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CHAPTER I

INTRODUCTION

1.1 Research Background

Writing is an activity that is always done in all aspects of human life. Many

centuries ago, writing was a sksill that is just owned by a group of people as priest,

judge, etc, for special purpose such as trade, law, especially for religious

institutions. Almost all aspects of everyday life for common peoples activities were

carried out orally. Due to the fact that writing is an effective way to communicate

besides speaking, it is going to be learnt by all people around the world. Therefore,

the ability of writing is easily found everywhere, in the school, office, hospital, even

in the markets. Besides, there are various purposes that serve as a basis for writing

such as to share knowledge, give information, and even entertain the readers.

Based on the function of writing itself, teaching writing skill, which is

included in English skills, becomes important at schools, particularly at secondary

schools in Indonesia. Hence, the government involves writing skill as a skill that

should be taught at junior high schools throughout Indonesia. As stated in 2006

Curriculum named Kurikulum Tingkat Satuan Pembelajaran (KTSP) or School

Based Curriculum, English is oral and written communication tool. Teaching

English means to develop the communication ability that involves the ability in

comprehended and producing oral or written text which is applied in four language

skills, listening, speaking, reading, and writing. Therefore, teaching English is

aimed to elaborate four skills in order to make students able to communicate and


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express idea in English.

Furthermore, In KTSP, high school students are taught to develop the four

language skills through types of texts or genres that have been included in syllabus.

The scopes of KTSP involve the students ability to comprehend and produce any

kind of short functional texts. Moreover, the main competencies of teaching writing

for the first graders of junior high school are to express meaning in short functional

written text on the context of daily life and to express meaning in simple and short

functional written form in descriptive and procedure text on the context of daily

life.

Nowadays, teaching writing has been started from junior up to senior high

schools. However, writing is considered as a complicated skill by both the students

and the teachers. Chastain (1971, p.221) stated, writing and speaking are difficult

skills to acquire because the students must have a more complete control of the

elements of language, such as vocabulary, sentences, or grammar. It means

students have to combine some elements of writing including content, organization,

vocabulary, grammar, and mechanic when they want to write.

In addition, Mochtar (2005, p.230) stated specifically that there are three

problems that cause writing is considered as an awkward activity. The first reason is

students have to demonstrate not only their competence in grammar, but also

knowledge in the acceptable context. The problem becomes more difficult when the

students lack of vocabulary. After that, the students have less motivation and were

not interested since the writing activity was monotonous and boring. The last


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obstacle is that appropriate techniques which help students get ideas are not applied

by teacher while teaching writing in the class.

In fact, each student has different competency in achieving and absorbing

the teachers explanation. As a consequence, it is crucial for English teachers to

adopt new strategy in teaching writing. The teachers must realize that they need to

use appropriate teaching strategy. Since writing reinforces students to grasp ideas,

one strategy that can be used in writing is using some teaching media. There are

many kinds of instructional media that can be used, and one of them is picture.

Huck & Barbara (2004, p.170) argued that illustrations (pictures) can support

important concepts and clarify idea. Pictures help to tell the story and show the

action and expressions of characters, the changing settings, and development of the

plot. Therefore, the use of pictures can make the teacher easier to teach writing and

help the students elaborate and compose their writing.

Based on explanation above, the writer is motivated to conduct the research

that is using a picture to teach procedure text by using picture series. As stated in

School Based Curriculum (KTSP), one scope of teaching English in senior high

school is the competence in comprehended and producing many kind of short

functional texts and monolog that consist of twelve type of text that are procedure,

descriptive, narrative, recount, news item, analytical exposition, hortatory

exposition report, spoof, explanation, discussion, and review. Procedure text is one

of twelve texts that are taught in school nowadays. The writer assumes that using

picture can help students to convey their idea in writing procedure text because

procedure text is a text that contains a sequence of actions or changes to bring about


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a result. To obtain the hypothesis, the writer is interested to conduct a research

entitled Applying Picture Series to Improve Students Writing on Procedure Text.

1.2 Problem Formulation

Writing is considered as an awkward activity for the students since they

have to control the elements of language, such as vocabulary and grammar, even

they have to know how to express ideas clearly. Moreover, it more serious if the

teachers do not know or apply appropriate techniques in teaching writing.

Therefore, low motivation and uninterested are common situation in writing class

nowadays.

Based on the fact, teacher need to fully understand and have many

approaches and strategies in teaching writing. There are many approaches or

strategy can be applied to encourage students spirit and improve their writing

ability one of them is by using instructional media. Series picture as one of

instructional media are very useful for teaching writing, especially for the writing

which explains sequence of action such as procedure text. Mochtar (2005, p.239)

reported his successful in teaching his students on writing narrative paragraph by

using picture series. He said that the strategy of using picture series in teaching

narrative paragraph is acceptable since it may help the students to solve their

problems in writing paragraphs, encourage them to be more active and motivate

them in joining the writing class.

1.3 Research Objective


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The objective of this study is to identify whether the picture series are used

in teaching writing text procedure can improve the students ability in writing or

not.

