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THE USE OF EXAMPLE NON EXAMPLE METHOD USING PICTURE

TO IMPROVE THE STUDENT’S ABILITY IN WRITING DESCRIPTIVE

TEXT AT EIGHT GRADE IN MTs WAHID HASYIM BADEGAN IN2012/2013 LESSON YEAR

THESIS

By:

RIZKA APRILIANA

NIM.08331265

ENGLISH EDUCATION DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF PONOROGO


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THE USE OF EXAMPLE NON EXAMPLE METHOD USING PICTURE

TO IMPROVE THE STUDENT’S ABILITY IN WRITING DESCRIPTIVE

TEXT AT EIGHT GRADE IN MTs WAHID HASYIM BADEGAN IN2012/2013 LESSON YEAR

Presented to

Muhammadiyah University of Ponorogo

in partial fulfillment of the requirement for the degree of Sarjana

in English Language Education

By:

RIZKA APRILIANA

NIM.08331265

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF PONOROGO

2012


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MOTTO

“never give up in every step to reach

success”

“give happinese to other with a n action

is better than a thousand people who

just bow to pray ”

(Gandhi)


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ACKNOWLEDGEMENT

Foremost, I would like to express my deepest gratitude to Allah SWT.

Alhamdulillah, thank to Allah SWT for blessing and guidance, so that the

researcher can finish this thesis. Peace may be always upon noble prophet

Muhammad SAW, his families and his companions whose guide constitutes the

way of life for us.

In agreement and finishing this thesis, the researcher got helps from

many people. Therefore, the researcher would like to extend deepest gratitude to:

1. Bambang Harmanto, M.Pd. as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Ponorogo who has given permission

to the researcher to finish the thesis.

2.

Niken Reti Indriastuti, S.S as the chief of English Department of Teacher

Training and Education Faculty of Muhammadiyah University of Ponorogo

who has given permission to the researcher to conduct this thesis.

3. Bambang Harmanto, M.Pd. as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Ponorogo and as the first advisor

who has given guidance, advice, suggestion and information from the

beginning until the completion of this thesis.

4.

Alim Astami , S.Pd as the second advisor who has given guidance, advice,

suggestion and information from the beginning until the completion of this

thesis.


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5.

Sukamdi Ary, BA as the headmaster of MTs Wahid Hasyim, Badegan who

has given permission to conduct the research in his school.

6. Sri Retnoningsih, S.Pd as the English teacher at the eight grade of MTs

Wahid Hasyim, Badeganwho has given opportunity to conduct the research in

his class.

7. All lecturers of English Department of Teacher Training and Education

Faculty of Ponorogo Muhammadiyah University.

8. All student of eight grade of MTs Wahid Hasyim, Badegan in 2012/2013

lesson years.

The researcher is aware that this thesis is lack of perfection; therefore the

researcher expects the criticism and suggestion that can build or develop this

thesis for perfecting. The researcher also hopes that this thesis will be useful for

the readers.

Ponorogo, September 27 th,2012

Rizka Apriliana


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ABSTRACT

Apriliana, Rizka . 2012. The Use of Example Non Example Method Using

Picture to Improve the Student’s Ability in Writing Descriptive Text at

Eight Grade of MTS Wahid Hasyim Badegan in 2012/2013 Lesson Year .

Thesis. English Department Faculty of Teacher Training and Education.

Muhammadiyah University of Ponorogo. Advisors: (1) Bambang

Hermanto, M.Pd.(2) Alim Astami, S.Pd.

Key Words: Example Non Example Method, Writing Skill

Writing is one of the English components which must be mastered by the

learners, that is why writing need a good teaching method, so it can make studentssuccessful in the writing. The teachers should be able to select and apply a right

method for teaching writing by considering the students’ skill, one of which by

applying Example Non Example Method. Example non example is a method that

uses picture as media in the delivery of learning materials aimed at encouraging

students to learn critical thinking by solving problems contained in the examples

by presented a picture. The students can explore the part of example non example

which has more than one character. The statement of problems of the thesis were

How is the use of example non example method able to improve the student’s

writing skill at the eight grade of MTS Wahid Hasyim, Badegan in 2012/2013

lesson year and How is the result of the use of example non example method to

improve the student’s writing skill at the eight grade of MTS Wahid Hasyim,

Badegan in 2012/2013 lesson year.

