Critical Value of Students’ Distribution (t)

Two-tailed test level of significance One-tailed test level of significance

df
.05 .01 .05 .01
1 12.706 63.557 6.314 31.821
2 4.303 9.925 2.920 6.965
3 3.182 5.841 2.353 4.541
4 2.776 4.604 2.132 3.747
5 2.571 4.032 2.015 3.365
6 2.447 3.707 1.943 3.143
7 2.365 3.499 1.895 2.998
8 2.306 3.355 1.860 2.896
9 2.262 3.250 1.833 2.821
10 2.228 3.169 1.812 2.764
11 2.201 3.106 1.796 2.718
12 2.179 3.055 1.782 2.681
13 2.160 3.012 1.771 2.650
14 2.145 2.977 1.761 2.624
15 2.131 2.947 1.753 2.602
16 2.120 2.921 1.746 2.583
17 2.110 2.898 1.740 2.567
18 2.101 2.078 1.734 2.552
19 2.093 2.861 1.729 2.539
20 2.086 2.845 1.725 2.528
21 2.080 2.831 1.721 2.518
22 2.074 2.819 1.717 2.508
23 2.069 2.807 1.714 2.500
24 2.064 2.797 1.711 2.492
25 2.060 2.787 1.708 2.485
26 2.056 2.779 1.706 2.479
27 2.052 2.771 1.703 2.473
28 2.048 2.763 1.701 2.467
29 2.045 2.756 1.699 2.462
30 2.042 2.750 1.697 2.457
40 2.021 2.704 1.684 2.423
60 2.000 2.660 1.671 2.390
12
0 1.980 2.617 1.658 2.358
 1.960 2.576 1.645 2.326
 CURRICULUM VITAE

ANDI ASRIFAN, was born 31st of October, 1985 in a

small village, Lancirang, Sidrap regency. He lives at Jl.
Handayani No. 93 RT.02 RW.07 Parepare 91112. He is the
first son of his parents, Drs. Andi. S Rifai, S.Pd, and
Nasirah. He went to kindergarten at Aisyah 2 Parepare in
1990 and finished 1992. And then, he continued his study
at elementary school at the SD Negeri 48 Parepare in 1992
and finished in 1998. He continued his study at SMP Negeri 2 Parepare in 1998
and finished in 2000. And then, he continued his study at SMA Negeri 1 Parepare
in 2000 and finished in 2003. And then, he continued his study the S1 program of
English Education Department of Universitas Muhammadiyah Parepare
(UMPAR) in academic year 2003/2004. He was active in many parts of
organizational background namely the main secretary of English Students
Association Universitas Muhammadiyah Parepare (HMJ-Bahasa Inggris UMPAR)
in 2005-2006, The chief of English Satellite Study Club Universitas
Muhammadiyah Parepare (ESSC-UMPAR) in 2005-2006, The chief of organizing
committee at Aksi Intelektual Anak Bangsa III Se-Ajatappareng Universitas
Muhammadiyah Parepare in 2005, Students Village Coordinator at KKN UMPAR
2006 in BuluE village Soppeng regency, Instructor and pioneer of English-Camp
Universitas Muhammadiyah Parepare (UMPAR) in 2006, The local guide of
Dinas Pariwisata Seni dan Budaya Parepare in 2006-2007, Secretary of
Technology and Sciences Department of Muhammadiyah Students Association
Branch Parepare (PC.IMM Kota Parepare) in 2006-now, etc.
E-mail: andi_ippank@yahoo.co.id
USING PICTURES IN INCREASING THE STUDENTS’ ABILITY TO
WRITE DESCRIPTIVE COMPOSITION AT SMA NEGERI 1 PAREPARE

A THESIS

Submitted to the Department of English Education Faculty of Teachers

Training and Education of Muhammadiyah University of Parepare
In part Fulfillment of the Requirements for
The Degree of Sarjana Pendidikan (S.Pd)

BY

ANDI ASRIFAN
203 110 463

ENGLISH DEPARTMENT
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE
(UMPAR)
 2007

PERSETUJUAN PEMBIMBING

Skripsi dengan judul: Using Pictures in Increasing the Students’ Ability to

Write Descriptive Composition at SMA Negeri 1

Parepare

Atas nama saudara :

Nama : ANDI ASRIFAN

Nim : 203 110 463

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Setelah diperiksa/ diteliti ulang, maka dinyatakan telah memenuhi persyaratan

untuk diujikan.

Parepare, Juli 2007

Pembimbing:

1. Prof. Dr. Muhammad Amin Rasyid, M.A (........................................)

2. Irvan Al Rajab, S.Pd, M.Hum (........................................)

 PENGESAHAN UJIAN SKRIPSI

Skripsi atas nama: ANDI ASRIFAN, NIM: 203 110 463 diterima oleh

panitia ujian skripsi Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas

Muhammadiyah Parepare (UMPAR) dengan SK Nomor: 1805/KEP-

FKIP/II.3.AU/D/1428/2007 tanggal 5 Sya’ban 1428 H bertepatan dengan tanggal

18 Agustus 2007 untuk memenuhi sebagian persyaratan memperoleh gelar

Sarjana Pendidikan (S.Pd) yang dipertahankan di depan penguji pada hari Kamis

tanggal 23 Agustus 2007.

PANITIA UJIAN

1. Ketua : Dra. Rafi’ah Nur, M.Hum (....................................)

2. Sekretaris : Ammang Latifa, S.Pd, M.Hum (....................................)

PENGUJI

1. Penguji I : Prof. H. M. Asfah Rahman, M.Ed, Ph.D (....................................)

2. Penguji II : Ammang Latifa, S.Pd, M.Hum (....................................)

3. Penguji III : Muzakkar Hanafi, S.Pd, M.A. Tesol (....................................)

Disahkan oleh: Mengetahui:

Dekan Fakultas Keguruan dan Ilmu Pendidikan Ketua Jurusan

Universitas Muhammadiyah Parepare (UMPAR) Pendidikan Bahasa Inggris

Drs. H. Ramlan, M.Pd Dra. Rafi’ah Nur, M.Hum

NBM. 798 572 NBM. 954 821
 ABSTRACT

Andi Asrifan, 2007. Using Pictures in Increasing the Students’ Ability to

Write Descriptive Composition at SMA Negeri 1 Parepare. Thesis, FKIP
Universitas Muhammadiyah Parepare. Supervised by Muhammad Amin Rasyid
and Irvan Al Rajab.
The objective of the research was to find out whether using pictures was
able to increase the ability of the students of SMA Negeri 1 Parepare to write
descriptive composition.
This research employed Quasi-experimental method that applied
experimental and control class. The population was the second year students (XI)
of SMA Negeri 1 Parepare in 2006-2007 academic years. Total number of
population was 322 students and two classes of them were taken as sample by
using random sampling technique, class XI exact 1 as experimental class and class
XI exact 3 as control class. The number of each class was 37 students. The
instrument used in this research was to write descriptive composition.
The result of this research showed that the experimental group got the
mean score (70.95) while the control group got mean score (64.46). This showed
that there was significant difference between the students who were taught by
using pictures and those who were taught without pictures.
The result of the t-test value (2.63) was greater than t-table (  = 0.05: 72
= 2.000). This means that H1 was accepted. The study concluded that teaching
writing by using pictures increased the students’ ability to write descriptive
composition at SMA Negeri 1 Parepare.
 ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin, without the blessing of the almighty Allah

SWT, the researcher would have never been able to begin and finish writing this

thesis. The researcher realizes that this thesis could have never been completed

without the assistance of a number of people. Therefore, the researcher would

very much like to acknowledge them.

Drs. Syarifuddin Yusuf, M.Si, the rector of Universitas Muhammadiyah

Parepare.

He is grateful to the Dean of FKIP (Faculty of Teachers Training and

Education) Universitas Muhammadiyah Parepare Drs. H. Ramlan, M.Pd for his

help, advice and encouragement.

His deepest gratitude is due to his first consultant Prof. Dr. Muhammad

Amin Rasyid, M.A, to his second consultant Irvan Al Rajab, S.Pd, M.Hum, who

patiently guided and supported by providing his suggestion, motivation, and

corrections.

The lectures and the staff of Universitas Muhammadiyah Parepare for their

guidance during the years of his study.

His endless gratitude goes to the headmaster and the teachers of English of

SMA Negeri 1 Parepare for their permission that the researcher could carry out

research in this school.

 His deepest thanks are due to the students of the first years students of

SMA Negeri1 Parepare, especially for class XI exact 1 and class XI exact 3 who

sanctified their activities and time for being the sample in this researcher.

Many thanks also for friends, Sawal, Tajuddin, Nirwana, Satriani,

Nurjannah Idris, Mursal, Irwan, and for all who have given their help to the

writing of this thesis.

His endless thanks go to my valentine Haryanti and all the executive board

of English Students Association of Universitas Muhammadiyah Parepare (HIMA

Bahasa Inggris UMPAR) who always patiently support, motivate and pray for his

achievement.

His loveliest appreciation goes to his beloved father Drs. A.S. Rifai, S.Pd,

his mother Nasirah, his sister Andi Putri Nurhidayani, and all his relatives who

always expect for the best of his and pray all the time for his success.

May the Almighty Allah SWT bless us now and forever.