1.4 Research Significance

It is expected that by doing this research, the writer obtains the use of

picture series as one of appropriate techniques to encourage students spirit to write,

so she will apply it later. Then the students can increase their ability in writing a

good procedure text. In addition, this study can influence the English department

students, who will teach someday, and the teacher to find out and apply new

strategy, such as using picture series, in teaching writing.

1.5 Research Scope

The scope of this study is limited to teaching writing procedure text by

using picture series for first grade students in junior high school.

1.6 Operational Definition

To avoid misinterpret in meaning, the writer explains the word as follows:

a. Picture series

Picture is a description that gives you an idea in your mind of what

something is like. According to Heinich (1996, p.113) pictures are

photographic (or photograph-like) representations of people, places, and

this. Picture series is several or sequence events, actions, or steps that


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come in photographic representations of people, places, and things and

happen one after the other.

b. Writing

Writing is an activity to produce and express our thoughts in written form

by using some sentences that have one topic, so that people can read,

perform, or use it. Then writing is a process of expressing ideas, wants,

hopes, thoughts usually from someone passed on to other people.

Byrne (1998) stated writing involves encoding of messages of some kind,

which is we translate our thoughts into language. It means we convey our

thoughts trough sequence of sentences arranged in a particular order and

meaning.

c. Procedure Text

Procedure text is one of genre of text that shows a sequence of actions or

changes that bring about a result. Based on Hartono (2005, p.6) procedure

text describes how something is accomplished through a sequence of actions

or steps.


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1.7 Hypothesis

Based on the background of the study, the writer would like to set a

hypothesis as follow:

Alternative hypothesis (H1): There is a significant difference between the

students writing ability in writing procedure

text using picture series than those not.

Null hypothesis (H0): There is no significant difference between the

students writing ability in writing procedure text

using picture series than those not.


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CHAPTER II

RIVIEW OF LITERATURE

2.1 Introduction to Writing

Language consists of four skills- listening, speaking, reading, and writing. These

language skills are divided into passive or receptive skills (i.e. listening and

reading), and active or productive skills (i.e. speaking and writing) (Fachrurrazy,

2002, p.8). Listening and reading belong to receptive skills since involve receiving

messages, while speaking and writing belong to productive skills, since involve

production messages. From another point of view, the four language skills can also

be grouped into spoken skills (i.e. listening and speaking), and written skills (i.e.

reading and writing). (Fakhrurrazy, 2002, p.8)

Writing as one of language skills has very important role in human activity. It

is very often used as a way of communication besides speaking. Troyka (1996, p.3)

claims that writing is a way of communicating a message to the readers. In another

word, writing is very needed in communication. Besides that, Hornby (2003,

p.1561), states writing is a process of expressing ideas, wants hopes, and thoughts

usually from someone passed on other person. According to Byrne (1998) as cited

in Mochtar (2005, p.229) writing is an activity to convey the messages, where we

utter our thoughts or message by translating it into language. Writing is related to

using grammatical rules and combinations of the letter as in speaking. We produce


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a sequence of sentences arranged in a particular order and link together in certain

way. It means writing is an activity which is very essential to utter our thoughts

besides speaking, but it is done throughout written form.

In additional, Oshima (1997, p.2) states that writing is a progressive activity. It

means that when everyone starts to write, she/he has already been thinking about

what she/he is going to say it and how she/he is going to say it. Then after everyone

finished writing, she/he read over what have written and make changes and

corrections. Therefore, writing is never one-step action; it is a process that has

several steps.

Dietsch (2003, p.4) adds writing is an activity that its purpose refers to the

subjects motive, or reason for what he/she write. There are two purposes of writing

that are general and specific. General purposes of writing is to inform, to persuade,

to express, and to entertain, usually these general purposes are combined in various

way. Then the specific purposes of writing are expressing and conveying the

messages to the reader, so the ideas should be seen as the important aspect of

writing. To be clear, Tompkins (1990, p.185) gives an illustration as follow:

Children vary the way they write according to purpose, audience, and form.When they write to entertain, for example, children write differently from when

they write to inform or persuade. Audience is the second important consideration; a

letter written to the parent or grandparent is more informal than the one written to

local business or to the president. And writing forms vary, too: scripts and poems

look different form the stories and report. As students learn about the writing

domains, they learn how the forms vary.


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2.2. Elements of Writing

The writing skill is complex and sometimes difficult to teach, because the

writers have to demonstrate not only their competence in grammar, but also their

knowledge in acceptable English rhetoric. Brown (2004, p.135) explains there are at

least five general elements or main areas which are used to measured a writing, that

are organization, logical development of idea (content), grammar, vocabulary, and

mechanics. Here the explanation of each elements of writing:

2.2.1. Organization

Organization means the way in which the different parts of something arranged in a

neat, careful, and logical way. The organization of piece of writing is involved a

beginning, a middle, and an end. Effective organization helps the writer to arrange

idea, and the reader to follow and catch the message of writing.