The subject of this research was the students of the eight grade of MTS

Wahid Hasyim, Badegan in 2012/2013 lesson year, which consisted of 21

students. The research was started on Aug 3th, 2012 until Aug 11th, 2012. This

research was conducted in two cycles. The researcher used three research

instruments. There are observation check list, questionnaire, and test.

Based on the result of this research, the use of Example Non Example

Method can improve the students’ ability in writing descriptive text in MTs

Wahid Hasyim, Badegan it was seen from the improvement of students’ score

from cycle I to cycle 2. In cycle I, there were 9 students that had reached theminimum score and 12 students that did not reached the minimum score yet. In

cycle 2, all of students had improved the score and they also reached the minimum

score. The questionnaire result showed that the student were interested in this

method. It was seen from the total of the first questionnaire is 78,76% and the

second questionnaire is 90%. The observation checklist result showed that the

students become active during teaching and learning process. It was seen from the

total of the first observation checklist is 47,22% in cycle I up to 80,55% in cycle

2.

Finally, the researcher gave suggestion to English teachers, to use Example

Non Example method as alternative method in teaching writing. The next


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TABLE OF CONTENT

COVER

COVER………………………………………………………………………… i

APPROVAL PAGE…………………………………………………..…........... ii

AGREEMENT PAGE......................................................................................... iii

MOTTO………………………………………………...……………………..... iv

DEDICATION……………………………………………..………………....... v

ACKNOWLEDGMENT……………………………………...……………....... vi

ABSTRACT......................................................... .............................................. viii

TABLE OF CONTENT…………………………………………..………........ ix

CHAPTER I INTRODUCTION

1.1 Background of Study………………………….………...... 1

1.2 Research Problem………………………...................... 5

1.3 Purposes of Study...………………….......……................. 5

1.4 The Significance of The Study……………...................... 5

1.5 Scope and Limitation………………….............................. 6

1.6 Definition of Key Terms……………………..................... 6

CHAPTER II REVIEW AND RELATED LITERATURE

2.1 The Nature of Writing..............……………........…........... 8

2.2 The Process of writing….....................................................10

2.3 Writing a Paragraph.............................................................12

2.3.1 The Nature of Writing Descriptive Text……………..…..13


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2.3.1.1 The Important Qualities of Descriptive Text……………14

2.3.1.2 The Purpose of Descriptive Text………………………..15

2.3.1.3 Concrete Sensory Details………………………………..15

2.4 Cooperative Learning............................................................15

2.4.1 The Kinds of Cooperative Learning………………………16

2.4.2 Example Non Example as A Thecnique…………………17

2.4.2.1 The Steps of Example Non Example Method…………..17

2.4.2.2 The Advantage of Example Non Example Method……..18

2.4.2.3 The Process of Example Non Exam ple in Class………...19

2.5 Picture as A Teaching Media……………………………...21

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design……………………………….................. 22

3.2

Setting and Subject ……………......................................... 24

3.3 Research Procedure………................................................. 25

3.3.1 Planing..................................................................................25

3.3.2 Acting ..................................................................................30

3.3.3 Observing.............................................................................31

3.3.4 Reflecting.............................................................................31

3.3.4.1 Data Analysis…………………………………...……..32

3.3.4.1.1 Data Classification..........................................................32

3.3.4.1.2 Data Presentation............................................................32

3.3.4.1.3 Data Interpretation…………………………….........34


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CHAPTER IV FINDING AND DISCUSSION

4.1 Finding............................................................................... 35

4.1.1 Cycle 1................................................................................ 35

4.1.1.1 Action 1............................................................................ 36

4.1.1.2 Observation ..................................................................... 38

4.1.1.3 Reflection................................................................ 43

4.1.2 Cycle 2....................................................................... 44

4.1.2.1 Plan 2................................................................................ 44

4.1.2.2 Action 2............................................................................ 44

4.1.2.3 Observation............................................................. 47

4.1.2.4 Reflection................................................................ 52

4.2 Discussion............................................................................. 53

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion ........................................................................... 57

5.2 Suggestion............................................................................. 57

5.2.1 For English Teacher................................................... 57

5.2.2 For Students.............................................................. 58

5.2.3 For the School………….............................................. 58

5.2.4 For the Next Researcher…………………………………59

BIBLIOGRAPHY

APPENDIXES


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CHAPTER I

INTRODUCTION

1.1Background of The Study

English is taught as compulsory subject for Junior High School in

Indonesia. The national policy as reflected in standart content of 2006 implies that

the teaching of English at Junior High School is focused on the four language

skills, they are listening, speaking, reading, and writing. The four language skills

should be thaugt in an integrated manner (Depdiknas,2006).