Parepare, 2007

ANDI ASRIFAN
 TABLE OF CONTENTS

Page

HALAMAN JUDUL ............................................................................................. i

PERSETUJUAN PEMBIMBING ......................................................................... ii
HALAMAN PENGESAHAN ...............................................................................iii
ABSTRACT .......................................................................................................... iv
ACKNOWLEDGMENTS .................................................................................... v
TABLE OF CONTENTS ..................................................................................... vii
LIST OF TABLES .................................................................................................ix
LIST OF APPENDIXES ........................................................................................ x

CHAPTER I : INTRODUCTION
A. Background ........................................................................ 1
B. Problem statement .............................................................. 3
C. Objectives of the research .................................................. 3
D. Significant of the research ................................................. 3
E. The scope of the research ............................................... 4

CHAPTER II : REVIEW OF RELATED LITERATURE

A. The previous related research findings .............................. 6
B. Some pertinent ideas .......................................................... 8
1. Teaching writing skill at senior high school across the
competency based curriculum 2004
(The KBK 2004) ...........................................................8
2. Writing ....................................................................... 10
2.1 Descriptive composition ...................................... 15
2.2 The principles of writing descriptive essay ..........16
2.3 Characteristics of a descriptive writing .................17
2.4 Developing description .........................................18
3. Pictures ........................................................................19
 3.1 The concept of pictures .........................................19
3.2 The feature of pictures ..........................................19
3.3 The advantages in using pictures
to teach writing .....................................................20
C. Resume ..............................................................................22
D. Conceptual framework ......................................................22
E. Hypothesis .........................................................................25

CHAPTER III : RESEARCH METHOD

A. Research design ................................................................26
B. Research variables and operational definition of
the research variables .......................................................27
C. Population and sample ......................................................28
D. Instrument of the research .................................................28
E. Procedure of collecting data ..............................................29
F. Technique of data analysis ................................................32

CHAPTER IV : FINDING AND DISCUSSION

A. Finding .......................................................................... 37
B. Discussion .....................................................................47

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .................................................................... 49
B. Suggestion ....................................................................49

BIBLIOGRAPHY ................................................................................................51
APPENDIXES ......................................................................................................54
DISTRIBUTION OF t ..........................................................................................99
CURRICULUM VITAE .....................................................................................100
 LIST OF TABLES

Page

Table 1. The rate percentage of the score of experimental .................................. 36

Table 2. The rate percentage of the score of control ............................................ 37

Table 3. The mean score and standard deviation of the students’ pre-test. ...........38

Table 4. The t-test of the students’ pre-test ...........................................................38

Table 5. The mean score and standard deviation of the students’ post-test. .........39

Table 6. The t-test of the students’ post-test ..........................................................39

Table 7. The sample result of the student’s writing for the control class...............39

Table 8. The sample result of the student’s writing for the experimental class.....39
 LIST OF APPENDIXES

Page

APPENDIX A. The Pre-Test and Post-Test ........................................................47

APPENDIX B. The Application of T-Test Formula for Pre-Test ........................49

APPENDIX C. The Application of T-Test Formula for Post-Test ......................52

APPENDIX D. The Raw Score of the Students’ Writing on Pre-Test.................55

APPENDIX E. The Raw Score of the Students’ Writing on Post-Test................56

APPENDIX F. Rencana Pengajaran ...................................................................57

APPENDIX G. Teaching materials ...................................................................73

APPENDIX H. Sample students writing on Pre-test and Post-test

(Control Class) .......................................................................... 79

APPENDIX I. Sample students writing on Pre-test and Post-test

(Experimental Class) ................................................................. 84

 CHAPTER I

INTRODUCTION

This chapter deals with background, problem statement, objectives of the

research, significance of the research and scope of the research.

A. Background

Basically in the early of 2004, Indonesia embraced the Competence Based

Curriculum (the KBK) which was oriented to develop the discourse competence

specifically: ability to communicate and leading the students to practice it

everyday for instance in teaching writing skill through pictures that taken from

natural resource. Descriptive writing is one type of texts which must be applied in

ladder of SMA / MA which written in the Curriculum Based Competence 2004

(KBK 2004). The understanding of descriptive writing is that writing that uses

concrete and specific details those appeals to one or more of the reader's five

senses

Writing as a language production is considered a difficult subject for

students. Usually, students have many ideas and experience but they cannot

explain or describe into the written form.

Many ways have been used by the teacher in teaching writing especially in

descriptive composition. However sometimes he/she does not much attention to

the students’ interest in and purpose of writing. Sometimes students write only for

assignment purpose not for communicative purposes. This indicates that students
are not interest in their writing. One type of writing that sometimes makes the

students difficult to compose the topic is descriptive writing. Allami and Salmani-

Nodoushan (2007) state:

“Description is another type of writing. It is often suggested that

description be presented after narration. Description is a little more
troublesome for students because it is, in fact, the first step towards
reasoning. In writing descriptive paragraphs the students need to think of
the important details they want to put into their compositions. They should
be informed as to which pieces of information are needed for their specific
compositions. Pictures can still be used to provide the students with the
theme of their compositions. After looking carefully at the pictures, the
students should judge what is essential to put into their writing”.

This problem appeared at the students of SMA Negeri 1 Parepare where

the writing skill of the students was still low especially in writing descriptive.

Some techniques and approaches have been employed in teaching writing,

nevertheless it was still less to give interest to the students in teaching writing.

This problem was found by the researcher when teaching at SMA Negeri 1

Parepare through teaching practicum 2 (PPL 2) for 2 months (eight meetings).

Drawings and illustrations were a very important part of beginning

writing. Beside that, they liked to describe something through pictures comparing

others. Illustrations were a way for the students to understand new concepts or

vocabulary in a context that made them meaningful and more readily internalized

by the learner. Illustrations also enabled the students to link new concepts and

vocabulary to prior knowledge by visually showing the connection between

different concepts. I had had many students who had had a love and talents in art

which help them develop their interest in writing because they could see the
connection between the ways writing could influence art and the way art could

influence their writing.

Based the explanation above and the survey, the researcher was interested

to research about writing entitled “Using Pictures in Increasing the Students’

Ability to Write Descriptive Composition at SMA Negeri 1 Parepare”.

B. Problem Statement

Based on the above problems’ background, the researcher put forward

problem statement as follow:

Can the use of pictures increase the ability of the students of SMA Negeri

1 Parepare to write descriptive composition?

C. Objective of the research

The aim of conducting of this research was at finding out whether using

pictures was able to increase the ability of the students of SMA Negeri 1 Parepare

to write descriptive composition

D. Significance of the research

The results of the research were expected to be valuable input in learning-

teaching process of English as described as follow:

1. For teachers of English to use it in their teaching method.

 2. For students to give motivation to improve their English, and as a

technique in learning English.

3. For the next researchers as a contribution of opinion that can be taken

as references in research concerning in the same area.

E. Scope of the research

This research was focused on the study of the students’ achievement on

learning writing descriptive composition through pictures at the XI year students

of SMA Negeri 1 Parepare in 2006-2007 academic year.

1. By discipline, this research was limited to the field of applied

linguistics which talked about the teaching subjects in term of writing

skill.

2. By content, this research was restricted in one genre of the

Competency Based Curriculum 2004 (the KBK 2004) that is

descriptive writing. In this case, the social function was instructed to

describe a particular person, place or thing. It is generic structure was

limited to identify phenomenon and to describe parts, qualities,

characteristics (Depdiknas, 2003: 81). The basic competence for

writing was to put forward the various meaning by the developing

steps of rhetoric correctly in the written text of descriptive, narrative,

anecdote, analytical exposition (without recommendation), and

hortatory exposition (with recommendation) it emphasis of the manner

of written language. One of indicators attainment of linguistic

 competence which printed in the competency based curriculum 2004

was; writing various texts particularly in descriptive form. The

researcher would teach descriptive writing, in this case; descriptive

writing through picture. In this research, the researcher limited the

category of pictures was photographs with consideration of teaching

requirement namely which related to the glimpse of Parepare that

divided into four topics specifically Tourism objects, markets,

educational institutions, and hotels. Beside that, using photographs

were easy to get and accuracy for the topic given.

3. By activity, the researcher used two ways in teaching writing, they are:

a. For the experimental group, the researcher taught writing by using

pictures. The researcher gave pictures about the glimpse of

Parepare in four different topics and then the students are

instructed to write a descriptive composition through those

pictures.

b. For the control group, the researcher taught writing by using

conventional way. The researcher gave only the topics and then the

students are instructed to write a descriptive composition through

those topics without any pictures.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with previous related research findings, some pertinent

ideas, conceptual framework and hypothesis.

A. The previous related research findings

There have been some researchers done related to this research some of

them are stated below:

1. Kasman (2003: 25) in his research on using remedial teaching to improve the

writing ability of SLTP students finds that based on the data there is a

significant difference between pre-test and post-test. It means that remedial

teaching is effective to improve the students writing descriptive composition.