A paragraph is a basic part of a piece of writing in which a group of

related sentences develops one idea. The organization of a paragraph consists of

three major structural parts. The first major structural part is topic sentence which

states main idea of the paragraph. It not only become the name of the paragraph

topic, but it also limits the area will be discussed in the paragraph. Second, a

paragraph has the supporting sentences which develop the topic sentence. They give

some reasons, statistics, and quotations to explain the topic sentence. Finally, the

concluding sentence signals the end of the paragraph and leaves the reader with

important message to remember. In brief, a good organization of a paragraph should

have topic sentence, supporting sentences, and a concluding sentence.


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Furthermore, an essay is piece of writing that has more than one

paragraph. It is written based on one topic, but it is too difficult to discuss just in

one paragraph. Therefore, a topic should be divided into some paragraphs which

have a major point to discuss. The principles of organization are the same for the

paragraph and essay. First of all, an essay has introductory paragraph which sparks

interest and acquaints the reader about what the essay will discuss. Oshima (1997,

p.101) states introductory paragraph consists of two parts: a few general

statements about your subject to attract your readers attention and a thesis

statement to state the specific subdivisions of your topic and/or the plan of your

paper. After that, a body paragraph explains what the writer means in his writing.

Reinking (2005, p.9) explains the body delivers the main message and exhibits a

clear connection between ideas, so that the reader can follow your thoughts. The

body consists of one or more paragraph-as many as paragraph necessary- to support

the controlling idea of thesis statement. The last, an essay has a concluding

paragraph or conclusion. The conclusion on an essay, like the concluding sentence

in paragraph, is summary or review of the main points discussed in the body, so the

reader fells satisfied rather than the writing is suddenly cut off. Overall, the

organization of an essay consists of the introductory paragraph, the body paragraph,

and the concluding paragraph.

2.2.2. Content

An essay should have logical development of ideas or usually named good content.

A good content is signaled by the discussion of assigned topic in an essay, the

development of ideas concretely and thoroughly, no extraneous material, and


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thoughtful idea. As stated by Heaton (1988, p.148) an excellent content is

knowledgeable and substantive. It means the content of essay should have and

give information, and information should deal with real, important or serious

matters.

Therefore, to create logical development of ideas or content is need two

elements of writing that are unity and coherence. Unity means that the essay discuss

only one main idea or topic sentence which is pointed with all supporting sentences

illustrate, explain or develop that idea. It means the discussion must be focus in one

main point. Carrol and Wilson (2001, p.37) explain to ensure unity, think about

whether each sentence s your write connects clearly and logically to the paragraphs

topic sentence as you draft. When you revise, strengthen the unity of each

paragraph by deleting those details or sentences that do not contribute to the

support, development, or explanation of the main idea.

Moreover, the other essential element of writing is coherence. Coherence

means that the essay is easy to read and understand because the ideas area arranged

in logical order and the idea clearly connected by the use of appropriate transition

signals. A paragraph is coherence if the sentences are arranged in right, so the

reader can follow smoothly and rapidly the writer means in writing.

Following is the common transition signals which are adopted from

Academic Writing Course (Jordan, 1997), introduction to Academic Writing


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(Oshima, 1997) and Writing with a Purpose (Trimmer, 1995), and that used to

reach the coherence in a paragraph:

Table 2.2.2 Common Transition Signals

No Function Common Transitions

1 To show chronological

order

First, second, third, next, then, finally, before,

afterward, simultaneously, soon, later, recently,

etc.

2 To show spatial orderAlongside, above, beneath, in front of, behind,

on the right, on the left, in the north east, in the

west, on top of, inside, outside, etc.

3 To show additionFirst, second, in addition to, besides, further,

furthermore, then, in fact, indeed, additionally,

other, moreover, and, next, finally, as well as,

etc,

4 To indicate comparison

and contrast

Similarly, comparably, like ways,

correspondently, compared with, in comparison

with, in spite of along with, although,nevertheless, on the other hand, in contrast, etc.

5 To indicate

exemplification

Especially, for instance, frequently, in

particular, to illustrate, in fact, such as, for

example,

in general, in this way, as a matter of fact, etc.

6 To show resultAll in all, after all, as a sequence, as follows,

finally, because, since, for, in this respect, as a

result, because of this, etc.

7 To show summary or

conclusion

In conclusion, in brief, finally, on the whole, in

short, to sum up, to summarize, to conclude, at

last, at the end, etc.

In summary, a well written essay contains unity and coherence. Both of


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the aspects accommodate the readers to follow the essay, so the aims of writing

essay-to inform, to persuade, to express idea, or to entertain, successfully achieved.

2.2.3. Grammar

Grammar is the system of a language. Thornbury (2003, p.1) states Grammar is

partly the study of what forms (or structures) are possible in a language. It means

in learning a foreign language, we need to study grammar. Grammar can help a

person to learn a language more quickly and more efficiently, because he/she knows

how to arrange good sentences when he/she utters his idea clearly. Grammar

teaches the laws of language and the right method of using it in speaking and

writing.

