out the

unstructured interview with the teacher. It was conducted on Monday,

November 29th

2010 after accomplishing cycle 2. It started at 08.00 A.M

and finished at 09.00 A.M. It was to know the teacher’s response

concerning Classroom Action Research (CAR) that had been done. In this

case, the writer divided into three criteria of questions. Those were the

general condition in English class during Classroom Action Research, the

difficulties in implementing picture sequences as instructional media of

Classroom Action Research (CAR), and the opinion of strategy that had

been used to overcome the revised plan.

44

In the first criterion, It was found that the students’ condition were

better than before. In this sense, they looked enthusiast in making a writing

of recount text and of course, they felt easier to write their task. The

students’ participation was good because the activity in the classroom

involved the students. In the second criterion, it was observed that most of

the students difficult in identifying the key word of picture sequences and

also in delivering their ideas of writing because they lack of vocabulary.

So, it was suggested for the students to bring dictionary. The last criterion

is about the opinion of picture sequences. It was said that picture

sequences was a good media in teaching writing. It could be an effective

way to help the students’ writing. Beside it might be able to improve the

students’ writing; it could be an alternative strategy and could motivate the

English teacher to use it. In addition, Picture Sequences gave a good

impact for improvement of the students’ writing ability of recount text.

2. The Result of Post Test

In obtaining the data of the students’ writing achievement, the

writer utilized the data from pretest, posttest 1, and posttest 2. The

students’ score from pretest, posttest 1, posttest 2 are shown in the table

4.1

45

Table 4.1 The Students’ Writing Score of Pretest, Posttest 1, and Posttest 2

STUDENTS’ NUMBER

PRETEST CYCLE 1

POSTTEST CYCLE 2

POSTTEST

1 55 65 75*

2 40 55 65

3 55 75* 75*

4 55 75* 85*

5 55 65 80*

6 45 60 65

7 65 75* 80*

8 50 65 70*

9 70* 65 75*

10 60 75* 75*

11 45 65 65

12 50 65 70*

13 50 55 60

14 55 70* 75*

15 55 65 80*

16 50 55 65

17 55 65 70*

18 70* 70* 75*

19 50 65 80*

20 75* 65 75*

21 55 65 65

22 65 70* 70*

23 55 65 70*

24 55 70* 80*

25 75* 75* 85*

26 55 65 75*

27 45 55 65

28 60 65 70*

29 55 65 70*

30 60 70* 75*

31 75* 80* 85*

32 60 60 70*

33 65 60 70*

34 65 65 75*

35 55 60 70*

36 50 75* 75*

37 55 75* 70*

38 50 65 75*

39 55 65 60

40 55 70* 70*

46

Mean:

_ ∑x X = ──

n

56.75

66.37

72.62

*: The student who passed the KKM (69)

To compare the test result between pretest and posttest of each cycle, the

writer uses some steps. Those are calculating the students mean score of the test,

calculating the class percentage, and calculating the students’ improvement score

from pretest to posttest 1 and 2 into percentage.

In analyzing the data of pretest, the first step is to get the mean score of the

class. It is calculated as following:

_ ∑x

X = ──

n

_ 2270

X = ───

40

_

X = 56.75

From that calculation, the mean score of the class in pretest is 56.75. It

means that the students’ writing mean score before using picture sequences or

before implementing Classroom Action Research (CAR) is 56.75.

The second step is to know the percentage of students’ score who passed

the KKM (69). It is calculated by using as follows:

F

P = ── X 100%

N

5

P = ── X 100%

40

P = 12.5%

47

From that computation, the students’ score percentage in the pretest is

12.5%. It means that there are 5 students who pass the KKM and there are 35

students are still below the KKM. So, from the percentage above, it is shown the

achievement students’ writing of X Grade at MA Darul Ma’arif is poor. It could

be seen from the figure below.

Figure 4.1

The Result of Students’ Score before Implementation

Next in the cycle 1 of Classroom Action Research (CAR), the writer

calculates the result of posttest 1 to know the students’ score improvement from

the pretest to posttest 1 result. There are three steps to get this improvement.

Those are calculating the students’ mean score of the class, calculating the

students’ improvement score into percentage and calculating the class percentage.

The first step is to calculate the mean score of posttest 1. The calculation

as following:

_ ∑x

X = ──

n

_ 2655

X = ───

40

_

X = 66.37

0

5

10

15

20

25

30

35

40

Nilai < 69 Nilai 69 (KKM)

Nilai >69

The Result of Students' Score before Implementation

48

From that calculation, the students’ mean score of posttest in cycle 1 is

66.37. It proves that there are some improvements from the pretest mean score. It

could be seen from the pretest mean score (56.75) to the mean score of posttest 1

(66.37). It improves 9.62 (66.37 – 56.75).

The second step is to get the percentage of students’ improvement score

from pretest to posttest 1. The writer computes by using as follows:

y1 - y

P = ─── X 100%

y

66.37 – 56.75

P = ───────── X 100%

56.75

9.62

P = ──── X 100%

56.75

P = 16.95%

Based on that computation, the percentage of the students’ improvement

score from pretest to posttest 1 is 16.95%. It shows that the score in the cycle 1

has improved 16.95% from the pretest score.

The third step is to know the percentage of students who pass the KKM.

The calculation by using as follow:

F

P = ── X 100%

N

14

P = ── X 100%

40

P = 35%

From that calculation, the class percentage which pass the KKM is 35%. It

means that in the cycle 1 of Classroom Action Research (CAR), there are 14

students who passed the KKM and there are 26 students whose score are below

the KKM. The class percentage of posttest 1 shows some students’ improvement

49

of the class percentage in the pretest (12.5%). The students’ improvement which

pass the KKM is 22.5% (35% - 12.5%). Even though it is still needed more

improvement because it could not achieve yet 75% as the target of success

Classroom Action Research. Therefore the writer has to do cycle two because

there were many students still gain the low score. It could be seen from the figure

below:

Figure 4.2

The Result of Students’ Score in Post-Test 1

Furthermore, in the cycle 2 of Classroom Action Research (CAR) the

writer also calculates the result of posttest 2 to know further the score

improvement either from the result of pretest or posttest 1.

Firstly is to calculate the mean score of the class in posttest 2. The

calculation using as follows:

_ ∑x

X = ──

n

_ 2905

X = ───

40

_

X = 72.62

0

5

10

15

20

25

30

35

40

Nilai < 69 Nilai 69 (KKM)

Nilai >69

The Result of Students' Score in Post-Test I

50

From that calculation, the mean score of posttest 2 is 72.62. It means that

there are some students’ improvements scores (6.25) from the mean score of

pretest 1 (66.37).

The second step is to know the calculation of the percentage of students’

improvement score. Here, the writer computes by using the formula:

y2 - y

P = ──── X 100%

y

72.62 – 56.75

P = ───────── X 100%

56.75

15.87

P = ──── X 100%

56.75

P = 27.96%

Based on that computation, it could be seen that the posttest 2 improves

27.96% from the pretest or 11.01% (27.96 – 16.95) from the pretest 1.