2. Awaluddin (2006: 37) conducted a research on improving writing skill on the

second year students of SMP Negeri 1 Duampanua Kabupaten Pinrang by

using spider web. It is concluded that if the second year students are taught

with writing material through procedures prescribed to a spider web

technique, so their writing skill will improve. It is proved by the mean score

obtained for their pre-test only (47.96) after the students were given

treatments, the mean score of post-test was (80.51) and t-test value (54.08) is

greater than t-table value in level 5% = 2.021

3. Nakhdah (2004: 23) in her research on the ability of the second year students

of SLTP Negeri 9 parepare to write guided composition in English finds that

 the second year students of SLTP Negeri 9 Parepare have ability to write

English guided composition which is fairly good. It is proved by the result of

test I and test II. The result of the both test show, the total average is 204, so

the mean score of both test is 6.8 which is classified as the fairly good

classification.

4. Subroto (2003: 31) who reported in his research the ability of the third year

students of SMA Negeri 4 Parepare to use irregular verbs in writing narration

concludes that the third year students of SMA Negeri 4 Parepare are not quite

able to use irregular verbs in writing narration. This can be proved by mean

score 5, 64 which classified fair score.

5. Sitti Rahma (2005: 61) in her research on improving the students’ ability to

write descriptive paragraph through direct observation. Based on the data, the

researcher concluded that write descriptive paragraph about anything

especially the place through direct observation can be improved the students

writing English. Because the researcher compared with the students write

descriptive about the place without direct observation has very difference.

Based on explanation of previous related findings above we can say that

the ability of students in writing still need deed process. So, the teacher should

find out another technique to make this subject fun to be learnt particularly for the

students in order that they were easy to understand in writing. Therefore, the

researcher believed that the use of pictures was effective in increasing the

students’ ability in writing descriptive composition.

B. Some Pertinent ideas

This sub-chapter contains some pertinent ideas that are related to this

research, which cover: teaching writing skill at senior high school (SMA) across

the 2004 Competency – Based Curriculum (the KBK 2004), writing, descriptive

composition, the principles of writing descriptive essay, picture, the concept of

picture, the featured picture, and the advantages in using pictures to teach writing.

1. Teaching writing skill at senior high school across the Competency Based
Curriculum 2004 (The KBK 2004)

Hornby AS (1974: 886) defines that teaching is the way to show somebody

how to do something so that they will be able to do it themselves, and to give

somebody to learn something or to tell or show somebody how to do something

that they can already do well, and probably better than oneself. Anonim (2007b)

defines the meaning of teaching are:

a. The profession of a teacher; "he prepared for teaching while still in college";

"pedagogy is recognized as an important profession". The synonyms of

teaching term are instruction and pedagogy.

b. The activities of educating or instructing or teaching; activities that impart

knowledge or skill.

Anonim (2007c) states about teaching namely: In education, teachers are

those who teach students or pupils, often a course of study or a practical skill,

including learning and thinking skills. There are many different ways to teach and
help students to learn. This way is often referred to as the teacher's pedagogy.

When deciding what teaching method to use, a teacher will need to consider

students' background knowledge, environment, and their learning goals. Smith

(2007) proposes operational definitions of teaching i.e. the action of a person who

teaches; the profession of a teacher, teaching is imparting knowledge or skill.

The competency-based curriculum or also called CBC was a new

curriculum in educational system of Indonesia and have been applied since 2004

although there are some schools had begun to apply it before. By materials, in fact

this curriculum was not different with the 1994 curriculum; it is difference was

only seen at the students’ way in learning at the classroom (Anonim, 2007f)

Teaching writing at the senior high school (SMA) is one of the basic

substances that must be applied for the attainment of students’ competence.

Actually in practice, the students must have a specific competence after learning.

Thus the learners’ competence is the learners’ description of a particular

performance in combination between knowledge and ability which can be

observed and measured (Rajab, 2005: 18-19).

This issue is relevant to the standard competence which is effective for life

and long-life study and must be reached by the students for their experience.

Teaching English especially in senior high school (SMA) at the class XI, Puskur-

Balitbang Depdiknas (2004: 16) affirms the standard competence namely: to

communicate orally or in written form by using various language forms fluently

and accurately in transactional discourse and monologue; especially in the

descriptive dialogue, narrative, anecdote, analytical exposition (without

recommendation), and hortatory exposition (with recommendation) which flange

to variation of interpersonal meaning. The basic competence in teaching writing in

senior high school (SMA) at the class XI explicitly is to put forward the various

meaning by developing correct steps of rhetoric, in the written text in the form of

descriptive, narrative, anecdote, analytical exposition (without recommendation),

and hortatory exposition (with recommendation) by emphasizing at the manner of

written language. In this case, the teachers are given the policy in looking the

various different sources for different text in the Competency Based Curriculum

2004 which will be taught at the classroom; for instance, the use of pictures in

teaching writing process that flange for the descriptive text.

2. Writing

Writing is a continuous process of thinking, organizing, re-thinking and re-

organizing. Writing involved a number of steps or activities. The writers

sometimes go through the same process, whether they are writing a short letter to

a friend, an assignment from their teacher, thesis until a dissertation for a

doctorate degree.

In this study, the researcher would like to explain the students’ ability to

write descriptive composition. Talking about composition we will come to discuss

the point in writing paragraph.

Paragraph is a series of sentences all relating to the same topic or central

ideas. The aim of all paragraphs is to communicate to the reader that idea clearly
and effectively. There is no hard and fast rule about the length of a paragraph; it

will depend on the topic and what the writer wants to say or the instruction from

teachers/ researcher. The paragraph should be long enough to develop the idea

expressed in the topic sentence sufficiently. It should do what it sets out to do in

the topic sentence. If the topic sentence states that will be explaining the view of

Parepare city, without forgetting about the tourism object, local government,

market, educational situation and many things about Parepare city. Regardless of

length, the paragraph should contain only one idea. Any irrelevant sentences must

be eliminated from the paragraph to ensure that it maintains unity.

Anonim (2006) defines the paragraph structure in academic writing

namely:

a. Main idea: The point/issue of the paragraph is expressed in the first sentence

of each paragraph

b. Explanation: A further explanation/clarification of the point/issue is provided

in the next sentence or two

c. Illustration: The point or issue is supported with indirect quotes/paraphrases in

the remaining sentence or sentences

Actually a paragraph is a unit of writing that consists of one or more

sentences focusing on a single idea or topic. According to Anonim (2007g)

proposes the paragraph structure include are:

a. Topic Sentence: This sentence outlines the main idea that will be presented in

the paragraph.
b. Support Details or Examples: This is the part of the paragraph that presents

details, facts, examples, quotes and arguments that support the main idea.

c. Conclusion Sentence: This sentence summarizes the main idea of the

paragraph. It may also lead the reader to the topic of the next paragraph.

Rajab (2005: 28) proposes there are three types of paragraph namely;

introductory, body and conclusion. The introductory paragraph lets the reader

know what the essay will be about. An essay has body paragraph, which develop

the topic stated in the introduction, in the same way that supporting sentences

develop the topic sentence in a paragraph. The body paragraph usually the longest

part of the essay, contain support for the thesis (sentences). An essay contains a

concluding paragraph, just as a paragraph contains a concluding sentence. The

concluding paragraph summarizes the information in the essay or many contain

the writer’s opinion or prediction of the topic. Heard & Tucker (2007: 92) states

that a concluding paragraph may involve:

a. A summary of the main points

b. A restatement of the ideas in the thesis (sentences) statement

c. A final comment about the topic

d. A prediction

e. A recommendation

f. A possible solution

g. The writer’s opinion

Anonim (2004a) proposes some methods to make sure the paragraph are

well-developed:
a. Using examples and illustrations

b. Citing data (facts, statistics, evidence, details, and others)

c. Examining testimony (what other people say such as quotes and paraphrases)

d. Using an anecdote or story

e. Defining terms in the paragraph

f. Comparing and contrast

g. Evaluating causes and reasons

h. Examining effects and consequences

i. Analyzing the topic

j. Describing the topic

k. Offering a chronology of an event (time segments)

Seven steps in writing process are offered by Heard & Tucker (2007) i.e.

assessing the assignment, generating ideas, organizing ideas, writing the first

draft, revising, editing, and publishing. The illustration the writing process above,

the researcher would like to explain through diagram below:

 Associating

Outlining
The writing Process

Drafting

Revising

Finished Work

Figure 2: The process in writing.

The writing process series contains an ordered sequence of four stages,

associating, outlining, drafting, and revising. The four stages, seemingly coming

one after another, virtually come together during the writing process. This is

because the brain keeps working continuously during writing. During the

associating stage, writers generate ideas and sort out the useless ones by means of

background knowledge, i.e. personal prior knowledge and experience. Practically,

a little bit imagination can actually help generate ideas. During the outlining stage,

writes organize the ideas to draw up an outline in ordered arrangement. During the

drafting stage, writers use grammatical items (e.g. grammatical rules and patterns)

and lexical units (e.g. words, phrases, and idioms) to make sentences and

paragraphs. During the revising stage, writers proofread, correct and improve the

draft.
2.1 Descriptive composition

One type of text presented in the competency based curriculum 2004 is

descriptive text and must be passed by the students in senior high school (SMA).

In this case, the students are expected able to describe and dispense their idea and

knowledge into written text.