Grammar is one of language part which is very important. Good

grammar will help the learner easier in language acquisition. Teaching grammar can

not be separated from teaching language. Ur (1995, p.77) explains teaching and

learning grammar is helpful for language learning, provided it is taught consistently

as a means to improving mastery of the language, not as an end in itself. It means

the development of grammar mastery is intended to the development of four

languages skills-listening, speaking, reading, and writing.

Furthermore, writing is strongly related to grammar. Grammar as the rule

of language threats the combination of words to a sentence, some sentences to a

paragraph, and some paragraphs to an essay. Ur (1995, p.75) states the purpose of

writing is as the way words are put together to make correct sentences. It can be

concluded, a good writing is a combination of arranged paragraphs which is started


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from grammatical sentences.

2.2.4 Vocabulary

Vocabulary is all the word known and used for listening, speaking, reading, and

writing. Without having sufficient vocabulary it is impossible to communicate

effectively. Therefore, owning much vocabulary plays important role in language

acquisition. Langan (1977, p.451) stated a good vocabulary is a vital part of

effective communication. A common of word will make you a better speaker,

listener, reader, and writer. It can be inferred as much as word a person has will

support him to improve skills in language. It would be impossible for one who does

not have enough vocabulary to transfer his thought as clear as he would like either

in oral or written.

As stated above, vocabulary will influence the development of four

language skills. Wassman (1993, p.22) stated there are several kinds of

vocabularies, one each for speaking, writing, reading, and listening. Vocabulary in

writing is larger than speaking because it should be thought and selected in detail.

Although there is longer time to think words to be used, owning much vocabulary

remembered is still the important one. As a result, it will be helpful in writing

process.

To be functional, students need a number of words that they know well

and can be used productively in speech and writing. Snow (1996, p.203) mentions

1000-2000 words are adequate number of word for people to express themselves in


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English, but they need or have large vocabularies to improve their receptive skill-

listening and reading. For instance, there are some words that people know its

meaning though they do not used it productively in writing and reading.

Furthermore, the appropriate words for certain context must be

understood well by the user. Ur (1995, p.61) stated it is very useful if the leaner

know a certain word which is very common, or relatively rare, or taboo in polite

conversation. For a certain level, learner should know for deciding which

vocabulary they need for receptive use and which for productive use. On the other

word, there are words suitable for formal than informal discourse, or some words

tend to be used in writing not in speech.

2.2.5 Mechanics

The last important element of writing is mechanics. It is rules that standardize

certain things in writing. Cowan (1983, p.311) stated mechanics function as signals

to the reader, but, in most cases, mechanics are simply conventions that standardize

things like capitalization, punctuation, the use of number, and abbreviations.

However, capitalization and punctuation are the most common mechanics are used.

In short, mechanics is very helpful in writing process.

2.3. Text Type

Based on the 2006 curriculum (KTSP), the competency standard of English subject

for SMP/MTS is communicating orally and written using appropriate language

style fluently and accurately, and the ability to comprehended and produce short

functional text and monolog in form ofprocedure, descriptive, recount, narrative,


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and report. It means that there are five text types that have to be learnt by students

in SMP/MTS.

The text types that must be learnt by students of grade one as mentioned in

the curriculum are descriptive and procedure. In grade two, descriptive, recount,

and narrative are taught. Meanwhile, the third grader must learnt procedure, report,

and narrative. Following is the characteristics of each text as described in

Curriculum 2006:

1. Narrative

Social Function : to amuse, entertain and to deal with actual or vicarious

experience in different ways; it deals with problematic

events which lead to a crisis or turning point of some

kinds, which in turn finds a resolution.

Generic Structure : 1. Orientation: sets the scene and introduce the

participants.

2. Evaluation: a stepping back to evaluate the plight.

3. Complication: a crisis arises.

4. Resolution: the crisis is resolved, for better or for

worse.

5. Re-orientation: optional.

Language of Features : - focus on specific and usually individualized


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participants.

- Use of material processes.

- Use of relational process

and mental process.

- Use temporal conjunction

and temporal

circumstances.

- Use past tense

2. Recount

Social Function : to retell events for the purpose of informing or

entertaining.

Generic Structure: - Orientation: provides the setting and introduces the

participants.

- Events: tell what happened, in what sequence.

- Re-orientation: optional-closure of events.

Language Features: - Focus on specific participants.

- Use of material processes

- Circumstances of time and place

- Use past tense

- Focus on temporal sequences.


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2. Procedure

Social function : To describe how something is accomplished through a

sequence of actions or steps.

Generic steps : - Goal

- Materials (not required for all Procedural texts)

- Steps 1-n (i.e., Goal followed by a series of steps

oriented to achieving the Goal).

Language Features : - Focus on generalized human agents.

- Use of present simple tense, often imperative.

- Use mainly of temporal conjunctions (or numbering

to indicate sequence)

- Use mainly Material Process.

3. Description

Social Function : - to describe a particular person, place, or thing.

Generic Structure : - Identification: identifies phenomenon to be

described.

- Description: describe parts, qualities, characteristics.

Language Features: - Focus on specific participants.

- Use of attributive and identifying process.

- Frequent se of epithets and Classifiers in nominal


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groups.