The last step is the writer tries to get the class percentage whose score pass

the KKM. It uses the calculation as following:

F

P = ── X 100%

N 32 P = ── X 100%

40

P = 80%

From that calculation, the class percentage is 80%. It means that in the

cycle 2 there are 32 students who pass the KKM and there are only 8 students are

below the KKM. The class percentage of posttest 2 obviously shows some

improvements from the previous test; the improvement is 67.5% from the pretest

(12.5%) or 45% from the class percentage of posttest 1. It could be seen from the

figure below:

51

Figure 4.3

The Result of Students’ Score in Post-Test II

From all the calculation above, the writer can interpret the result after the

implementation of Classroom Action Research from cycle I up to cycle II. It can

be seen from the result of pre-test, post-test I and post-test II. Here the writer

described the result from pre-test, post-test I and post-test II through figure below:

Figure 4.4

The Students’ Score Improvement from Pre Test, Post Test I and Post Test II

0

5

10

15

20

25

30

35

40

Nilai < 69 Nilai 69 (KKM)

Nilai >69

The Result of Students' Score in Post-Test II

0

5

10

15

20

25

30

35

40

Nilai <69 Nilai 69 (KKM)

Nilai >69

Pre Test

Post Test I

Post Test II

52

D. Interpretation of Data Result

As a whole, the interpretation of the data results among the instruments of

this research are as followings:

From the instrument of test, it can be seen that the students’ scores from

pre-test, post test I and pot test II are improving. In the pretest, the mean score of

students on writing test before carrying out Classroom Action Research (CAR) is

56.75. It is the students’ writing score before they use picture sequences.

Meanwhile, there are only 5 students who are able to pass the KKM (69) and there

are 35 students are out of the target. Furthermore, the mean score in the posttest of

cycle 1 is 66.37. It means that there is some students’ score improvement from the

previous test (pretest). Meanwhile, the class percentage which pass the KKM in

posttest 1 is 35%. It shows there are 14 students who pass the KKM and there are

26 students whose score still under KKM. That is why the writer and the teacher

continue to the second cycle. Next, the mean score in the posttest of second cycle

is 72.62. Meanwhile, the class percentage which pass the KKM is 80%. It means

there are 32 students whose score pass the KKM and there are 8 students are

under the target of KKM. The posttest of cycle 2 has fulfilled the target of

Classroom Action Research (CAR) success, that is above 75% students could pass

the KKM. Automatically, it can be said that the Classroom Action Research

(CAR) is success and the cycle is stopped.

From the instrument of observation notes (from pre-observation until the

observation on cycle I and cycle II), it can be seen many improvement from

students’ side. In the pre-observation, many students seemed not to have

motivation, some of students didn’t pay attention to their teacher, and they were

yawning in the class and talking with their friends. These behaviors started to

change in cycle II where the teaching learning process had done well although the

class still has some problems, such as: some of students cheated each other and

they also made some noise in the middle of the teaching. They also had problem

in looking for vocabulary and correct grammar. In the last observation on cycle II,

the class condition was better than the previous cycle. The students were ready to

follow the lesson, they paid fully attention to their teacher, they did the task

individually. They could response the teacher by answering the questions. The

class looked easy to handle.

53

From the instrument of interview, it can be concluded that there were a

good response about this Picture Sequences as visual aid in teaching writing of

recount text from the real teacher or the observer. In the pre-interview, the real

teacher said that most of his students who did not like English subject, they gained

low competence in English, especially for writing skill. They got boredom in

writing class and they got difficulty to choose the words and to express their

ideas. That is why they like to cheat with their friends. These problems were also

caused by the teacher’s strategy in teaching writing which is the old way; the task

given is from the students’ handbook (LKS). In the post-interview after

implementing Picture sequences, the real teacher said that picture sequence was a

good media in teaching writing. It gave a good impact for improvement of the

students’ writing ability of recount text. In addition, it could be an alternative

strategy for the English teacher.

54

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research conducted in X grade at MA Darul Ma’arif

Cipete in academic year 2010/2011, it can be concluded that the students

could improve their writing ability of recount text through picture sequences.

To improve students’ writing ability of recount text, the students analyze the

schematic structures concerning orientation, events, and re-orientation of any

kinds of stories based on the picture given then they have to retell the story

using their own words into a good order of recount text. These improvements

could be seen from the following fact. First, related to the students’

achievement, there were 75% who passed the KKM 69 with the improvement

of students’ mean score from pretest to the posttest of the second cycle was

12,5%. In the pretest, there were only 5 students who passed the KKM.

Meanwhile, in the posttest of cycle one, there were 14 students who passed the

KKM or 35%. Next in the result of posttest in the cycle 2, there gained 32 or

80% students who passed the KKM in which their mean score of writing test

derived 72.62. Second, from the observation during the teaching-learning

process of writing recount text, it showed that the students were motivated in

the teaching-learning process, they felt interested in understanding the story

55

based the picture, and they could write recount text well. Finally, the teacher’s

response about the implementation of Picture Sequences was positive and it

would be alternative way in teaching writing. Therefore, Picture Sequences

could improve the students’ writing ability of recount text.

B. Suggestion

In this part, the writer would like to contribute some suggestions for

the English teachers and the other researchers based on the research findings

and discussion.

It is suggested that the English teachers should be more creative and

innovative to select the teaching strategy to deliver their material. They could

find a good instructional media to get their students’ interest in learning

English, especially in writing. Picture sequences would be helpful to improve

students’ writing ability, therefore the teacher needs to maintain using picture

sequences in the next new academic year in teaching recount text.

To the further researcher, particularly those who have the same

problem and interested in conducting research, it is suggested that this study

can be a reference. Hopefully, there will be any further research of how to

complete this technique.

56

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APPENDICES

58

Appendix 1a: Interview for the English teacher in the Preliminary Study

SSSX

Guideline guru Bahasa Inggris (sebelum CAR)

1. Bagaimana tanggapan siswa/i Ibu/Bapak dalam pembelajaran Bahasa Inggris selama ini?

2. Berapa nilai KKM untuk pelajaran Bahasa Inggris? Dan bagaimana hasil perolehan nilai

Bahasa Inggris siswa/i Ibu/Bapak?

3. Skill Bahasa Inggris apa yang dianggap sulit oleh siswa/i Ibu/Bapak?dan apa saja

aktivitas yang dilakukan dalam skill tersebut?

4. Untuk semester ini jenis teks apa saja yang harus mereka kuasai?

5. Bagaimana respon siswa ketika mengikuti pelajaran menulis ini?

6. Ketika menulis teks Bahasa Inggris, kesulitan apa yang kiranya dialami oleh siswa/i?

7. Menurut Ibu/Bapak, apa saja penyebab kesulitan yang dialami oleh siswa/i ibu/Bapak?

8. Teknik mengajar seperti apa yang yang sudah ibu/Bapak gunakan dalam hal

penyampaian writing ability terutama untuk recount text?

9. Untuk saat ini,apakah Ibu mempunyai rencana lain untuk mengatasi kesulitan siswa/i

dalam hal mengatasi kemampuan menulis teks berbahasa inggris?

10. Menurut anda, apakah strategi pengajaran menggunakan picture sequences dapat

meningkatkan kemampuan menulis siswa dalam bahasa Inggris?

59

Appendix 1b: The result of interview in the preliminary study

HASIL WAWANCARA

Kepada Guru Bahasa Inggris (MA Darul Ma’arif Cipete)

Pewawancara : Puji Astuti

Pihak yang diwawancarai : M. Irfan, S. Pd

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Rabu, 10 November 2010

Waktu : 09.00 – 10.00

Tempat : Ruang Guru

1) Bagaimana tanggapan siswa/i Ibu/Bapak dalam pembelajaran Bahasa Inggris selama ini?

Berbagai macam tanggapan dari mereka. Tetapi kebanyakan dari mereka menyukai

mata pelajaran ini dikarenakan saya menagajarnya menyenangkan kata mereka. Murid

merespon dengan baik pelajaran Bahasa Inggris selama ini. Tetapi tetap saja banyak

dari mereka yang menganggap bahwa bahasa inggris itu sendiri sulit,dikarenakan

bahasa asing,bukan bahsa mereka sehari-hari. Apalagi bahasa inggris adalah termasuk

mata pelajaran yang di ujikan pada Ujian Nasional.