Descriptive composition is perhaps one of the most difficult skills for

students to really master. Particularly in senior high school have great difficulty

determining what information someone else might need to know in order to

describe an experience accurately. Still, descriptive writing is foundational to all

other forms of writing. Descriptive writing paints a picture in the reader's mind; it

uses words to describe feelings, sights, sounds, taste, scents and touch. Common

examples include the pictures of their city, school, their classmates, etc. Wishon

and Burks (1968: 322) states:

“Description gives sense impressions – the feel, sound, taste, smell, and
look of things. Emotion may be described, too – feeling such as happiness,
fear, loneliness, gloom, joy. Description helps the reader, through his
imagination, to visualize a scene or a person or to understand a sensation
or an emotion”

Breston in Rahma (2005: 7) proposes two types of description which will

find most useful namely description of a place and description of the person. In

the same page, Rahma states that how to organize and write the descriptions,

follow these steps below:

a. Begin the descriptions with a topic sentences that introduce the person, place

or object and if it is possible the general impression of the object.

b. Present the supporting sensory details and logical order using chronological

order, or order importance if we use chorological order, present the details in

the order in which they exist in space. For example: from left to right, top to

bottom, or from to back. If we use order by importance we may start with least

important details. Continue with the most important details. With east details

the other hand, we must capture the readers authentic by starting with the

strongest details and continue with less striking details reinforce the

impression created by the first details.

c. Use the transitional words and phrase and emphasize the order of the

description.

d. Place each group of related details in a paragraph if the details contain many

details.

e. Conclude with a sentence that restate the general impression or indicates the

end of description.

2.2 The principles of writing descriptive essay

Anonim (2004b) proposes three principles in writing descriptive essay:

a. A descriptive essay has one, clear dominant impression. The dominant

impression guides the author's selection of detail and is thereby made clear to

the reader in the thesis sentence.

b. A descriptive essay can be objective or subjective, giving the author a wide

choice of tone, diction and attitude.

c. The purpose of a purely descriptive essay is to involve the reader enough so he

or she can actually visualize the things being described. Therefore, it is

important to use specific and concrete details.

2.3 Characteristics of a descriptive writing:

Anonim (2005) proposes some characteristics of a descriptive writing

specifically:

a. Vividly descriptive details

Elaborate on sensory details including how it looks, sound, feel, smell

b. Figurative language may be used

Using words, phrases, symbols, and ideas such as simile, hyperbole, metaphor,

symbolism and personification in such as way as to evoke mental images and

sense impressions

c. Showing, not telling

Use vivid and precise adjectives, adverbs and verbs when describing the topic

Anonim (2007d) defines characteristics of good descriptive writing

namely:

a. Good descriptive writing includes many vivid sensory those paint a picture

and appeals to all of the reader’s senses of sight, hearing, touch, smell and

taste when appropriate. Descriptive writing may also paint pictures of the

feelings the person, place or thing invokes in the writer.

b. Good descriptive writing often makes use of figurative language such as

analogies, similes and metaphors to help paint the picture in the reader’s mind.
c. Good descriptive writing uses precise language. General adjectives, nouns,

and passive verbs do not have a place in good descriptive writing. Use specific

adjectives and nouns and strong action verbs to give life to the pictures you

are painting in the reader’s mind.

d. Good descriptive writing is organized. Some ways to organized descriptive

writing include: chronological (time), spatial (location), and order of

importance. When describing a person, you might begin with a physical

description, followed by how that person thinks, feels and acts.

2.4 Developing Description

Description creates a word picture, a clear image in readers mind is the

common denominator in all writing specially, for instance in the topic of tourism

object in Parepare in this case Lumpue beach; description questions like these:

- Where is the Lumpue beach located?

- How far from the Lumpue beach to the central of the city?

- How can we go there?

- Why is Lumpue beach attractive?

- Is there as attractive place in the beach?

- When are there visitors in the beach?

- Why that is called Lumpue beach?

- Etc
3. Picture

3.1 The concept of picture

Anonim (2007a) proposes four definitions of picture, they are:

a. The art of painting; representation by painting.

b. A representation of anything (as a person, a landscape, a building) upon

canvas, paper, or other surface, produced by means of painting, drawing,

engraving, photography, etc.; a representation in colors. By extension, a

figure; a model.

c. An image or resemblance; a representation, either to the eye or to the mind;

that which, by its likeness, brings vividly to mind some other thing; as, a child

is the picture of his father; the man is the picture of grief.

d. To draw or paint a resemblance of; to delineate; to represent; to form or

present an ideal likeness of; to bring before the mind.

According to Hornby in Oxford Advanced Learner’s Dictionary of Current

English (1974: 631), picture is painting, drawing, sketch of something, especially

as a work of art.

3.2 The feature of picture

Anonim (2007e) states there are eight features of pictures criteria namely:

a. It is of high quality.

b. It is of high resolution. It is of sufficiently high resolution to allow quality

reproductions. Images should be at least 1000 pixels in resolution in width or

height to be supported, unless they are of historical significance or animated;

even larger sizes are generally preferred.

c. It is a photograph, diagram, image or animation.

d. It has a free license. It is available in the public domain or under a free license.

e. It adds value to an article and helps readers to understand an article. The

encyclopedic value of the image is given priority over its artistic value.

f. It is accurate. It is supported by facts in the article or references cited on the

image page.

g. It is pleasing to the eye. It is taken or created in a manner which best

illustrates the subject of the image. The picture makes readers want to know

more.

h. It has a good caption. The picture is displayed with a descriptive, informative

and complete caption.

i. It is neutral. An image illustrates the subject objectively and does not promote

a particular agenda or point of view.

3.3 The advantages of using pictures to teach writing

Culham (2000) states the advantages in using pictures book to teach

writing as:

“Picture books can be a highly visual and motivating means to teach

students about quality writing … using Picture Books in Middle and High
School to Teach Writing. The 20-minute video shows actual students using
picture books as models to help organize their thoughts in meaningful
ways, to explore new topics, and to share multiple viewpoints about a
similar topic. Using picture books, students can try out effective writing
techniques (such as interesting leads and conclusions), examine how an
author uses specific and precise word choice, and see how an edited and
polished piece of work should be presented …”
 While Werff (2003) defines those pictures from magazines are a source of

varied classroom activities in the areas of speaking, listening, writing, vocabulary

and grammar. With pictures we can:

“Teach, practice, or review new vocabulary; do guided practice (drills);

Practice grammatical structures; Practice listening comprehension; do
writing activities; do semi-guided or free speaking practice such as
problem solving activities, role plays, discussions, etc”.

Brinks (2001) assumes the importance of using pictures in his articles in

title “Round Robin Writing Using a Picture File”. He states:

“…collect the stories and pictures, and we read and write them together.
Students love to see while describe what happened to their character and
how the stories ended. We usually laugh at the conclusions… another
productive way to use the file is to teach writing paragraphs of
descriptions. After detailing the characteristics of a descriptive paragraph
and reviewing the importance of adjectives, each student is again given a
picture …”

Following his articles, he formulates some questions in teaching writing

through Round Robin’s pictures file namely:

“Who is this person?”

“Where is this person?”
“What is this person doing?”
“When is this person doing this?”
“Why are they doing it?”
“How did it end?”

Picture can be found almost everywhere like in magazines, album,

textbooks, outdoor either as signs, at billboards, on cans, or even just somewhere

on the walls. Picture as visual aids can be helpful to the teachers of foreign

language in a number of different ways. It can brighten up the classroom and

bring more variety into language lessons. Pictures give students motivation to

develop their ability (Andriani, 2006: 18)

C. Resume

Based on some findings and pertinent ideas, the researcher concludes that

descriptive writing is one of the skills at the KBK 2004 (Competency Based

Curriculum 2004) which must be applied at senior high school (SMA). Pictures

are media in teaching descriptive writing at the classroom. Sometimes pictures are

really worth a thousand words. Sometimes it is easier to express an idea through a

picture. The explicative role suggests that pictures can express ideas better than

words in certain situations and make the students’ interest to describe their ideas,

imaginations, experiences, knowledge, etc in purpose supporting their descriptive

writing.

The students can be motivated and interested to use this written production

in English. Teaching descriptive writing by using pictures can make the English

teachers and the second year students of SMA Negeri 1 Parepare easier to increase

the teaching and learning process of writing subject.

D. Conceptual Framework

The psycholinguist Lenneberg as in Rajab (2005: 26) once noted about the

writing skill in a discussion of “species specific” human behavior that human

beings universally learn to walk and talk. He compared this skill with swimming
and writing that are bound to culturally specific, learned behaviors. He argued that

this skill would only be achieved if we enter such a literate society of which we

should be a part. And since it is a specific and learned behavior, there should be

someone to teach the skill. In short, this skill can only be achieved through

learning.

A student will face difficult problem to keep in an idea if he/she does not

own knowledge and large experience in learning it. It means that to describe an

idea in a composition, it needs an impression in order that the topic which will be

composed is easy to describe by their mind. Occasionally in course to concept an

idea that will be poured in a composition, the student will feel difficulty without

being supported by pictures in each discussion. Jarvis (2002) says that:

“Many of the ESL students I have had in my classes have preferred to

draw pictures first because they can include many concepts that they
would not be able to express verbally. Drawings and illustrations are a
very important part of beginning writing…"

The conceptual frameworks in this research were systematically explained

below:

1. Input

In this research the researcher used some teaching materials as the

independent variable of this research, and the teaching material would be set

in the lesson plan.