- Use of simple present tense

4. Report

Social Function : to describe the way things are, with reference to a range

of natural, man-made and social phenomena in our

environment.

Generic Structure : - General classification: tells what the phenomenon under

discussions is.

- Description tells what the phenomenon is like in

terms of (1) parts, (2) qualities, (3) habits, (3) behaviors,

if living; uses, if non-natural.

Language Features : - Focus on Generic Participants.

- Use of relational Processes to state what is and that

which it is.

- Use of simple present tense (unless extinct).

- No temporal sequence.

2.3.1 Procedure Text


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Our daily life is filled with activities that involve process. It is the method that

explains how to do something or that shows how something works. Scarry (1996,

p.289) mentioned there are two kinds of process writing: directional and

informational. Directional is a process that shows, step by step, how to do

something and the readers might try them. For example, the text that explain how to

make an omelet. On the other hand, informational explain how something was done

or how something works with no expectation that the readers will actually try the

process. For example, how the bomb is made.

Furthermore, procedure text is an explanation or description of sequential

actions, operations, or changes that occur for a purpose. A paper of procedure text

may explain how to do something, how a condition develops, how an organism

grows, or how a phenomenon evolves. The organization of the text is started from

goal which states the final purpose of doing the instructions. Then materials-

ingredients, utensils, equipments, are needed to do instructions. The last is the steps

that are a set of instructions to achieve the final purpose.

The language features of procedure text are focusing in generalized

human agents, use simple presents, especially imperative, and use mainly temporal

conjunctions. Focusing in generalized human agents means the writing just

discussed everything connected to people problem. The next language features of

procedure text is using imperative sentence. Imperative sentences are verbs used to

give orders, commands, warning or instructions, and (if you use "please") to make a

request. The last aspect is temporal conjunction or connectives. The accuracy of

process can be created by using a certain number of connectives or may be named


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transition. Connectives are necessary for the process to read smoothly and

coherently. In the beginning, to start with, to begin with, first of all, and first are

conjunctions which are used when the procedure text is started to be written. It can

be followed by some additional connectives such as next, the, after that, the second

step, etc. Finally, the final step, at last, and the last step are the signal that the

process in the text will finish.

2.4 The Use of Picture Series in Learning Writing

Students participation in learning process is one of indications shows how

far they are focus and interested in studying. In this case, teachers play important

role to help then fully participate in the learning process. one of roles that can be

hold is being creative. a teacher should be more creative to find out the appropriate

techniques in teaching writing. Furthermore, being creative is very important o be

applied in teaching writing. One of good techniques of teaching writing is using

instructional media. Ryan (1995, p.34) stated that to be creative, the teacher must

have both theoretical knowledge about learning and knowledge about the subject

matter to be taught.

One of good techniques of teaching is using instructional media. It is

explained by Heinich (1996, p.100) that instructional media (pictures, charts,

graphs, posters and cartoon, including those that are produced by the students

themselves) can provide powerful visual support to abstract ideas. Then it can make

the teacher instruction more realistic and engaging, objects and models bring the

real thing into the classroom.


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Referring to the above statements, media such as picture plays important

role in teaching and learning process especially in writing. It can help teacher to

avoid monotonous conditions and make students easier to compose writing. Such

idea has been discussed by Huck (2004, p.170), a picture had provided for the

development of these students visual, mental and verbal imagination. Then the

picture helps to tell story, showing the sequence of actions, showing the process,

changing the setting, and development of the plot.

Furthermore, Sulaiman (1985, p.125) stated that picture, as a visual tool, is

an easy way to clarify many things which are not clear yet, without going to the real

object or place needed. Picture can make anyone getting clearer ideas or

information than language term.

Mochtar (2005, p.245) reported his successful to teach narrative by using

picture. He concluded that his students felt happy and enthusiastic to follow the

lesson because the picture presented entertained. Furthermore, picture series make

the students able to construct their paragraphs. He also suggested another person to

adopt his successful in teaching writing descriptive and procedure text.

CHAPTER III

RESEARCH PROCEDURE

3.1 Research Method


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In this study, the writer conducted experimental research to prove the hypothesis.

Best (1993, p.133) explains that experimentation provides a method of hypothesis

testing. The method involves the comparison of effects of particular treatment to

two groups of research, an experimental and control group. The experimental group

was given treatment, in this case was the use of picture series in teaching procedure

text, but the control group was not. The observations were made to determine what

differences appear in the experimental as contrasted with the control group.

3.2 Research Design

3.2.1Research Subject

The subject of this research is the first year students on second semester of SMPN 2

Banda Aceh. The writer chose two classes which is one as experimental group and

the other is control group. The sample was taken by using simple random sampling.

According to Best (1993, p.139): the individual observations or individuals are

chosen in such a way that each has an equal chance of being selected, and each

choice is independent of any other choice. The writer was chose sample by doing

lottery to all samples, which consist of six classes. Two classes were chosen, VII2

was treated as experimental and VII3as control class.

3.2.2 Technique of Data Collection

The writer applied experimental research as the method in conducting this research.