2) Berapa nilai KKM untuk pelajaran Bahasa Inggris? Dan bagaimana hasil perolehan nilai

Bahasa Inggris siswa/i Ibu/Bapak?

KKM Bahasa Inggris di sekolah ini adalah 69 setelah disepakati dengan Kepala Sekolah

dan wakasek kurikulumnya,hal ini dikarenakan sebagian besar murid kami memiliki

kemampuan Bahasa Inggris yang menengah, jadi untuk awal semester ini KKM nya

adalah 69, tetapi di semester genap nanti akan dinaikkan menjadi 70. Rata-rata hasil

perolehan nilai siswa masih banyak yang belum memenuhi KKM, sehingga seringkali

harus di adakan Remedial.

3) Skill Bahasa Inggris apa yang dianggap sulit oleh siswa/i Ibu/Bapak?

Skill writing yang dianggap paling sulit, karena perolehan nilai dan pemahaman mereka

dalam Grammar, Vocabulary, dan Structure masih sangat kurang.

4) Untuk semester ini jenis teks apa saja yang harus mereka kuasai? Dan Darimana

Ibu/Bapak mendapatkan sumber teks tersebut?

60

Recount text, narrative text dan procedure text. Saya biasanya mengambil sumber materi

dari buku paket Diknas, Lembar kerja Siswa (LKS), dan terkadang internet ataupun

perpustakaan sekolah.

5) Bagaimana respon siswa ketika mengikuti pelajaran menulis ini?

Mereka kelihatan sangat kesulitan terutama bagi yang kemampuan bahasa Inggris nya

tidak terlalu baik. Karena kesulitan itulah, kebanyakan dari mereka mencontek dari

temannya yang lebih bisa dari mereka, atau terkadang mereka menjadi bosan dan malas

untuk kegiatan menulis ini.

6) Ketika menulis teks Bahasa Inggris, kesulitan apa yang kiranya dialami oleh siswa/i?

Kesulitannya adalah KESALAHAN dalam menyusun kata dan menempatkan kata-kata

yang tepat. Selain itu siswa juga kesulitan dalam mengeluarkan ide ketika menulis.

Sehingga siswa harus selalu dibimbing ketika menulis. Bimbingan dapat berupa guided

questions atau kerangka penulisan. Bahkan mereka kesulitan dalam menemukan kata

bahasa Inggris yang mereka maksud.

7) Menurut Ibu/Bapak, apa saja penyebab kesulitan yang dialami oleh siswa/i ibu/Bapak?

Kurangnya perbendaharaan kata dan kebiasaan menulis dalam Bahasa Indonesia,

padahal tata bahasa dan aturan dalam Bahasa Inggris berbeda sekali dengan bahasa

kita.terutama dari segi Tenses.

8) Teknik mengajar seperti apa yang yang sudah ibu/Bapak gunakan dalam hal

penyampaian writing ability?

Teknik yang digunakan dalam pengajaran writing yaitu berkenaan dengan Kegiatan

pembelajaran diantaranya melengkapi kata dalam kalimat ( fill in the blank), menyusun

kata menjadi kalimat yang benar, menyusun kalimat menjadi paragraf.

9) Untuk saat ini,apakah Ibu/Bapak mempunyai rencana lain untuk mengatasi kesulitan

siswa/i dalam hal mengatasi kemampuan menulis teks berbahasa inggris?

61

Saya rasa saya perlu menemukan strategi pengajaran yang tepat dan efisien yang dapat

menarik perhatian siswa saya sehingga mereka mampu mendapat nilai yang baik, tetapi

saya sampai saat ini belum mendapatkannya dikarenakan kesibukan, dan lain

sebagainya.

10) Menurut anda, apakah strategi pengajaran dengan menggunakan Picture Sequences

(media gambar) dapat meningkatkan kemampuan menulis siswa dalam bahasa Inggris,

terutama untuk Teks Recount?

Sepertinya patut untuk dicoba. Karena gambar dapat menarik perhatian anak, apalagi

untuk Teks Recount yang memiliki kesinambungan cerita,mungkin ini dapat

mempermudah mereka dalam memahami isi cerita dari teks tersebut.

Cipete, 10 November 2010

Interviewer Interviewee

Puji Astuti M. Irfan, S. Pd

62

Appendix 2a: Interview for the English Teacher after Classroom Action Research

PEDOMAN WAWANCARA DENGAN GURU BAHASA INGGRIS TERKAIT RESPON

PENGGUNAAN PICTURE SEQUENCES

1. Apa pendapat anda, setelah melihat pembelajaran writing menggunakan Picture

Sequences?

2. Bagaimana kemampuan pemahaman menulis siswa ibu/Bapak setelah menerapkan

strategi Picture Sequences?

3. Menurut pendapat anda, bagaimana activitas yang dilaksanakan dalam proses

pembelajaran writing dengan menggunakan Picture Sequences?

4. Kendala apa yang terlihat ketika belajar writing menggunakan Picture Sequences?

5. Menurut anda, bagaimana cara mengatasi kendala itu?

6. Setelah mengobservasi pembelajaran writing dengan menggunakan Picture Sequences,

apakah strategi pembelajaran Picture sequences efektif diterapkan pada pembelajaran

skill writing dan dapat meningkatkan kemampuan menulis siswa dalam bahasa Inggris?

63

Appendix 2b: The result of Interview for the English Teacher after Classroom Action

Research

HASIL WAWANCARA

Kepada Guru Bahasa Inggris (MA Darul Ma’arif Cipete)

Pewawancara : Puji Astuti

Pihak yang diwawancarai : M. Irfan, S. Pd

Jabatan : Guru Bahasa Inggris

Hari/ Tanggal : Senin, 29 November 2010

Waktu : 08.00 – 09.00

Tempat : Ruang Guru

1. Apa pendapat anda, setelah melihat pembelajaran writing menggunakan Picture

Sequences?

Menurut saya, pembelajaran menggunakan Picture Sequences sangat memberikan udara

segar bagi anak-anak yang selama ini selaalu di suguhi dan di cekoki dengan

buku.Mereka jadi terlithat tertarik dan bersemangat dalam pelajaran.

2. Bagaimana kemampuan pemahaman menulis siswa ibu/Bapak setelah menerapkan

strategi Picture Sequences?

Pada awalnya kemampuan menulis siswa saya dibawah rata-rata, hanya beberapa saja

dari mereka yang mampu menulis dengan baik. Tapi setelah beberapa kali pertemuan

dengan pengajaran menggunakan media gambar ini, kemampuan menulis siwa saya

menjadi meningkat, terutama dalam menulis Teks Recount. Hal ini terbukti dari

penelitian dan hasil tes yang kemarin telah di ujikan kepada anak-anak.

3. Menurut pendapat anda, bagaimana activitas yang dilaksanakan dalam proses

pembelajaran writing dengan menggunakan Picture Sequences?

Aktivitas nya sangat menarik dan memberikan kesempatan kepada siswa untuk aktif

berpartisipasi dalam pengajaran. Mereka menganalisa rangkaian gambar tersebut

masing-masing,diberikan kesempatan untuk merangkai cerita tersebut berdasarkan

pengamatannya masing-masing. Kemudian menceritakannya kembali denan kata-kata

mereka, dibantu dengan kata kunci yang telah disediakan.