2. Process
 The research conducted in the classroom by giving treatment to the students.

Then, the researcher taught two different classes which are taken randomly by

using conventional technique and by using pictures.

3. Output

The treatment that was given in the process of the research was evaluated by

looking at indicator of the students’ achievement in increasing their writing

skill.

The conceptual framework could be described in a diagram as follow:

INPUT
Teaching Writing

Experimental Class Control Class

Conventional
With pictures Process
technique

Output

The Students’ Writing Skill

E. Hypothesis

Based on the conceptual framework, the researcher put forward the

hypothesis, namely:

1. The Alternative Hypothesis (H1): there was a significance difference between

the students who were taught by using pictures and whom were not taught by

using pictures (conventional technique).

2. The Null Hypothesis (H0): there was no significance difference between the

students who were taught by using pictures and whom were not taught by

using pictures (conventional technique).

 CHAPTER III

RESEARCH METHOD

This chapter covers the research design, research variables and operational

definition of the research variables, population and sample, instrument of the

research, procedure of collecting data, and technique of data analysis.

A. Research Design

This research used a quasi-experimental design that applied the pretest

-posttest non-equivalent control group design. This design is presented as follows:

01 E 02

01 C 02

(Gay, 1981:201)

Where :

E : Experimental (treated by using pictures)

C : Control (treated by using conventional technique)

01 : Pre-test
 02 : Post-test

B. Research variables and their operational definition

1. Variables

There were two variables involved in this research namely:

independent variable and the dependent variable. Independent variable was

teaching writing descriptive composition through pictures and dependent

variable was the students’ writing skill.

2. Operational definition of the research variables

It had been mentioned above that the variables of the research were

teaching writing descriptive composition through pictures and the students’

writing skill.

a. Independent variable. The independent variable was the use of pictures

which would be used by the researcher. That was discussion by using

several topics about the glimpse of Parepare city namely: tourism objects,

markets, educational institution, and hotels. One of class will be

distributed pictures of them (experimental group) and another just the

topics (conventional group).

b. Dependent variable. The dependent variable was the student’s writing

skill. This skill would be based on the basic competence in the competency

based curriculum 2004 (the KBK 2004) that was to put forward the
 various meaning with the development steps of rhetoric correctly in the

written text of descriptive, narrative, anecdote, analytical exposition

(without recommendation), and hortatory exposition (with

recommendation) with emphasis at the manner of written language

C. Population and sample

1. Population

The population of this research was the second year students (XI) of

SMA Negeri 1 Parepare in 2006-2007 academic years. It contained 9 classes

spread into 3 programs namely: exact, social, and language program. Exact

program consisted of five classes; social program consisted of three classes;

and language program consisted of one class. Class XI exact 1 consisted of 37

students, class XI exact 2 consisted of 39 students, class XI exact 3 consisted

of 37 students, class XI exact 4 consisted of 37 students, class XI exact 5

consisted of 38 students, class XI social 1 consisted of 37 students, class XI

social 2 consisted of 37 students, class XI social 3 consisted of 38 students,

class XI language 1 consisted of 22 students. Therefore the total number of the

population was 322 students.

2. Sample

The sample was taken by using cluster random sampling techniques,

due to the total of population was big; one among the programs was taken

randomly, then two classes are taken randomly. Class XI exact 1 as

experimental group and class XI exact 3 as control group.

D. Instrument of the research

To collect the data, the researcher utilized a writing test as the instrument.

The test applied for pre-test and post-test. The pretest aimed at finding out the

prior writing of the students; while post-test aimed at finding out the students’

writing skill after treatment was given (teaching with pictures and with

conventional method). This activity was also intended to find out whether the

students still kept holding of the materials after the treatment

E. Procedure of collecting data

The procedure of the research involved the following steps:

1. Pre-test gave conducting treatment at the first meeting the following

procedures:

a. The researcher explained what the students are going to do and

distribute the writing test for the two class which took randomly, to

know the students’ ability in writing descriptive composition before

treatment

b. The researcher gave score to the students’ result test.

2. Treatment

After giving a pre-test, the researcher treated each group. The

researcher gave the treatment for four times, each meeting runs for 90

minutes. The experimental group was treated by using picture in writing

descriptive composition while the control group by conventional method. Both

groups were treated with the same materials related to theme “the glimpse of

Parepare City” with some topics, namely tourism objects, markets, educational

institution, and hotels.

a. The Experimental Group

1) In the first meeting, the researcher introduced the writing

description include: definition, step and what thing could be

enclosed in our writing. And then, instructed the students to make

writing composition about “tourism object” through pictures of it.

2) In the second meeting, the researcher invited the pictures of

markets. And then asked the students to compose those pictures

based on the instruction which will be given.

3) In the third meeting, the researcher raised the topic about

educational institutions in Parepare. The students were given

pictures and they had to compose those pictures.

4) In the fourth meeting, the researcher gave the topic about hotels in

Parepare, and then shared the pictures which talks about the topic

and asks the students again to try to make a composition through

the picture based on the instruction that are given.

The researcher gave the pictures every meeting or each

material with time allocation is 90 minutes (2 X 45 minutes). The steps

in teaching writing by using pictures are:

1) The researcher gave greeting for the students.

2) The researcher checked list the name of students in class.

 3) The researcher gave a motivation to each student before teaching

the material.

4) The researcher introduced pictures in helping to write descriptive

composition.

5) The researcher gave the pictures to each student that talk about the

asking topic.

6) The researcher gave example about the material orally.

7) The researcher gave chance to each student to ask for unclearly

material.

8) The researcher instructed the students to compose the topic based

on the picture shown.

b. Control Group

The students were taught in 2 X 45 minutes for every meeting. The

steps in teaching writing by conventional way namely:

1) The researcher gave greeting for the students.

2) The researcher checked the students in class.

3) The researcher gave a motivation to each student before teach the

material.

4) The researcher prepared the list of the topics.

5) The researcher explained the topic in theme “the glimpse of

Parepare”

6) The researcher gave example about the material orally at the

blackboard.
 7) The researcher gave chance to each student to ask for unclearly

material.

8) The researcher instructed the students to make a composition based

on the topic taken.

3. Post-test

a. After giving the treatment (for experiment and control group), the

students were given a set of writing test both experimental and control

group.

b. The researcher gave score of the students’ result test.

F. Technique of data analysis

Some formulas were applied in this research to process the data as follows:

1. The students’ score was tabulated by using the following criteria:

Criteria Score Weight

1. Smoothness

a. Very smooth, understandable and very effective in 5

using simple and compound sentences.

b. Quite smooth, mostly easy to understand and effective 4

with compound sentences.

c. Smooth and too difficult to understand, by using 3 25

almost simple sentences and quite effective.

d. Jerky style, need hard working to understand, so many 2

 confusing compound sentences.

e. Very jerky, difficult to understand, using almost all 1

simple sentences and using words abundantly.

2. Grammar

a. One or two mistakes 5

b. Some mistakes 4

c. One or two deep mistakes 3 25

d. Some mistakes those are difficult to understand 2

e. Many serious mistakes, unable to master in arrange 1

sentences and almost unable to understand.

3. Vocabulary

a. Uses words correctly and variously 5

b. Uses words correctly 4

c. Uses words correct enough and limitedly 3 25

d. Uses words limitedly and clean enough 2

e. Uses words limitedly and wrong 1

4. Spelling

a. No mistakes 5

b. One or two mistakes 4

c. Some mistakes, but no do not bother the 3 25

communication and understandable

d. Some mistakes and bother the communication 2

understood difficulty
 e. Many mistakes. 1

Depdiknas (2005: 11)

2. Calculating the student’s score:

Student’s correct answer

Score = x Weight

Maximum Score

3. The researcher gave the raw score of that would be classified into five levels

as follows:

a. 86 – 100 Classified as very good

b. 71 – 85 Classified as good

c. 56 – 70 Classified as fair

d. 41 – 55 Classified as poor

e. ≤ 40 Classified as very poor

(Depdiknas, 2005: 2)

4. To calculate the mean score between the result of pre-test and post-test both

experimental and control group, the researcher used the following formula:

X
X
N

Where:

X : Mean score

∑ X : Total rows
 N : The number of student

(Gay, 1981: 298)

5. To calculate the value of t-test to identify the difference between two means of

the tests, formula used is:

X1 X 2
t 
 SS 1  SS 2   1 1 
   
 n1  n 2  2   n1 n2 

 
 (X )2 
1

SS 1   X 12   
n1

 
 (X 2 )2 
SS 2   X 2 2   
n2

Where:

t : test of significance

X1 : mean scores of experimental class

X2 : mean scores of experimental class

SS1 : the sum of squares of experimental class

SS2 : the sum of squares of control class

n1 : total number of subject of experimental class

n2 : total number of subject of control class

∑ X1 : the sum of all the squares of experimental class

∑ X2 : the sum of all the squares of control class

( ∑ X1)1 : the sum of scores of experimental class

 ( ∑ X2)2 : the sum of scores of control class

(Gay, 1981: 326-328)

6. Criteria of testing hypothesis

The statistical hypothesis in this research is as follows:

HO : 1   2
H1 : 1   2
Where  1 is experimental group and  2 is control group.