It should be two groups of research, experimental and control group. Both of classes


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were taught by the writer for some meetings. The treatment was given to

experimental class, which is applying picture series in learning how to make a good

procedure text. On the other hand, control group was taught without giving picture

series.

The pretest was given to the students at the first meeting, 1st May 2010, to

find out the students ability in writing procedure text before the treatment was

given. In this test the sample was given some scrambled pictures that explained how

to make a cup of tea (adopted from English on Sky: for Junior High School

Students Year VII) and asked to make a procedure text based on the picture that had

been ordered.

The teaching process or treatment was done for four meetings or 8 hour

for both of group. At the first meeting, the students are introduced to the procedure

text about the part of procedure text, which are known as generic of structure, and

language features used on the text especially form of action verb. The next

meeting, connectives are introduced to the students. Besides that, they also taught

the imperative sentence which they are asked to fill the blank of imperative

sentences using action verb based on the picture series. On the third meeting, the

students are asked to write some imperative sentences based on the picture given

which are related to cooking activity. Then, they are also given some pictures about

how to make a cup of coffee and asked to write a procedure text. On the final

meeting, to improve their ability on writing procedure text the students are asked to

write a procedure text based on the picture given again. It related to how to cook

rice in rice cooker.


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Finally, both of classes were given posttest in the final meeting,

conducted on 17th and 18th May 2010. In this test, the sample was also given some

scrambled pictures but in the different topic that is how to make a plate of fried rice

and asked to make a good procedure text based on the ordered picture. The purpose

of the test is to know how far both of the groups development in writing procedure

text by using different strategy.

After conducting the test, the test result was assessed. It was assessed by

using analytical scale for rating composition which is suggested by Heaton. The

scoring involved some aspects of writing, which are organization, vocabulary,

language use, and mechanics. The organization of text procedure involves goal of

the text (title) and the proper steps, and it was scored 7-20. Then content which is

signed by use of connectives was scored 13-30. Vocabulary especially the use of

action word has score from 7-20. Grammar especially imperative was scored from 5

to 25. The last mechanics scored is about 2 to 5. Therefore, 100 is the maximum

point for the task and the lowest point is 34.

The following table is the analytical scale for rating composition based

on Heaton (1988, p.146).

Table 3.2.2. Scale of Writing Assessment

Content


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30-27 EXCELLENT TO VERY GOOD: knowledgeable-substantive-etc.

26-22 GOOD TO AVERAGE: some knowledge of subject adequate range etc.

21-17 FAIR TO POOR: limited knowledge of subject little substance etc.

16-13 VERY POOR: does not show knowledge of subject non substantive, etc.

Organization

20-18 EXCELLENT TO VERY GOOD: fluent expression ideas clearly stated etc.

17-14 GOOD TO AVERAGE: somewhat choppy loosely organized but main ideas

stand out etc.

13-10 FAIR TO POOR: non-fluent ideas confused or disconnected etc.

9-7 VERY POOR: does not communicate no organization etc.

Vocabulary

20-18 EXCELLENT TO VERY GOOD: sophisticated range effective word/idiom

choice and usage etc.

17-14 GOOD TO AVERAGE: adequate range occasional errors of word/idiom form,

choice, usage but meaning not obscured.

13-10 FAIR TO POOR: limited range frequent errors of word/idiom form, choice,

usage etc.

9-7 VERY POOR: essentially translation little knowledge of English vocabulary.

Language use

25-22 EXCELLENT TO VERY GOOD: effective complex constructions etc.

21-19 GOOD TO AVERAGE: effective but simple constructions etc.

17-11 FAIR TO POOR: major problem in simple/complex constructions etc.

10-5 VERY POOR: virtually no mastery of sentence construction rules etc.


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Mechanics

5 EXCELLENT TO VERY GOOD: demonstrate mastery of conventions etc.

4 GOOD TO AVERAGE: occasional errors of spelling, punctuation etc.

3 FAIR TO POOR: frequent errors of spelling, punctuation, capitalization etc.

2 VERY POOR: no mastery of conventions dominated by errors ofspelling,punctuation, capitalization, paragraphing etc.

3.2.3 Research Instrument: Validity and Reliability

To measure the students ability in this research, the test is applied. Test is an

instrument to measure a persons ability, knowledge, or performance. Achievement

test is used in this research which measures students ability after the treatment is

applied ( Arikunto, 2006, p.151).

In this study, written test in is used. The students of both of class are

asked to write a procedure text with the same topic. There are two tests: pre test and

post test. Picture series which are used as instrument is categorized valid, since it is

adopted from text book which are used in junior high school. The picture series

used in pre test are adopted fromEnglish on Sky: for Junior High School Students

Year VII, while for post test are adopted from Stepping Stone (English for Junior

High School Grade VII).

A reliable instrument can avoid misleading, so the data gotten is categorized

reliable. To test reliability of instrument, it is used two ways. First, experts

judgment is used to suggest which one of instruments are suitable for the test. After


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that, the instrument is tested to the other students on the same grade from the other

population. The result shows about 85% of tested sample understand the instrument

and can do the test well. Therefore, the instrument is considered reliable to be used.