64

4. Kendala apa yang terlihat ketika belajar writing menggunakan Picture Sequences?

Kendalanya yaitu walaupun mereka telah diberikan kata kunci dalam setiap gambar

tetap saja mereka sering kesulitan untuk membuat kata kunci tersebut menjadi satu

kalimat lengkap,dikarenakan mereka kurang perbendaharaan kosakata.

5. Menurut anda, bagaimana cara mengatasi kendala itu?

Mereka harus banyak mempelajari kosakata baru, dan lebih mudahnya mereka dibantu

dengan adanya kamus.

6. Setelah mengobservasi pembelajaran writing dengan menggunakan Picture Sequences,

apakah strategi pembelajaran Picture sequences efektif diterapkan pada pembelajaran

skill writing dan dapat meningkatkan kemampuan menulis siswa dalam bahasa Inggris?

Ya, karena seperti yang telah di ujikan, kemapuan menulis siswa saya menjadi meningkat

berkat bantuan pengajaran menggunakan Picture Sequences. Maka dari itu saya dapat

katakana bahwa strategi pengajaran ini sangat efektif dalam mengajarb menulis,

terutama teks yang memiliki rangkaian cerita seperti Recount dan juga Narrative.

Melalui gambar, mereka memiliki gambaran lebih jelas mengenai kejadian yang

terjadi.juga memudahkan dalam penyampaian Schematic Structure dari teks tersebut.

Anak-anak jadi tahu mana yang harus dimasukkan ke dalam orientation, event maupun

re-orientation.

Cipete, 29 November 2010

Interviewer Interviewee

Puji Astuti M. Irfan, S. Pd

65

Appendix 3a: Pre Test

PRE TEST

Name : Day :

Class : Date :

Write a recount text Paragraph!

Title

Orientation

Events :

Event 1

Event 2

Event 3

Event …

Re-

orientation

66

Appendix 3b: Students’ Writing of Recount Text Score in Preliminary Study

THE RESULT OF STUDENTS' WRITING IN THE PRELIMINARY STUDY

No Name Score

Total Score C O V G M

1 Abdillah Muslim 3 3 2 2 1 55

2 Abdul Aziz 1 1 2 2 2 40

3 Achmad Rozi 2 2 3 2 2 55

4 Achmad Jazuli 2 2 3 3 1 55

5 Achmad Reza 2 2 2 3 2 55

6 Daniar Tria 2 2 2 1 2 45

7 Dini Astrianti 3 3 3 2 2 65

8 Eko Nugraha 2 2 2 2 2 50

9 Erma Tihana 3 3 3 3 2 70*

10 Faksi Muhammad 3 3 2 2 2 60

11 Hairul Rohman 2 2 2 2 1 45

12 Harun Luthfi 2 2 2 2 2 50

13 Ibnu Rizal 2 2 2 2 2 50

14 Imam Bukhori 2 2 2 3 2 55

15 Intan Septiani 2 2 3 2 2 55

16 Isniawati 2 2 2 2 2 50

17 Khairunisa 2 2 3 3 1 55

18 Lisa Umami 3 3 3 2 3 70*

19 M. Anwar 2 2 2 2 2 50

20 M. Siddiq 4 3 3 3 2 75*

21 M. Rapli Andhian 2 2 3 2 2 55

22 Nunung Nurhayati 3 3 3 2 2 65

23 Nu’mansyah 3 2 2 2 2 55

24 Qurratul Aini 2 2 3 2 2 55

25

Raaf Rani

Ramadhiny 3 3 3 3 3 75*

26 Rahmatullah 2 2 3 2 2 55

27 Rahmawati 2 1 2 2 2 45

28 Robin Irawan 2 2 3 3 2 60

29 Rosmiati 2 2 2 3 2 55

30 Sarah Ramadhan 3 3 2 2 2 60

31 Sinta Avia 4 3 3 3 2 75*

32 Sunarsih 2 2 3 3 2 60

67

33 Umsah 3 3 3 2 2 65

34 Uswatun Hasanah 3 3 3 2 2 65

35 Wahyudi 2 2 3 2 2 55

36 Winda Nurlaila 2 2 2 2 2 50

37 Yogiansyah 2 2 3 2 2 55

38 Sri N 2 2 2 2 2 50

39 Syahrul Fauzi 2 2 3 2 2 55

40 Yusuf Kurnia 2 2 3 2 2 55

TOTAL 2270

MEAN 56.75

MINIMUM SCORE 40

MAXIMUM SCORE 75

Note : C = Content, O = Organization, V = Vocabulary

M = Mechanic, G = Grammar

No Level

Number of

students Percentage

1 69 ≥ 100 5 12.5

2 68 ≤ 0 35 87.5

Total 40 100.0

68

69

Appendix 4a: Students’ Writing of Recount Text Score in the Cycle 1

THE RESULT OF STUDENTS' WRITING IN THE CYCLE 1

No Name

Score Total Score

C O V G M

1 Abdillah Muslim 3 2 3 3 2 65

2 Abdul Aziz 3 2 2 2 2 55

3 Achmad Rozi 3 3 3 3 3 75*

4 Achmad Jazuli 4 3 3 3 2 75*

5 Achmad Reza 3 2 3 3 2 65

6 Daniar Tria 3 2 3 2 2 60

7 Dini Astrianti 3 3 3 3 3 75*

8 Eko Nugraha 3 3 3 3 2 65

9 Erma Tihana 3 3 3 3 2 65

10 Faksi Muhammad 4 3 3 3 2 75*

11 Hairul Rohman 3 3 3 3 2 65

12 Harun Luthfi 3 3 3 3 2 65

13 Ibnu Rizal 3 2 2 2 2 55

14 Imam Bukhori 3 3 3 3 2 70*

15 Intan Septiani 3 3 3 2 3 65

16 Isniawati 2 2 2 3 2 55

17 Khairunisa 3 2 3 3 2 65

18 Lisa Umami 3 3 3 3 2 70*

19 M. Anwar 3 2 3 3 2 65

20 M. Siddiq 3 2 2 3 2 65

21 M. Rapli Andhian 3 2 3 2 2 65

22 Nunung Nurhayati 3 3 3 2 3 70*

23 Nu’mansyah 3 2 3 2 3 65

24 Qurratul Aini 3 3 3 2 3 70*

25

Raaf Rani

Ramadhiny 3 3 3 3 3 75*

26 Rahmatullah 3 2 3 2 3 65

27 Rahmawati 3 2 2 2 2 55

28 Robin Irawan 3 2 3 2 3 65

29 Rosmiati 3 2 3 2 3 65

30 Sarah Ramadhan 3 3 3 2 3 70*

70

31 Sinta Avia 3 4 3 3 3 80*

32 Sunarsih 2 2 3 2 3 60

33 Umsah 2 2 3 2 3 60

34 Uswatun Hasanah 3 2 3 2 3 65

35 Wahyudi 2 2 3 2 3 60

36 Winda Nurlaila 3 3 3 3 3 75*

37 Yogiansyah 3 3 3 3 3 75*

38 Sri N 3 2 3 3 2 65

39 Syahrul Fauzi 2 2 3 3 3 65

40 Yusuf Kurnia 3 2 3 3 3 70*

TOTAL 2655

MEAN 66.37

MINIMUM SCORE 55

MAXIMUM SCORE 80

Note : C = Content, O = Organization, V = Vocabulary

M = Mechanic, G = Grammar

No Level

Number of

students Percentage

1 69 ≥ 100 14 35

2 68 ≤ 0 26 65

Total 40 100.0

71

Appendix 4b : The Sample of Picture Sequences and Students’ Recount Text Writing in the