To test the hypothesis, the researcher used two-tailed test with (0.05) level of

significance for independent sample. The degrees of freedom (df) in (N1 + N2

– 2). So, (37 + 37 – 2 = 72). For  = 0.05 and df = (72) the table is (2.000).

a. If t-table > t-test, HO was accepted, H1 was rejected. It means that teaching

writing by using pictures could not increase the students’ ability to write

descriptive composition.

b. If t-table ≤ t-test, HO was rejected, H1 was accepted. It means that teaching

writing by using pictures could increase the students’ ability to write

descriptive composition.
 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher presents the result of the research, namely

findings and discussion.

A. Findings

The findings obtained through the writing test in the second year students

of SMA Negeri 1 Parepare, 2006-2007 academic year were presented as follows:

1. The rate percentage of the students’ score obtained through test

The pre-test and post-test result of the students for experimental group is

tabulated as follows:

a. Experimental Group

Table 1

The rate percentage of the score of experimental

Pre-Test Post-Test
No Classification Range
F % F %
1 Very good 86 - 100 0 0 3 8.11
2 Good 71 - 85 4 10.81 14 37.84
3 Fair 56 - 70 16 43.24 14 37.84
4 Poor 41 - 55 17 45.95 6 16.22
5 Very poor ≤ 40 0 - 0 -
Total 37 100 37 100
 The table above shows that before giving treatment in writing, the students

were categorized poor, and after giving the treatment, the achievement of the

students was categorized as fair and good. It means that the students’ ability in

writing by using pictures had improved significantly. The classification of the

score of experimental group is presented in Table 1. This table shows that before

giving treatment, 4 (10.81%) students were in good classification, 16 (43.24%)

students were in fair classification, and 17 (45.95%) students were in poor

classification. After giving treatment, 3 (8.11%) out of 37 students were in very

good classification, 14 (37.84%) students were in good classification, 14 (37.84%)

students were in fair classification, 6 (16.22%) students were in poor

classification, and none of them in very poor classification.

b. Control group

Table 2

The rate percentage of the score of control

Pre-Test Post-Test
No Classification Range
F % F %
1 Very good 86 - 100 0 0 1 2.70
2 Good 71 - 85 7 18.92 8 21.62
3 Fair 56 - 70 11 29.73 13 35.14
4 Poor 41 - 55 15 40.54 15 40.54
5 Very poor ≤ 40 4 10.81 0 -
Total 37 100 37 100

Based on the table above, we can see that before teaching of writing without

pictures, the students’ achievement writing was poor. The classification of the

control group is presented in Table 2. The table shows that before teaching writing
without pictures, most the students’ scores were in poor classification. 7 (18.92%)

students were in good classification, 11 (28.73%) students were in fair

classification, 15 (40.54%) students were in poor classification, 4 (10.81%)

students were in very poor classification. After teaching writing without pictures

where, 1 (2.70%) student out of 37 students were in very good classification, 8

(21.62%) students were in good classification, 13 (35.14%) students were in fair

classification, 15 (40.54%) students were in poor classification, while none of the

students were in very poor classification.

2. The mean score and standard deviation of the students’ pre-test

Table 3

The mean score and standard deviation of the students’ pre-test.

Group Mean score Standard Deviation

Experimental 61.76 10.77
Control 57.03 14.54

After calculating the result of the students’ pre-test, the mean and the

standard deviation of both groups are presented in The Table 3. The table above

shows that the mean score obtained by the students in experimental group (61.76)

is greater than the control (57.03); it reveals that the mean score of the pre-test

obtained by the students in both are different. In order to know whether or not the

mean difference of both groups is statically significant at the level of significant

5% (0.005), degree of freedom (n1 + n2 – 2) 72, the result of calculation is shown

as follows:

Table 4

The t-test of the students’ pre-test

 Variable t-test value t-table value
Pre-test 1.64 2.000

The table above shows that the t-test value (1.64) is smaller then the t-table

value of the students’ pre-test (2.000). Based on the result above, there is

significant difference between the two mean scores.

3. The mean score and standard deviation of the students’ post-test

Having included the students’ pre-test, the next test to be analyzed is post-

test. The following is the table that describes that the mean score and standard

deviation of the students’ post-test in both groups.

Table 5

The mean score and standard deviation of the students’ post-test.

Group Mean score Standard Deviation

Experimental 70.95 11.62
Control 64.46 10.12

The table above that the mean score obtained the students in experimental

group (70.95) is greater than control group (64.46). It appears that the mean score

of the post-test obtained by the students in both group are different. In order to

know whether or not the mean difference of both groups is statically significant at

the level of significance 5% (0.05), degree of freedom (n1 + n2 – 2) is 72. The

result of calculation is shown as follow:

Table 6

The t-test of the students’ post-test

Variable t-test value t-table value

Post-test 2.63 2.000
 The table shows that the t-test value (2.63) is greater then the t-table value

(2.000). Based on this result, it is concluded that the difference of both means is

statically significant.

Sample students writing descriptive through conventional method for control class

(Pre-test)

Karlina: (Pre-test)

My hobby is shopping. I have my hobby since still smp. paint In time I go

shopping do together and my friend. I to shopping all sorts of accsesories. point in

time I go to shopping and my friend. I most like shopping. Blouse, Trousers, and

ALL sorts necklace and sandal. After I and my friends tired for shopping, I and my

friend convinent for break In food cart.

Moment I and my mother go shopping for lgen country, I very very gladly,

because I can buy Blouse, Trousers, bag and shoes is very very beautiful. Moment

I shopping in lgen country much the fashion very beatiful and good blouse amd

troushers. Blouse which bought in lgen country, matter not same. In serious

country we self and it’s price enough different in Indonesia country.

- The smoothness of this sample was (1) because very jerky, difficult to

understand, using almost all simple sentences and using words abundantly.

- The grammar of this sample was (1) because many serious mistakes, unable to

master in arrange sentences and almost unable to understand.

- The vocabulary of this sample was (2) because Uses words limitedly and clean

enough

- The spelling of this sample was (2) because some mistakes and bother the

communication understood difficulty.

Sample students writing descriptive through conventional method for control class

(post-test)

Karlina: (Post-test)

In the 5 years later SMAN 1 in Parepare will breed quick more than ago. The

school to have the center city Parepare exactly In Matahari street will more and

more attention by junior high school ended.

In will more and more Fabulous begin from building, I complemantary school

and also this students the building in this school already fomons and decks.

The students not more to ascend ledder for to ascend in the 5 floor, because it

already to use a good device this is a elevator every classroom have 4 camera in

each angle and also have: TV, AC, Computer, projector, and etc.

In different flank it library will more and more to advance because in library

already not have more a book, but computer in the deep programme to put away

various kinds book together with this contents. So the students it is necessary to

difficuld for to fetch a book.

In this school will the students more and more smart. Every students to fetch a

laptop in school and no fetch a book. Every course to accept by the student will to

put into him laptop for to course in name.

This students much to be able champion from deck vegency, to arrive to deck

international.

- The smoothness of this sample was (3) because Smooth and too difficult to

understand, by using almost simple sentences and quite effective.

- The grammar of this sample was (2) because some mistakes those are difficult

to understand

- The vocabulary of this sample was (3) because Uses words correct enough and

limitedly

- The spelling of this sample was (3) because some mistakes, but no do not

bother the communication and understandable

Sample students writing descriptive through pictures for experimental class (Pre-

test)

Khaeriyah: (Pre-test)

My name is khaeriyah. I am study in senior high school 1 pare pare. I am usually

do activity not difficult example watching TV, reading history, listening to the

music, Playing basket ball, cook and etc. in the mean while some hobby’s that I

am like it is watching TV because watching TV something make me happy and

we can get information that we then know. Program that usually to step forward in

the TV exmple new, hissues, Film and sinetron.

The TV usually some channel example Indosiar, Tpi, Anteve, RCTI, SCTV, Trans

TV. HBO act. This channel the have digerence the program not some, the have

some is to step forward hissue, criminals new, film, and sinetron.

The program to step forward in RCTI example Buser, silet, Seputar indonesia, and

some sinetron. The program to step forward in SCTV exam. Ada gossip, Buletin

Siang, and some sinetron example, Cinderella, Inikah cinta, and etc. The program

to step Forward in RCTI exam sinetron some as Si entong, ect.

The watching TV something make me happy something make me borring. In

order that borring we not can borring along along. watching TV with along can

invluenc ower eye.

- The smoothness of this sample was (3) because Smooth and too difficult to

understand, by using almost simple sentences and quite effective.

- The grammar of this sample was (2) because some mistakes those are difficult

to understand

- The vocabulary of this sample was (2) because uses words limitedly and clean

enough

- The spelling of this sample was (2) because some mistakes and bother the

communication understood difficulty

Sample students writing descriptive through pictures for experimental class (Post-

test)

Khaeriyah: (Post-test)
As we know, that SMA Neg.1 Pare-pare is the favorite and fomous school in the

Pare-pare City. We know that SMA Neg.1 Pare-pare has problem, but I think that

its not reason for development. Beside that, SMA Neg.1 pare-pare has many

excelalant, like in sports program and in the academic Program.