3.2.4 Technique of Data Analysis

After giving the test, the writer will score the students paper. It will be

analyzed by using SPSS 12.0. It is a computer system which is used to process data

quickly and accurately. Independent sample t- test, one of formula in SPSS system,

will be used. It intended to explain whether there is a significant difference between

the mean of two population of research, in this case is the mean of the class which

used picture series in the learning writing procedure text and those not.

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This chapter consists of two major points. The first major point is the result of the

research. This subtitle contains the table of data finding and data analysis. The next

major point is the discussion. Here, the result or data finding is explained.

4.1 Result


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To achieve the purpose of this research that is to find out the difference between the

mean of students ability in writing procedure text using picture series and the ability

of students who do not use picture series, the tests had been conducted. After

conducting the test and scoring the data, the result was found.

4.1.1 Aspect of Writing Analysis

To ease the process of data analysis, it is effective to show the students

development on some aspects of writing- content, organization, vocabulary,

grammar, and mechanics, based on their pre-test and post-tests score of both of

group. Both of results will be presented on one chart for each aspect. Axis x

represent the aspect of writing, while axisy is the number of students is reached of

each level.

Chart 4.1.1.1. The development of experimental and control groups students score

on content aspect in pre-test and post test


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From the chart above, it can be described the students development on the

content aspect. On the pre test result, it could be inferred that fourteen out of

twenty-two students (63, 64%) are very poor on developing content aspect. After

that, 22, 7% of them (5 students) are in fair to poor level. Only two out of twenty

two students (9%) reach good to average classification. The last, on the excellent

level there are only 4, 5% of students. However, after the treatments were applied

there are significant changes on their ability. The number of students who are in the

very poor level decrease to 9%, it means only two out of twenty-two students who

were still in this level. 31, 8% of students are in the fair to poor. Thus, the number

of students on good to average level increased to 45, 4%. Finally, the percentage of

students on excellent grade increased to 13, 6%.

Meanwhile, the chart also shows the development of control group on

content aspect. Almost all of students still had the same score on pre test and post

test. Six out of twenty- two students (27, 3%) in poor level decrease to five students

(22, 7%). There is no change on fair to poor level. . There are nine out of twenty-


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two students on good level on the post test result, even there was not student on the

excellent classification. It means there is not significant development on their

achievement during the class activity.


on organization aspect.

0

2

4

6

8

10

12

14

very poor fair to poor good to

average

excellent to

very good

pre test EG

post test EG

pre test CG

post test CG

There is a great development on the students ability on organization aspect.

The number of students on very poor classification decreases slightly from 50% to

0%; it means there is no student on this level after the using picture series in writing

applied. Furthermore, there is only 9, 1% of students who are still on fair to poor

level. While, the chart shows 59, 1% or 13 students improve their ability after the

treatment. Finally, the chart show how there is a significant students development

which are 7 seven students (31, 8%) on excellent level.

The CGs result is quietly different from EGs result .It showed only an

increase of 5, 1% on the very poor classification. Then the number of students on

the fair to poor level is like both for the pre test and post test (five out of twenty-


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students or 22, 7%). Although the percentage of the number of students on good

level decreases from the 40, 9% to 31, 8%, it increase on excellent level from 9, 1%

to 27, 3% or from 2 to 6 students.


on vocabulary aspect.

There is improvement on the students vocabulary acquisition. There are

9 (40, 91%) very poor students on vocabulary before there were taught by using

picture series, but it decreases to 1 (4, 54%) person. On fair to poor level, it

decreases from ten out of twenty-two students (45, 45%) to nine out of twenty two

students (40, 91). Moreover, the chart shows the great improvement on good to

average and excellent to very good level. 45, 45% students have good mastery on

vocabulary after treatment rather than before (9, 09%). While, in the excellent

classification there is only 4, 54% improvement (4, 55% to 9.09%).

From the chart it can be inferred that there are some changes. Some

students improved their vocabulary comprehension that showed by the number of


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decreased on very poor level (from 31, 8% decrease to 9, 1%), increase on fair to

poor level (from six out of twenty-two students to ten out of twenty-two students or

from 27, 3% to 45, 5%), and also on average level (27, 3% - 40, 9%). But it was

difference on excellent level, where there was decline as 9, 1% (from 13, 6% to 4,

5%).

Chart 4.1.1.4.The development of experimental and control groups students score

on grammar aspect.

The chart shows the development of students ability on grammar aspect.

There are thirteen out of twenty-two students (59, 4%) on the very poor level

decrease to 0% on post test. Next, although the number of them increased on the

fair to poor group (six students to seven or from 27, 3% to 31,8%), on the good to

average classification increased significantly from 2 students (9, 1%) to seven

students (31, 4%) . The significant change is on the excellent to very good group,

there are 8 students (36, 4%) who can occupy this position. Where before the

treatment applied there is only 1 student (4, 55%).