First Cycle

72

Appendix 5a: Students’ Writing of Recount Text Score in the Cycle 2

THE RESULT OF STUDENTS' WRITING IN THE CYCLE 2

No Name

Score Total Score

C O V G M

1 Abdillah Muslim 3 3 3 3 3 75*

2 Abdul Aziz 3 3 3 2 2 65

3 Achmad Rozi 3 3 3 3 3 75*

4 Achmad Jazuli 4 3 3 4 3 85*

5 Achmad Reza 3 3 3 4 3 80*

6 Daniar Tria 3 3 3 2 2 65

7 Dini Astrianti 4 3 3 3 3 80*

8 Eko Nugraha 3 3 3 3 2 70*

9 Erma Tihana 3 3 3 3 3 75*

10 Faksi Muhammad 3 3 3 3 3 75*

11 Hairul Rohman 3 3 3 2 2 65

12 Harun Luthfi 3 3 3 2 2 70*

13 Ibnu Rizal 2 3 3 2 2 60

14 Imam Bukhori 3 3 3 3 3 75*

15 Intan Septiani 4 3 3 3 3 80*

16 Isniawati 3 3 3 2 2 65

17 Khairunisa 3 3 3 3 2 70*

18 Lisa Umami 3 3 3 3 3 75*

19 M. Anwar 3 3 3 4 3 80*

20 M. Siddiq 3 3 3 3 3 75*

21 M. Rapli Andhian 3 3 3 2 2 65

22 Nunung Nurhayati 3 3 3 3 2 70*

23 Nu’mansyah 3 3 3 3 2 70*

24 Qurratul Aini 3 3 3 4 3 80*

25

Raaf Rani

Ramadhiny 4 4 3 3 3 85*

26 Rahmatullah 3 3 3 3 3 75*

27 Rahmawati 3 3 3 2 2 65

28 Robin Irawan 3 3 3 3 2 70*

29 Rosmiati 3 3 3 3 2 70*

73

30 Sarah Ramadhan 3 3 3 3 3 75*

31 Sinta Avia 4 4 3 3 3 85*

32 Sunarsih 3 3 3 2 3 70*

33 Umsah 3 3 3 2 3 70*

34 Uswatun Hasanah 3 3 3 3 3 75*

35 Wahyudi 3 3 3 3 2 70*

36 Winda Nurlaila 3 3 3 3 3 75*

37 Yogiansyah 3 3 3 3 2 70*

38 Sri N 3 3 3 3 3 75*

39 Syahrul Fauzi 3 3 3 2 1 60

40 Yusuf Kurnia 3 3 3 3 2 70*

TOTAL 2905

MEAN 72.62

MINIMUM SCORE 60

MAXIMUM SCORE 85

Note : C = Content, O = Organization, V = Vocabulary

M = Mechanic, G = Grammar

No Level

Number of

students Percentage

1 69 ≥ 100 32

80

2 68 ≤ 0 8

20

Total 40 100.0

74

Appendix 5b : The Sample of Picture Sequences and Students’ Recount Text Writing in the

Second Cycle

75

Appendix 6a : Observation Note of Cycle I 1st Meeting

OBSERVATION NOTE IN TEACHING LEARNING PROCESS

School : MA Darul Ma’arif Cipete

Academic Year : 2010/2011

Class/Semester : X/I

Material/Skill : Recount text/Writing

Cycle : One/1st Meeting

Date : 17 November 2010

Learners’ Activity

Listening to the teacher’s explanation about the schematic structure and linguistic

features of recount text

Identifying the example of recount text given by the teacher

Understanding the story of the picture sequence script given by teacher about Recount

Text.

Writing the story of those picture into the Recount column

Teacher’s Purpose

The teacher explained the schematic structure of recount text and linguistic features

and engage students to organize the idea of orientation, events and reorientation of the

story in the picture sequences script and how to write int to be a Recount Paragraph.

Comment

Most of students didn’t pay attention to the teacher’s explanation

Most of students didn’t do the exercises and some was out of the class

Students are rarely active, some of them are cheating to their friends

Most of students didn’t understand what they have to do with their task because The

teacher’s explanation was too fast and not clear enough.

Students need to explore their vocabulary hard. Some students don’t look to try hard to

find out the vocabulary they need.

Observer,

M. Irfan, S.Pd

76

Appendix 6b : Observation Note of Cycle I 2nd Meeting

OBSERVATION NOTE IN TEACHING LEARNING PROCESS

School : MA Darul Ma’arif Cipete

Academic Year : 2010/2011

Class/Semester : X/I

Material/Skill : Recount text/Writing

Cycle : One/2nd

Meeting

Date : 19 November 2010

Learners’ Activity

Reviewing the schematic structure and linguistic features of recount text

Continuing to Write the story of those picture Sequences given in previous meeting

into the Recount column

Re-check their writing of schematic structure, keyword, grammar, etc.

Teacher’s Purpose

The teacher explained the schematic structure of recount text and linguistic features

and engage students to organize the idea of orientation, events and reorientation of the

story in the picture sequences script and how to write int to be a Recount Paragraph.

Comment

Some students seem enthusiastic to write the keywords of the story into story mapping

sheet because they have to finish it.

The students did the post-test 1 individually.

Many of them were actively ask to the teacher about their assignment, they got

interested within.

They look serious to do the task by analyzing the picture and put the story in a proper

column of recount, although sometimes they still ask to the other about the appropriate

words to be chosen.

Observer,

M. Irfan, S.Pd

77

Appendix 6c : Observation Note of Cycle II 1st Meeting

OBSERVATION NOTE IN TEACHING LEARNING PROCESS

School : MA Darul Ma’arif Cipete

Academic Year : 2010/2011

Class/Semester : X/I

Material/Skill : Recount text/Writing

Cycle : Two/1st Meeting

Date : 22 November 2010

Learners’ Activity

Listening to the teacher’s explanation about the schematic structure and linguistic

features of recount text

Identifying the example of recount text given by the teacher

Understanding the story of the picture sequence script given by teacher about Recount

Writing the story of those picture into the Recount column

Teacher’s Purpose

The teacher explained the schematic structure of recount text and linguistic features

and engage students to organize the idea of orientation, events and reorientation of the

story in the picture sequences script and how to write int to be a Recount Paragraph.

Comment

More students pay fully attention on a new picture sequences.

Some students participate in delivering the story of picture by raising their hand.

More students look enthusiast in identifying the story and the keyword

The students bring dictionary to ease them in writing task.

The teacher asked some question related to the concept of schematic structure and

most of students could answer the teacher’s questions correctly

Some students seem enthusiastic and feel easy to change the keyword into Past form

They feel easy write to the keywords of the story into a recount paragraph.

But, the class is still a little bit noisy because many of students still asking their friends

or their teacher about the appropriate words.

Observer,

M. Irfan, S.Pd

78

Appendix 6d : Observation Note of Cycle I 2nd Meeting

OBSERVATION NOTE IN TEACHING LEARNING PROCESS

School : MA Darul Ma’arif Cipete

Academic Year : 2010/2011

Class/Semester : X/I

Material/Skill : Recount text/Writing

Cycle : Two/2nd

Meeting

Date : 24 November 2010

Learners’ Activity

Reviewing the schematic structure and linguistic features of recount text

Continuing to Write the story of those picture Sequences given in previous meeting

into the Recount column

Re-check their writing of schematic structure, keyword, grammar, etc.

Teacher’s Purpose

The teacher explained the schematic structure of recount text and linguistic features

and engage students to organize the idea of orientation, events and reorientation of the

story in the picture sequences script and how to write int to be a Recount Paragraph.