According to me, in the next five, I want to SMA Neg.1 pare-pare fomous not

only in the other city, but also in the other country. We know that for because

populer in the internasional world, we must to labour. So I want the community

of SMA Neg.1 pare-pare to cooperate for can because populer in the international

world. I want the building of SMA 1 pare-pare Visible simple, but when the

people enter in its location, they will feet proud. The facility of SMA Neg.1 pare-

pare is complete. The students study with use laptop, the teacher is Indonesia

people, but they can speak english, prancis, arabic, etc language good.

I want too, SMA Neg.1 pare-pare has leasson plant, likes every 2 week the

students go out tour for study.

- The smoothness of this sample was (4) because quite smooth, mostly easy to

understand and effective with compound sentences.

- The grammar of this sample was (4) because some mistakes

- The vocabulary of this sample was (4) because uses words correctly

- The spelling of this sample was (4) because one or two mistakes

Table 7

The sample result of the student’s writing for the control class
 Score
Criteria penilaian
Pre-test Post-test
Smoothness 1 3
Grammar 1 2
Vocabulary 2 3
Spelling 2 3

Where:

The pre-test value:

1 +1 + 2 + 2
X 100 = 30
20

The post-test value:

3 + 2 +3 +3
X 100 = 55
20

The table shows that the post-test value (55) is greater then the pre-test value (30).

Based on this result, it is concluded that the difference of both means is a little

significant difference.

Table 8

The sample result of the student’s writing for the experimental class

Score
Criteria penilaian
Pre-test Post-test
Smoothness 2 4
Grammar 2 4
Vocabulary 3 4
Spelling 2 4

Where:

The pre-test value:

2 + 2 +3 + 2
X 100 = 45
20

The post-test value:

4 +4 +4 +4
X 100 = 80
20

The table shows that the post-test value (80) is greater then the pre-test

value (45). Based on this result, it is concluded that the difference of both means

is statically significant.

It is proved that the use of pictures in teaching writing to the second year

students of SMA Negeri 1 Parepare has a significant influence in increasing the

students’ ability to write descriptive composition although teaching descriptive

writing through the conventional method (without pictures) has influenced the

students’ writing achievement. Nevertheless, the difference result of student

writing achievement between pre-test and post-test at the control class is lower

than experimental class. It showed that the control class only 25 (55 – 30), while

the experimental class was 35 (80 – 45).

B. Discussion

Before giving treatment, the students’ achievement in writing was

categorized poor, which was proven by the percentage of the total score of pre-test

for the two groups (experimental and control group). The students’ mean score

from the pre-test obtained by the students in the experimental group is 61.76

greater than the result of the students’ pre-test in the control group was 57.03. On
the other hand the result of statistical t-test value is smaller (1.64) than t-table

(2.000) for 0.05 (5%) level of significance, degree of freedom (n1 + n2 – 2) 72. It

means that there was no significance difference between experimental group and

control group.

After giving treatment for four times to each group, the students’

achievement in writing for experimental is 3 (8.11%) out of 37 students were in

very good classification, 14 (37.84%) students were in good classification, 14

(37.84%) students were in fair classification, 6 (16.22%) students were in poor

classification, while none of them in very poor classification. The students’

mean score from the post-test obtained by the students in the experimental group

(70.95) is greater than students in the control group (64.46). It appears that the

mean score of the post-test obtained by the students in both group are different

where t-test value (2.63) greater than t-table value (2.000) for 0.05 (5%) level of

significant, degree of freedom (n1 + n2 – 2) 72. It means that the achievement of

the students who were treated by using pictures in writing descriptive composition

had a significant difference between the students who were taught by using

conventional method.

CHAPTER V

CONCLUSION AND SUGGESTION

 This chapter content of two sub-chapters namely conclusion ad suggestion.

A. Conclusion

Based on the findings and the discussion presented in the previous chapter,

the researcher tries to conclude this research that focus on the students’ ability in

writing descriptive composition through pictures. It is proved that the use of

pictures in teaching writing to the second year students of SMA Negeri 1 Parepare

has a significant influence in increasing the students’ ability to write descriptive

composition.

It is supported by the data, in which the mean score of the students in the

pre-test from the experimental group (61.76) has been improved in the post-test,

in which the students mean score is 70.95. In applying the t-test formula for the

students post-test for both groups, it is found that the t-test value is much higher

than the value of the t-table.

B. Suggestion

Based on the conclusion presented in the previous sub-chapter, the

researcher tried to give some suggestions for the future research about the English

teaching method as follows:

1. Writing is an important part in mastering of English besides reading, speaking,

and listening.
2. In order to improve the English writing ability, the teacher of English should

use pictures to motivate the students to write especially descriptive

composition.

3. Writing descriptive composition through pictures can motivate people

especially the students, because they can express their idea; imagination,

inspiration, experience and knowledge.

4. The teacher should create the fun atmosphere in order that the students enjoy

learning writing activity.

5. The teacher of English should give the students homework and review their

lesson.

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 Appendix A

Instrument Penelitian

Sekolah : SMA Negeri 1 Parepare

Mata Pelajaran : Bahasa Inggris
Program : IPA
Tingkat : XI (Sebelas)
Tahun Ajaran : 2006/2007

Pre-Test

You should spend no more than 90 minutes on this task. Get a piece of paper and
write down anything at all that comes into you head. Write this down in English.
Remember there is a limit on the number of words you can use. That means you
can really only write three or four paragraphs (about 250 – 300 words). Use your
notes and plan what you will talk about in each paragraph before you start writing.
Try and be imaginative and descriptive.

Here is the topic for your writing composition:

YOUR FAVORITE HOBBY OR LEISURE ACTIVITY

The last, you should also use your own ideas, knowledge and experience and
support your argument by examples and by relevant evidence.
Instrument Penelitian

Sekolah : SMA Negeri 1 Parepare

Mata Pelajaran : Bahasa Inggris
Program : IPA
Tingkat : XI (Sebelas)
Tahun Ajaran : 2006/2007

Post-Test

You should spend no more than 90 minutes on this task. Get a piece of paper and
write down anything at all that comes into you head. Write this down in English.
Remember there is a limit on the number of words you can use. That means you
can really only write three or four paragraphs (about 250 – 300 words). Use your
notes and plan what you will talk about in each paragraph before you start writing.
Try and be imaginative and descriptive.

Here is the topic for your writing composition:

WHAT NEW CHANGE WOULD YOU LIKE TO SEE HERE IN YOUR

SCHOOL (SMA NEGERI 1 PAREPARE) IN THE NEXT 5 YEARS?

The last, you should also use your own ideas, knowledge and experience and
support your argument by examples and by relevant evidence.
 Appendix B

The Application of T-Test Formula for Pre-Test

Experimental Group

Dik :

X X X
2285
X  63.76
N 37

∑ X1 = 2285
∑ X12 = 145325

 2
 ( X 1) 
SS 1   X 12  
n1

(2285) 2
SS 1  145325 
37

5221225
SS 1  145325 
37

SS 1  145325  141114.19

SS 1  4210.81

SS 1
Sd 
n1

4210.81
Sd 
37

Sd  113.81

Sd  10.77
Control Group

Dik :

X X X
2110
X  57.03
N 37

∑ X2 = 2110
∑ X22 = 128150

 2 
 ( X 2) 
SS 2   X 2 2  
n2

(2110) 2
SS 2  128150 
37

4452100
SS 2  128150 
37

SS 2 = 128150 - 120327.03

SS 2 = 7822.97

SS 2
Sd 
n2

7822.97
Sd 
37

Sd  211.43

Sd  14.54
 X1 X 2
t 
 SS 1  SS 2   1 1 
   
 n1  n 2  2   n1 n2 

61.76  57.03
t
 4210.81  7822.97   1 1 
   
 37  37  2   37 37 

4.73
t
 12033.78   2 
  
 72   37 
4.73
t
 167.14   0.05
4.73
t
8.36

4.73
t
2.89
t  1.64

t-test = 1.64
t-table = 2.000

Df  n1  n 2  2

Df  37  37  2

Df  72
 Appendix C

The Application of T-Test Formula for Post-Test

Experimental Group

Dik :

X X X
2625
X  70.95
N 37

∑ X1 = 2625
∑ X12 = 191225

 2
 ( X 1) 
SS 1   X 12  
n1

(2625) 2
SS 1  191225 
37

6890625
SS 1  191225 
37

SS 1  191225  186233.11

SS 1  4991.89

SS 1
Sd 
n1

4991.89
Sd 
37

Sd  134.92

Sd  11.62
Control Group

Dik :