Based of my experiences, writing is a subject which dificult characteristic.

Looking for idea and describe something by writing some paragraph. In writing

learning process we also must learn about vocabulary and grammar, which that

are complicated subject too.

Writing is more complex than the other skills, writing is also something

crucial and indispensable for the students because the success of their study

depends on the greater part of their ability to write. Writing is a means of

reinforcing other language skills. Writing is a tool of communication. Many

people can express their idea, opinion with writing. But, writing sometimes is

neglected, beside the students confuse to utter the meaning of the short functional

text and types of texts. Students gather information by reading, observing, talking

with others, synthesizing and evaluating data ( Hugley, et. al., 1983:6 ). Writing is

also a series of related text – making activities: generating, arranging and


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developing ideas in sentences: drafting, shaping, rereading the text, editing, and

revising (Gould, et. Al., 1989:x).

The aim of writing at Junior High School level is at developing students’

competence in expressing short and simple message for interaction with people in

their environment. It’s also developed students’ competence in writing various

text type varying from functional text for some activities such as inviting people,

requesting someone to do something and gettings thing to be done, to different

genres which include descriptive, procedure, recount,narrative, and report text

(Depdiknas, 2006).

In teaching English, especially in Junior High School, teachers need

various kinds of technique in order to reach maximum result for student’s ability

in writing. Teachers should be created the good atmosphere in learning, so the

students can be motived enjoyed in learning and also take part actively in the

classroom activities. But in fact, students have low motivation and feel bored in

joining writing class. As stated by Effendi (2005), the failure of teaching might be

caused by the teachers themselves and the technique of teaching. In this case the

students can study actively if the technique used by teachers is interesting and

challenging.

To motivate and support students in developing their writing skil, need

teacher’s responsibility. Actually, there are many kinds of activities in using

English in the classroom. Example non example can be used to practice the

students in the writing class. By using example the teacher can deliver the purpose


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of the lesson to the students easily. Example non example must support by picture

as media, so that it can interested the students.

This thesis discusses about the strategies to improve the student’s

competence in writing descriptive texts using example non example at eight grade

of MTS Wahid Hasyim Kaporan Badegan Ponorogo in academic year 2012/2013.

There are some problems in writing descriptive text at MTs Wahid

Hasyim specially at eight grade. Generally they have difficulties to find the idea

and how to make a descriptive paragraph. Beside that factors, sometimes the

students feel bored and are not interested in the teachers explanation. That

problems happen because the monotonous strategy that teachers applied.

Based on that facts, from data and theories, the reseacher would like to

conduct a study for the students of MTs Wachid Hasim Kaporan Badegan by

Example Non Example technique through pictures in teaching descriptive text.

Example Non Example method give benefits to learning process such as

motivating students, improving social interaction in the classroom, creating a

positive learning environment, and improving writing ability.

In teaching descriptive text, the teacher can use media like a picture.

Wrights (1992), specifies five roles in the teaching of speaking and writing.

Fristly, pictures can motivate the students and make them want to pay attention to

and tak part in the learning activity. Secondly, pictures can contribute to the

successful delivery of content in which the language is being used. Thirdly,

pictures can be described in an objective way (e.g., This is a train) or in a

interpreted way (e.g., I like travelling by train). Fourthly, pictures can cue


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responses to questions or cue substition through controlled practice. Finally,

pictures can stimulate and provide information to be referred to conversation,

discussion, and story telling.

Susanti in Cahyono (2009) also stated that for writing a descriptive text,

for instance, teachers can utilize media like picture through which the students can

see what to describe. Pictures can also activate prior knowedge about the objects

or people shown in the pictures. Thus the process will be effective by combining

what students see and what they have already known before.