Comment

The teacher asked some question related to the concept of schematic structure and

most of students could answer the teacher’s questions correctly

Some students seem enthusiastic and feel easy to write the keywords of the story into

story mapping sheet to revise their writing before.

The students did the post-test 2 of CAR individually

Observer,

M. Irfan, S.Pd

79

Appendix 7a : Observation Note of Teacher’s Activity

OBSERVATION NOTE OF TEACHER’S ACTIVITY

Cycle : One

No. Indicators Result

Yes No

I Pre Teaching

Preparing in the students to start the teaching learning

process

Enganging the students using language clearly and easy to

understand

II While Teaching

Material

The material was appropriate with the lesson objective

The teacher explained the material systematically

Exploring the material as clearly as possible

Lesson Strategy

Doing the teaching learning process which appropriate with

students’ competence

Doing teaching learning systematically

The teacher was able to manage the class

III Post Teaching

Evaluating

Doing pre evaluating

Doing post evaluating

The assessment was suitable with the material

Closing

Doing reflection

Making conclusion of the teaching learning process

Giving suggestion to the students

Observer,

M. Irfan, S.Pd

80

Appendix 7b : Observation Note of Teacher’s Activity

OBSERVATION NOTE OF TEACHER’S ACTIVITY

Cycle : Two

No. Indicators Result

Yes No

I Pre Teaching

Preparing in the students to start the teaching learning

process

Enganging the students using language clearly and easy to

understand

II While Teaching

Material

The material was appropriate with the lesson objective

The teacher explained the material systematically

Exploring the material as clearly as possible

Lesson Strategy

Doing the teaching learning process which appropriate with

students’ competence

Doing teaching learning systematically

The teacher was able to manage the class

III Post Teaching

Evaluating

Doing pre evaluating

Doing post evaluating

The assessment was suitable with the material

Closing

Doing reflection

Making conclusion of the teaching learning process

Giving suggestion to the students

Observer,

M. Irfan, S.P

81

Appendix 8a: Lesson Plan of the First Cycle

LESSON PLAN

CYCLE 1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

WRITING

I. IDENTITAS

Sekolah : MA Darul Ma’arif

Mata Pelajaran : Bahasa Inggris

Kelas : X (Sepuluh)

Semester : Ganjil

Aspek/skill : Writing

Alokasi Waktu : 2 x 45 Menit

Jenis Teks : Recount

Tahun Pelajaran : 2010/2011

II. STANDAR KOMPETENSI

Menulis

(6) Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana

berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari.

III. KOMPETENSI DASAR

Menulis

(6.2) Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount, narrative dan

procedure.

IV. INDIKATOR

Siswa dapat:

Mengidentifikasi makna teks Recount.

Mengidentifikasi langkah retorika dan ciri kebahasaan teks Recount

Menemukan ide cerita melalui Picture Sequences

Menyusun paragraf Recount menggunakan bahasa masing-masing.

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

Mengetahui makna teks Recount.

Mengetahui langkah retorika dan ciri kebahasaan teks Recount.

82

Menemukan ide cerita melalui Picture Sequences

Menyusun paragraf Recount menggunakan bahasa masing-masing

VI. MATERI PEMBELAJARAN

RECOUNT GENRE

Social Function Generic Structure Linguistic Features

To tell an event in

the past time

chronologically

Orientation

*Who involved in the story?

*Where it happened?

*When it happened?

Series of events

it tells the events

chronologically. It begins

from the first event,

followed by the second

event to the the last event.

Reorientation

it draw a conclusion or gives

comment about the story.

1. The use of past tenses.

2. Focus on specific

participants.

3. Use temporal conjunctions.

4. Use of relational processes

and mental processes.

5. Use of some behavioral

and verbal processes.

6. Use action verbs (material

process).

Example of Recount Text:

Title A VISIT TO A SHEEP PROPERTY

Orientation Last holidays I visited a sheep property. I helped in the

shearing sheds and in the yards.

Events :

Event 1

Event 2

On the first day the Merino weathers were crutched. I

helped by sweeping up after the rouse about picked up

the wool pieces. Shearers start early (at 7.30 am).

After lunch, we started shearing the lambs. There were

more than 400 so we didn't finish until the next day.

Once again I was sweeping and picking up dogs.

83

Event 3

I was tired by the end of the day in the shed but our

work wasn't finished. We all had to help to get the

weathers and lambs back into the paddocks. As well,

we had to get a mob of ewes and their lambs into the

yards for shearing the next day. Then it was time for

tea (that's what my nanny calls dinner).

Re-

orientation

This was a very long day but I enjoyed it a lot.

VII. METODE PEMBELAJARAN / TEKNIK

Three-phase techniques

VIII. LANGKAH-LANGKAH KEGIATAN :

KEGIATAN

Waktu Aspek / skill

( menit ) Yang di

kembangkan

I. Kegiatan awal :

Greeting (memberi salam dan tegur

sapa)

Tanya jawab berbagai hal terkait

kondisi siswa

Guru mengabsen siswa

Brainstorming tentang topik yang

akan dibahas

II. Kegiatan Inti :

Siswa mendengarkan penjelasan

tentang Recount Text

Siswa diberikan contoh teks Recount

dengan penjelasannya (siswa diminta

mencari kata-kata Past Tense juga)

Siswa diberikan script Picture

Sequences dari teks Recount

Siswa diminta untuk mengamati

gambar tersebut

Beberapa siswa pilihan

15 Menit

60 Menit

Menyiapkan diri

siswa sebelum

masuk materi baru

Siswa dapat

mengenal teks

Recount dan

memunculkan ide

untuk menyusun

paragraf Recount

84

mengemukakan pendapat mereka

tentang isi cerita.

Siswa diminta untuk merubah

keyword yang tersedia kedalam

bentuk Past

Siswa diminta untuk menyusun teks

Recount berdasarkan isi gambar di

kolom Recount yang tersedia.

Mengumpulkan hasil tulisan siswa

III. Kegiatan akhir :

Guru menanyakan kesulitan siswa

yang dialami pada teks recount

Guru menyimpulkan materi teks

recount.

Guru memberikan pekerjaan rumah

untuk reinforcement.

Guru menutup kegiatan

pembelajaran dan mengucap salam.

15 Menit

Feed back dan

reinforcement

IX. SUMBER BELAJAR & MEDIA BELAJAR:

A. Sumber Belajar

a. Buku teks (Th. M. Sudarwati, Eudia Grace.” Look Ahead 1”) for Senior High

School Year X, Erlangga 2006 Jakarta.

b. Kurikulum Bahasa Inggris (grade X)

c. Script text recount.

d. gambar

e. Silabus SMA (grade X)