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Although not too significant it could be seen on the very poor and excellent level,

where there were two students moved from very poor level and two of them moved

to excellent level. Then the students on the poor and average level are the same both

for pre test and post test.

4.1.2 Data Analysis

From the SPSS analysis through independent samples t- test, it can be

described some findings. First, the data in Group Statistic Table (see attachment: 1)

will be observed. The mean of the post-test is 77.41 for experimental group (EG)

and control group (CG) is 68.18, so the mean of the post-test of EG is higher than

the CG. Then, the standard deviation of post test is 10.622 for EG and 16.188 for

CG. It means that the data (students score) of experimental group are more

homogeneous than the control groups data. Sudijono (2003, p.157) says if the

standard deviation of data is large, it means there is a larger variability or smaller

homogeneity of the data. On the other hand, if the standard deviation is smaller, the

analyzed data is closely homogeneous. It can be concluded that the control group

had larger standard error than Experimental groups data.

Furthermore, from the independent samples test too can be inferred

some findings. It would be decided which columns, equal variances assumed or

equal variances not assumed, used. First, if the sig > 0.5 causes the variances for the

two groups are equal, so the equal variances row will be used. In contrary, the sig

< .05 causes the two groups are assumed not equal. Since, with an F 2.775 found

the probability 0.103 which larger than 0, 05 (table probability), it shows that those


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variances of two groups are equal. Therefore, the data would be analyzed is from

the equal variances assumed row.

Moreover, to determine the significance of the students ability between

the two groups,it can be inferred the t- score (2.235) is larger than the t-table (2.07)

with the probability in the Sig.(2-tailed) is less than .05 (.032


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calculated statistically. The students of experimental group successfully develop

their ability in development of writing aspects. It can be inferred from the increment

of percentage of each aspects, there is 45, 45% on content, 72, 73% on organization,

40, 91% on vocabulary, 54, 54% on grammar, and 31, 82% on mechanics. On the

other hand, control group students score did not show the changes, even it tended

to decrease. On each aspect, students had average capability both on pre test and

post test. Although they left the lowest position on post test, they also went down

from the highest level. As a result, there were not generally changes on the

percentage of students capability.

Moreover, based on the result of the test, it is found that the mean score of

writing test for EG is 77.41 with a standard deviation 10.622, while the mean score

for CG is 68.18 with a standard deviation 16.88. The difference shows that the

students who taught writing procure text by using picture series better than those

not. Then when the t score used to test the degree of difference between the two

means, it is found that the value of t score is 2.235 and significant 0.032. The t

score is higher than t table with significant 0.05 (2.235 > 2.07). Consequently, the

alternative hypothesis is accepted and the null hypothesis is rejected. In addition,

the significant of t score 0.032 is lower than the significant 0.05 (significant used

on SPSS), so the null hypothesis has not been verified. The result indicates that the

there is a significant difference between the students writing ability in writing

procedure text using picture series than those not.

CHAPTER V


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CONCLUSION AND SUGGESTION

5.1 Conclusions

After conducting the research and getting the result from analysis of statistical data,

it is necessary to create some conclusions. Writing is one important skill should be

had to achieve the completeness of English mastery, so everybody not only enable

to communicate orally but also written. Although it is considered more complicated

than other skills, it is possible to be learned and taught interestingly.

It is need teachers and students awareness to find out another way in

learning writing, so it will enable the learners to write in any kinds of text. In fact,

there are thirteen genre of texts are taught nowadays based on the school

curriculum, one of them is procedure text. Therefore, it is very necessary to apply

different methods, techniques, or strategies in teaching each text. One of the good

strategies is applying picture series in teaching procedure text. Picture series

accommodate students in improvement of writings aspects. They can make

understandable paragraph, since the idea is conveyed clearly and related to the

topic, the sentences are organized well, and they can minimize their mistakes on

word choice. Besides that, the use of picture series can make the students more

active and motivated, since it becomes curiosity and discovery activity when they

call out ideas related to pictures and topic.

The hypothesis of this research was statistically supported by the data

obtained from the experiment. Teaching writing the procedure text by using picture

series is believed successfully improves. It can be inferred from the experiment


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groups score are higher score than the control groups students. On the other word

they successfully improve their ability. The data showed the result, tscore is higher

than ttable.

It proves there is significance different between the experimental group

students ability and the control group students ability. In brief, applying picture

series to improve the students ability on writing procedure text is appropriate and

better for junior school students, especially at SMPN 2 Banda Aceh.

5.2 Suggestion

In relation to implementation of the strategy, it could be propose some suggestions.

It is suggested to the teacher to use picture series in teaching procedure text to make

their students easier to construct the writing. They also should improve their

knowledge of English and recent technology, and apply it in their class activity. In

addition, students are suggested to practice their writing skill using picture series.

Whenever they find series picture related to procedure text, train themselves is

better to improve their writing mastery.

For future researchers, it proposed that they can conduct the same research

to another kinds of text such as narrative and descriptive. Moreover, they can

change the instructional media, printed picture series, to be more interesting such as

series picture in the form of film.

Attachment 1

T-Test


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whole chapter

Documents