In case focus Joyce and Weil (1986) in Buehl (1996) has provided the

conceptual framework related action strategies, which use a model of inquiry to

introduce a new concept by the method of Example and Nonexample. They are

include: generalize couple of examples and non-examples that explain some of the

most of the characters or attributes of the new concept. Serve up in a time and ask

students to think about what differences there are in the two lists. During the

students to think about any examples and non-examples are, ask them what makes

it different from the second list; prepare additional examples and non examples,

about which more specific concepts to encourage students to check the hypotheses

that have been made so as to grasp new concepts; ask students to work in pairs to

generalize the concept of non-examples and their examples. After each pair was

asked to inform the class to discuss it in the classical style so that each student can

give feedback ; as part of the cover, is to ask students to describe the concepts that

have been obtained by using a character that has been obtained from the examples

and non-examples.


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Based on the explanation above, it can be said that the use of picture in

learning activity especially writing descriptive text can help students to write the

descriptive text easily, give motivation and create effective and enjoya in learning

toward to the students.

1.2 Reasearch Problem

Based on the background of the study above, the research problem are :

“How is Example non Example method improve student writing skill in

the MTS Wahid Hasyim Kaporan Badegan Ponorogo in academic year

2012/2013?”

1.3

The Purpose of the Study

Based on the research questions above, the main purposes of this research

are to find out the following:

To know the result of the implementation of Example non example

method to improve students’ competence in writing texts at the MTS Wahid

Hasyim Kaporan Badegan Ponorogo in academic year 2012/2013.

1.4 The Significance of the Study

The significance of the study are :

1. For the Teacher

This study can be an example for the teachers when their students find

difficulties in learning writing, especially writing descriptive texts. In this study,


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there are strategies that can be used when the students find difficulties in learning

writing and how to overcome those problems.

2. For the students

The students are able to take much knowledge and experience about how

important of writing.

1.5 Scope and Limitation of the Problem

Scope : strategy in teaching writing.

Limitation : focus on the students’ difficulties in learning writing

descriptive texts and the application of Example non example in the

teaching and learning writing to improve the student’s competence.

1.6

Definition of the Key Term

Example Non Example : Examples of non examples is a learning method that

uses the media or non media as an example.

Examples of commonly used and simple might be

the case in newspapers or other media such as

television, can be more simple or more of the issues

emerging in a society that would still fit with the

weight of the material to be provided.

Pictures : Picture is a visual representation of something such

as a person or scene, produced on a surface, as in a

photograph, painting,etc.


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Descriptive Writing : descriptive writing let readers experience sensory

details as they read. Descritive writing is a text that

has purpose to describe someone, something or

some place in specific.


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BIBLIOGRAPHY

Arikunto, Suharsini. 2006. Prosedur Penelitian Kelas suatu Pendekatan Praktik .

Revisi VI. Jakarta: PT. Rineka Cipta.

Badan Standart Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum

Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah.

Jakarta.

Cahyono, B. Y. 2010. The Teaching of English Language Skills and English

Language Components. Malang: State University of Malang Press.

Dean Brown. Rochiati. 1995. The Elements of Language Curriculum. U.S.A:

Heinle and Heinle

Gould, Eric and diYanni, Robert. 1943. The Act of Writing . New York: Random

House.

Jolliffe, Wendy. 2007. Cooperative learning in the Classroom. London: Paul

Chapman.

Kiefer, Kate. 1983. Making Writing Work: Effective Paragraph. USA: Mc. Graw-Hill

Lie, Anita. 2008. Cooperative Learning di ruang-ruang Kelas. Jakarta: PT.

Gramedia.

Nunan, David.1999. Second Language Teaching & Learning . Boston: Heinle &

Heinle Publishers.

Ricards, Jack C. 2001. Curriculum Development in Language Teaching . U.S.A :

Cambridge University Press.

Slavin, E. Robert. 1994. Cooperative Learning . U.S.A: Johns Hopkins University.

Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka Pelajar

Urquhant, Sandy and Cyril Woir. 1998. Reading in a Second Language Process,

Product and Practice. United Kingdom: Addison Wesley Longman.


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Wirriaatmadja, Rochiati. 2008. Metode Penelitian Tindakan Kelas. Bandung: PT.

Remaja Rosdakarya.

Zuriah, Nurul. 2002. Penelitian Pendidikan dan Penulusan Karya Ilmiah.

Malang: UMM Press.

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