B. Media Belajar

Script Picture Sequences

Students’ Writing Work Sheet of Recount Text Writing

X. PENILAIAN

a. Teknik : Tes tulisan

b. Bentuk : Pertanyaan tulisan

c. Instrument : Terlampir

85

XI. PEDOMAN PENILAIAN

Komponen

Writing Nilai Indikator

Isi

4 Sesuai dengan topik dan mudah dimengerti

3 Cukup sesuai dengan topik dan mudah dimengerti

2 Sesuai dengan topik tetapi tidak mudah dimengerti

1 Cukup sesuai dengan topik tetapi tidak mudah dimengerti

Susunan

4 Kebanyakan kalimat berhubungan dengan ide pokok

3 Beberapa kalimat berhubungan dengan ide pokok

2 Sedikit kalimat berhubungan dengan ide pokok

1 Kalimat tidak berhubungan dengan ide pokok

Kosa kata

4 Sedikit kesalahan pada pilihan kata dan spelling

3 Beberapa kesalahan pada pilihan kata dan spelling

2 Banyak kesalahan pada pilihan kata dan spelling

1 Sering sekali terdapat kesalahan pada pilihan kata dan

spelling

Mekanik

4 Sedikit kesalahan pada punctuation

3 Beberapa kesalahan pada punctuation

2 Banyak kesalahan pada punctuation

1 Sering sekali terdapat kesalahan pada punctuation

Grammar

4 Sedikit kesalahan pada grammar

3 Beberapa kesalahan pada grammar

2 Sering terjadi kesalahan pada grammar

1 Sering sekali terjadi kesalahan pada grammar

Mengetahui

Guru Pamong Mahasiswa

M. Irfan, SPd. Puji Astuti

NIP. NIM. 106014000420

86

Lampiran

Lembar penilaian KBM (Kegiatan Belajar mengajar)

Menulis

-----------------------------------------------------------------------------------------------

87

Title WON THE RUNNING COMPETITION

Orientation

Events :

Event 1

Event 2

Event 3

Event …

Re-

orientation

88

Appendix 8b: Lesson Plan of the Second Cycle

LESSON PLAN

CYCLE 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

WRITING

XI. IDENTITAS

Sekolah : MA Darul Ma’arif

Mata Pelajaran : Bahasa Inggris

Kelas : X (Sepuluh)

Semester : Ganjil

Aspek/skill : Writing

Alokasi Waktu : 2 x 45 Menit

Jenis Teks : Recount

Tahun Pelajaran : 2010/2011

XII. STANDAR KOMPETENSI

Menulis

(6) Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana

berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari.

XIII. KOMPETENSI DASAR

Menulis

(6.2) Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount, narrative dan

procedure.

XIV. INDIKATOR

Siswa dapat:

Mengidentifikasi makna teks Recount.

Mengidentifikasi langkah retorika dan ciri kebahasaan teks Recount

Menemukan ide cerita melalui Picture Sequences

Menyusun paragraf Recount menggunakan bahasa masing-masing.

XV. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

Mengetahui makna teks Recount.

Mengetahui langkah retorika dan ciri kebahasaan teks Recount.

Menemukan ide cerita melalui Picture Sequences

89

Menyusun paragraf Recount menggunakan bahasa masing-masing

XVI. MATERI PEMBELAJARAN

RECOUNT GENRE

Social Function Generic Structure Linguistic Features

To tell an event in

the past time

chronologically

Orientation

*Who involved in the story?

*Where it happened?

*When it happened?

Series of events

it tells the events

chronologically. It begins

from the first event,

followed by the second

event to the the last event.

Reorientation

it draw a conclusion or gives

comment about the story.

7. The use of past tenses.

8. Focus on specific

participants.

9. Use temporal conjunctions.

10. Use of relational processes

and mental processes.

11. Use of some behavioral

and verbal processes.

12. Use action verbs (material

process).

XVII. METODE PEMBELAJARAN / TEKNIK

Three-phase techniques

XVIII. LANGKAH-LANGKAH KEGIATAN :

KEGIATAN

Waktu Aspek / skill

( menit ) Yang di

kembangkan

II. Kegiatan awal :

Greeting (memberi salam dan tegur

sapa)

Tanya jawab berbagai hal terkait

kondisi siswa

Guru mengabsen siswa

Brainstorming tentang topik yang

akan dibahas

15 Menit

Menyiapkan diri

siswa sebelum

masuk materi baru

90

II. Kegiatan Inti :

Siswa mendengarkan review

penjelasan tentang Recount Text

Siswa diberikan Lembar Kerja

Recount Teks yang telah mereka

kerjakan sebelumnya untuk dibahas

kesalahan-kesalahan yang terjadi

Secara berkelompok siswa

mengidentifikasi kesalahan teman

mereka dan membahasnya bersama

Siswa diberikan script Picture

Sequences dari teks Recount

Siswa diminta untuk mengamati

gambar tersebut

Beberapa siswa pilihan

mengemukakan pendapat mereka

tentang isi cerita.

Siswa diminta untuk merubah

keyword yang tersedia kedalam

bentuk Past

Siswa diminta untuk menyusun teks

Recount berdasarkan isi gambar di

kolom Recount yang tersedia.

Mengumpulkan hasil tulisan siswa

III. Kegiatan akhir :

Guru menanyakan kesulitan siswa

yang dialami pada teks recount

Guru menyimpulkan materi.

Guru menutup kegiatan

pembelajaran dan mengucap salam.

60 Menit

15 Menit

Siswa dapat

mengenal teks

Recount dan

memunculkan ide

untuk menyusun

paragraf Recount

Feed back dan

reinforcement

XIX. SUMBER BELAJAR & MEDIA BELAJAR:

C. Sumber Belajar

f. Buku teks (Th. M. Sudarwati, Eudia Grace.” Look Ahead 1”) for Senior High

School Year X, Erlangga 2006 Jakarta.

g. Kurikulum Bahasa Inggris (grade X)

h. Script text recount.

i. gambar

j. Silabus SMA (grade X)

D. Media Belajar

Script Picture Sequences

91

Students’ Writing Work Sheet of Recount Text Writing

XX. PENILAIAN

d. Teknik : Tes tulisan

e. Bentuk : Pertanyaan tulisan

f. Instrument : Terlampir

XII. PEDOMAN PENILAIAN

Komponen

Writing Nilai Indikator

Isi

4 Sesuai dengan topik dan mudah dimengerti

3 Cukup sesuai dengan topik dan mudah dimengerti

2 Sesuai dengan topik tetapi tidak mudah dimengerti

1 Cukup sesuai dengan topik tetapi tidak mudah dimengerti

Susunan

4 Kebanyakan kalimat berhubungan dengan ide pokok

3 Beberapa kalimat berhubungan dengan ide pokok

2 Sedikit kalimat berhubungan dengan ide pokok

1 Kalimat tidak berhubungan dengan ide pokok

Kosa kata

4 Sedikit kesalahan pada pilihan kata dan spelling

3 Beberapa kesalahan pada pilihan kata dan spelling

2 Banyak kesalahan pada pilihan kata dan spelling

1 Sering sekali terdapat kesalahan pada pilihan kata dan

spelling

Mekanik

4 Sedikit kesalahan pada punctuation

3 Beberapa kesalahan pada punctuation

2 Banyak kesalahan pada punctuation

1 Sering sekali terdapat kesalahan pada punctuation

Grammar

4 Sedikit kesalahan pada grammar

3 Beberapa kesalahan pada grammar

2 Sering terjadi kesalahan pada grammar

1 Sering sekali terjadi kesalahan pada grammar

Mengetahui

Guru Pamong Mahasiswa

M. Irfan, SPd. Puji Astuti

NIP. NIM. 106014000420

92

Lampiran

Lembar penilaian KBM (Kegiatan Belajar mengajar)

Menulis

-----------------------------------------------------------------------------------------------

Look at the pictures carefully!

Note: This Picture Below arranged randomly. Use the keyword to rearrange the pictures

and then put into the recount column.

Adapted from Second Year Pupils - Scientific Streams

93

Title VISITING THE TENNIS COURT

Orientation

Events :

Event 1

Event 2

Event 3

Event …

Re-

orientation

94

Appendix 9: The profile of MA Darul Ma’arif - Cipete

THE PROFILE OF MA DARUL MA’ARIF

A. Brief History

MA Darul Ma’arif Cipete refers to Islamic Senior High School Darul Ma’arif Cipete,

which under the administration of the Religion Department of Indonesia, located at Jl. RS.