X
X 2385
X X  64.46
N 37

∑ X2 = 2385
∑ X22 = 157525

 2 
 ( X 2) 
SS 2   X 2 2  
n2

(2385) 2
SS 2  157525 
37

5688225
SS 2  157525 
37

SS 2  157525  153735.81

SS 2  3789.19

SS 2
Sd 
n2

3789.19
Sd 
37

Sd  102.41

Sd  10.12
 X1 X 2
t 
 SS 1  SS 2   1 1 
   
 n1  n 2  2   n1 n2 

70.95  64.46
t
 4991.89  3789.19   1 1 
   
 37  37  2   37 37 

6.49
t
 8781.08   2 
  
 72   37 
6.49
t
 121.96   0.05
6.49
t
6.098

6.49
t
2.47
t  2.63

t-test = 2.63
t-table = 2.000

Df  n1  n 2  2

Df  37  37  2

Df  72
 Appendix D

The Raw Score of the Students’ Writing on Pre-Test

Experimental Group Control Group

No
∑ X1 ∑ X12 ∑ X2 ∑ X22
1 70 4900 30 900
2 55 3025 65 4225
3 65 4225 45 2025
4 50 2500 75 5625
5 50 2500 50 2500
6 45 2025 65 4225
7 65 4225 65 4225
8 55 3025 45 2025
9 50 2500 50 2500
10 65 4225 70 4900
11 70 4900 50 2500
12 75 5625 75 5625
13 70 4900 65 4225
14 55 3025 50 2500
15 80 6400 70 4900
16 55 3025 50 2500
17 50 2500 75 5625
18 55 3025 45 2025
19 70 4900 30 900
20 70 4900 30 900
21 70 4900 55 3025
22 75 5625 45 2025
23 55 3025 75 5625
24 55 3025 70 4900
25 60 3600 70 4900
26 50 2500 60 3600
27 85 7225 45 2025
28 70 4900 80 6400
29 50 2500 75 5625
30 50 2500 50 2500
31 65 4225 65 4225
32 80 6400 50 2500
33 50 2500 30 900
34 70 4900 75 5625
35 75 5625 45 2025
36 50 2500 50 2500
37 55 3025 70 4900
SUM 2285 145325 2110 128150
Men. S 61.76 3927.70 57.03 3463.51
St. Dev 10.77 - 14.54 -
 Appendix E

The raw score of the students’ writing on post-test

Experimental Group Control Group

No
∑ X1 ∑ X1 2
∑ X2 ∑ X22
1 65 4225 75 5625
2 75 5625 55 3025
3 75 5625 65 4225
4 75 5625 65 4225
5 65 4225 55 3025
6 90 8100 55 3025
7 55 3025 55 3025
8 70 4900 70 4900
9 55 3025 85 7225
10 65 4225 80 6400
11 65 4225 55 3025
12 85 7225 65 4225
13 85 7225 65 4225
14 50 2500 55 3025
15 70 4900 55 3025
16 80 6400 65 4225
17 80 6400 65 4225
18 85 7225 55 3025
19 85 7225 55 3025
20 90 8100 65 4225
21 55 3025 80 6400
22 80 6400 75 5625
23 65 4225 55 3025
24 70 4900 80 6400
25 50 2500 75 5625
26 70 4900 65 4225
27 75 5625 55 3025
28 90 8100 55 3025
29 60 3600 50 2500
30 50 2500 60 3600
31 60 3600 70 4900
32 80 6400 55 3025
33 80 6400 90 8100
34 70 4900 65 4225
35 70 4900 75 5625
36 60 3600 55 3025
37 75 5625 65 4225
SUM 2625 191225 2385 157525
Men. S 70.95 5168.24 64.46 4257.43
St. Dev 11.62 - 10.12 -
 Appendix F
RENCANA PENGAJARAN 1
Experimental group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan
langlah-langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Tourism objects
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
 - Menjelaskan langkah-langkah dalam mengarang
- Memperkenalkan tema dan topic pembicaraan
- Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (tourism objects)
- Menuangkan ide akan gambar ke dalam sebuah
tulisan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, Gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 2
Experimental group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Markets
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (markets)
- Menuangkan ide akan gambar ke dalam sebuah
tulisan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, Gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 3
Experimental group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Educational Institutions
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (educational institutions)
- Menuangkan ide akan gambar ke dalam sebuah
tulisan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 4
Experimental group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Hotels
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Mendistribusikan gambar akan topic bahasan yang
akan dibicarakan (hotels)
- Menuangkan ide akan gambar ke dalam sebuah
tulisan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 1
Control group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Tourism objects
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Menjelaskan langkah-langkah dalam menulis
- Memberikan selebaran kecil akan topic bahasan yang
akan dibicarakan (tourism objects)
- Menuangkan idea dan imaginative akan topic yang
diberikan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 2
Control group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Markets
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Memberikan selebaran kecil akan topic bahasan yang
akan dibicarakan (markets)
- Menuangkan idea dan imaginative akan topic yang
diberikan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 3
Control group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Educational Institutions
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Memberikan selebaran kecil akan topic bahasan yang
akan dibicarakan (educational institutions)
- Menuangkan idea dan imaginative akan topic yang
diberikan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 RENCANA PENGAJARAN 4
Control group

Sekolah : SMA Negeri 1 Parepare

Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/ II
Waktu : 2 X 45 Menit

I. Standar Kompetensi : Berkomunikasi lisan dan tertulis menggunakan

ragam bahasa yang sesuai dengan lancar dan akurat dalam wacana
interaksional dan monolog, terutama dalam wacana berbentuk descriptive,
narrative, anekdot, eksposisi analitis (tanpa rekomendasi), dan eksposisi
hortatory (dengan rekomendasi) yang mengarah kepada variasi makna
interpersonal.
II. Kompetensi Dasar : Mengungkapkan berbagai makna dengan langlah-
langkah pengembangan retorika yang benar di dalam teks tertulis
berbentuk descriptive
III. Materi pokok : Menulis
IV. Theme : The glimpse of Parepare city
V. Sub-theme/ topic : Hotels
VI. Indikator : Menuliskan berbagai jenis teks terutama yang
berbentuk descriptive.

No Indikator pencapaian kompetensi siswa

6.1 Kognitif
 Mengungkapkan ide ke dalam sebuah tulisan yang berkaitan dengan
topic pembicaraan
Psikomotor
 Berkomunikasi secara lisan dan tertulis
 Bekerjasama dengan siswa lain
Afektif
 Menyadari kekuasaan Tuhan
 Mengenal eksistensi diri dan potensi diri

VII. Kegiatan Pembelajaran :

No Rincian kegiatan siswa Alokasi Waktu

Awal:
- Tegur sapa/ mengecek kehadiran
1 15 menit
- Diberikan persepsi kepada siswa
- Memberikan motivasi untuk memulai pelajaran
2 Inti: 60 menit
- Memperkenalkan tema dan topic pembicaraan
 - Memberikan selebaran kecil akan topic bahasan yang
akan dibicarakan (hotels)
- Menuangkan idea dan imaginative akan topic yang
diberikan
Penutup:
3 - Mengoreksi hasil siswa 15 menit
- Menyimpulkan

VIII. Sumber dan alat

Internet source, buku paket bahasa inggris “Functional English” Tiga
Serangkai, gambar dari Dinas Pariwisata, seni dan budaya kota Parepare.

IX. Penilaian
Jenis tagihan:
1. Tugas individu
Bentuk instrument:
1. Uraian singkat

Parepare, 2007

Mengetahui,
Kepala SMA Negeri 1 Parepare Peneliti,

Drs. Palemmui Andi Asrifan

NIP. 131 634 803 NIM. 203 110 463
 LEMBARAN PENGESAHAN

Skripsi dengan judul: Using Pictures in Increasing the Students’ Ability to

Write Descriptive Composition at SMA Negeri 1

Parepare

Menyatakan bahwa mahasiswa di bawah ini:

Nama : ANDI ASRIFAN

Nim : 203 110 463

Jurusan : Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Setelah diperiksa/ diteliti ulang dan memenuhi persyaratan untuk diseminarkan

dalam Seminar proposal Jurusan Bahasa Inggris.

Parepare, 2007

Pembimbing:

1. Prof. Dr. Muhammad Amin Rasyid, M.A (

)
2. Irvan Al Rajab, S.Pd. M.Hum (

USING PICTURES IN INCREASING THE STUDENTS’ ABILITY TO

WRITE DESCRIPTIVE COMPOSITION AT SMA NEGERI 1 PAREPARE

A THESIS

BY

ANDI ASRIFAN
203 110 463
 ENGLISH DEPARTMENT
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH PAREPARE
(UMPAR)

2007
Senin 10 September 2007,
halte bus angkutan kota Universitas Muhammadiyah Parepare
menampung Deportan Tim2,
entah apa yang kan diangkat,
perih menyayat saudaraku,
dari bibir getirmu,
terselip doa keperihan,
apa dan mengapa?.
Dibalik ramelau yang terlewati,
ada misteri antaramu dan mereka.

Mutasi panjang,
menuju keabadian nafas,
insan melewati mayapada.
Dari kegersangan sahara,
Bak hidup di tengah oase,
Interpretasikan keagungan AL-JABBAR.
Sementara bersimbah celotoh,
Kemalangan yang meradang nadi hitam,
menengok jelek kelam,
Disudut senja kau mengurai penyesalan bersama tarian ADZAN
Magrib.
Remaja ‘malam’ di ujung keremangan kota.
Alunan usiamu bukan jaminan,
Dalam mengatakan,”aku belum mengerti hitam putih”
Tabuh sendrakala disela iqamat,
Bertanyalah pada heningnya hari,
 Masikah esok ada waktu tuk berbenah ??
Sbb usia bukanlah rumus yang dapat dijabarkan !!!

KUPERSEMBAHKAN
KARYA INI UNTUK
AYAH, BUNDA SERTA
SAUDARAKU
TERCINTA …
`

CHAPTER I
Introduction
CHAPTER II
Review of
Related
CHAPTER III
Research
Method
CHAPTER IV
Finding and
Discussion
 CHAPTER V
Conclusion and
Suggestion
Bibliography
Appendixes