Fatmawati No. 45 Cipete - Jakarta Selatan. It was established by Dr. Ir. K. H. Idham Chalid

in 1962 and also became one of Islamic education institutes in Cipete which gave many

contribution in developing Islamic society in that area.

Because of MA Darul Ma’arif is an education institute which is sheltered by the

Darul Ma’arif Foundation, so it has to share the study room with the other Darul Ma’arif

education institute, Sekolah Dasar Islam Darul Ma’arif, MTs Darul Ma’arif, SMP Darul

Ma’arif, and SMA Darul Ma’arif. Therefore, because of limited room, MA Darul Ma’arif

only open 1 class contains of 40 students for the 2010/2011 academic year.

B. Vision and Mission

1. Vision

MA Darul Ma’arif is an Islamic education institute that motivated students to

develop modern sciences, technology and skills; therefore MA Darul Ma’arif is a medium

that create the human resources which have quality, knowledge, faith, and good moral

values.

2. Mission

It contains some steps should be done in order to render the vision above, by:

o Effectively doing the teaching learning and also guidance to the students, in order

to optimally develop students’ ability based on their potential.

o Preparing the young generation who is mastering in knowledge and technology

based on IPTEK and IMTAQ to ease them enter the Islamic state university

o Improving the students’ intelligence, awareness and experiences of religion

through school culture and society culture.

o Forming and directing the students to have a life-skill to be autonomous.

o Creating the best graduation of Islamic Senior High School.

C. Students

Like other schools, MA Darul Ma’arif also faced the increasing or decreasing of its

student’s number every year, it is affected by many factors. Some of them are school

achievements and society environment.

95

Table 3.1

Students Total Number

Year

Total of

Registrar

Class X Class XI Class XII

Total of

students Total Total Total

Students Students Students

2007/2008 50 50 44 39 133

2008/2009 52 49 41 38 128

2009/2010 45 43 36 38 117

2010/2011 43 40 39 35 114

D. Teaching Staff

Table 3.2

Personal Detail of the Teachers

No. Name Position Subject Matter

1. Drs. H. Haris Naution Headmaster Balaghoh/ Qiraatul kutub

2. Dra. Titin Atini Vice of Headmaster B. Indonesia

3. H. Syauqi Madani, S.kom Vice of Headmaster TIK

4. Siti Runta, S. Pd. Teacher Staff Geografi

5. Hj. Umu Cholifah, BA Teacher Staff Sejarah /keterampilan

6. Dra. Hadawiyah Teacher Staff Fiqih

7. Dra. Marwanih Teacher Staff Fiqih/ Sosiologi

8. Drs. H. Abdul Hayy Teacher Staff B. Arab / Nahwu Shorof

9. Drs. Yusuf Chotib Teacher Staff Ekonomi / TIK

10 Drs. H. Abdul Halim Teacher Staff Aqidah/Qowa’idul Fiqh

11. Dra. Siti Julaeha Teacher Staff Biologi

12. Drs. Nasir Rais Teacher Staff Kewarganegaraan

13. Drs. H. Rahmatullah Teacher Staff Fisika

14. Fathi, MA Teacher Staff B. Arab

15. Ika Mustikawati, S. Pd. Teacher Staff B. Indonesia

16. Hj. Endang, S. Pd Teacher Staff Matematika

17. Drs. M. Zen Teacher Staff Kimia

18. Hardadi, S.Pd Teacher Staff Pend. Jasmani

19. M. Irfan, S. Pd. Teacher Staff Bahasa Inggris

Table 3.3

Personal Detail of the English Teachers

No Name Teaching

Experiences

Class Latest

Education

1 M. Irfan, S.Pd

Since 10/7/2009 X a

XI a, b

XII a, b

English

Department

96

E. Facilities of the School

In order to make the students learning process run well, it is a necessary for the school

to provide good supporting facilities, without those facilities the learning process may lead to a

disorder situation. MA Darul Ma’arif realizes this fact so that it always tries their best effort to

provide good learning facilities. The writer will mentions as follow:

Table 3.4

The Infrastructures Supported of the School

No Name of Infrastructures Total

1 Head Master Room 1

2 Administrative Stuff 1

3 Teachers lounge 1

4 OSIS 1

5 Auditorium 1

6 Science Laboratory 1

7 Computer Laboratory 1

8 Classes 5

9 Warehouse 1

10 Productive unit room 1

1 Canteen 1

12 Library 1

13 Mosque 1

14 Teachers’ Restroom 2

15 Students’ Restroom 4

97

STRUKTUR ORGANISASI SEKOLAH

MA. DARUL MA’ARIF JAKARTA

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

----- ------ ------

KEPALA

SEKOLAH WK.BID. KUR WK.BID. SIS

PEMBINA

TATA USAHA

DEWAN

GURU WALI KELAS

O S I S

BP / BK

SISWA / SISWI

KOMITE

SEKOLAH

98

STRUKTUR ORGANISASI BIMBINGAN

MA. DARUL MA’ARIF JAKARTA

. __.__.__.__.__

Ket.

__.__.__.__.__.__.__. = Hubungan Kerjasama

______________ = Hubungan Administrasi

WALI KELAS

KEPALA

SEKOLAH

STAFF SEKOLAH

BP3

STAFF GURU

WALI KELAS

WALI KELAS

WALI KELAS

SISWA

STAFF BK

KOORDINATOR PETUGAS

ADMINISTRASI BIMBINGAN

99

PROGRAM KERJA MADRASAH ALIYAH DARUL MA’ARIF

TAHUN PELAJARAN 2008/2009

KEGIATAN –KEGIATAN

I. UMUM

1. Pengecatan gedung sekolah/Madrasah Aliyah

2. Fungsionalisasi ruangan

3. Usaha 6 K

4. Menyusun progaram kerja

a. Tahunan

b. Catur Wulan

c. Bulanan/mingguan

5. Rapat :

a. Guru dan Karyawan

b. Wali kelas

c. KKM/FKMA

d. OSIS

e. BP3/POMG

6. Pembuatan laporan-laporan

7. Surat masuk/keluar

II. KURIKULER

1. Penyusunan jadwal pelajaran

2. Penyusunan progaram kerja Semester

3. Penyusunan Satpel, RP, AMP

4. Kegiatan Belajar Mengajar

5. Penyelesaian tes formatif

6. Penyelenggaraan tes subsumatif :

7. Penyelenggaraan tes sumatif :

a. Persiapan

b. Pelaksanaan

c. Penyelesaian

100

d. Pembagian Rapot

8. Penyelenggaraan UAN/UAM :

a. Pendaftaran

b. Persiapan

c. Pelaksanaan

d. Pembagian STTB

9. Kenaikan kelas

III. KESISWAAN

1. Penerimaan murid baru (PMB)

2. Pendaftaran ulang kelas II dan III

3. Penataran P4 (MOS)

4. Orientasi siswa baru

5. Penetapan tata tertib sekolah

6. Pembentukan pengurus OSIS

7. Pelaksanaan program BP/BK

8. Pengisian buku-buku administrasi siswa

9. Pengisian buku mutasi siswa

10. Kegiatan ko dan ektrakurikuler

11. Pemilihan siswa teladan

12. Ta’mir Ramadhan

13. Studi Tour

14. Kegiatan akhir tahun.

101

Appendix 10: Photographs of CAR Activities

PHOTOGRAPHS OF CLASSROOM ACTION RESEARCH ACTIVITIES

102

103