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TABLE OF CONTENTS

COVER PAGE

....................................................................................

APPROVAL SHEET........................................................................

TABLE OF CONTENTS

ii

........................................................................

iii

ACKNOWLEDGEMENT

vi

CHAPTER 1 INTRODUCTION
1.1
1.2
1.3
1.4
1.5
1.6

Background ........................................................................
Problem Statement ............................................................
Objective of the Research
................................................
The Significance of the Research
....................................
Scope and Limitation of the Research ...................................
Definition of Keyterms ..

1
2
3
3

CHAPTER 2 REVIEW OF RELATED LITERATURE

2.1

Vocabulary

................................................

2.1.1

Definition of Vocabulary

................................................

2.1.2

Kinds of Vocabulary ............

2.1.3

Teaching English Vocabulary ............

2.1.4
2.2

Principles of Vocabulary Development


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Writing Learning Theoris

2.2.1

The Purpose of Writing

2.2.2

The Teaching of Writing

2.2.3

Assessing Writing Skill

2.2.4

Stages in writing

2.3

Overview Process in Descriptive Writing

2.4

The Importance of Vocabulary in Writing

....................................14

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CHAPTER 3 METHODOLOGY

3.1
3.1.1

Method and Design


Method

3.1.2
3.2

Design ........................................................................
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Population and Sample .....................................................................

3.2.1

Population

3.2.2
3.3

Sample
........................................................................
Procedure of the Research ................................................

3.4

Source of Data

3.5

Instrument of Collecting Data

3.6

Method of Analyzing Data

REFERENCES

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18

18
19

19

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............

ACKNOWLEDGEMENTS

Alhamdulillahi Rabbil Alamin

All praises and highest gratitude to the Almighty God, Allah SWT on His
allowance that given the writer mercy and opportunity to accomplish her proposal.
Salawat and salam are due to the highly chosen prophet, Muhammad SAW, His
families and followers until the of the world.

On this occasion, the writer would like to express her deepest thanks to some
people that have important role during her proposal accomplishment.
1) The writer needs to express her Special thanks and appreciation go to his
beloved parents, Rafiudin Ishak, and Ratna Dg. Mamassa, for their endeavor
and prayer, motivation, education, and uncountable materials during her study.
2) The writers deep appreciation to her first consultant , Asri, S.Pd and Ruslan,
S.Pd as her second consultant, for their kindness, guidance and assistances,
supports, meaningful ideas, suggestions, motivations, comments and revisions
from the beginning to the end of her proposal.
3) The writer also likes to express her great thanks to the Head of English
Department, Yamon Sudamara, S.Pd., M.Pd, and all lecturers of English Study
Program, for their guidance during her study at Madako University.
4) The writer special thanks is also for her brother, Andika Moh. Rahman for his
prayer, guidance, and sincere love.
5) The writer also gives her appreciation for all of her friends at English
Department that give support and suggestion to her
May Allah SWT always bless them all forever.

Tolitoli,
The writer

CHAPTER I
INTRODUCTION

1.1

Background
English is as the international language that is widely used in the world. It can

be

used

to

communicate,

interact,

and

negotiate

with

others.

For many years, English has been the most important foreign language in Indonesia. It
is learned started from primary schools up to University. In elementary school,
English is taught from the third grade, whereas in university, it is taught in first
semester, except for English Department. According to Departemen Pendidikan
Nasional (2003: 36).
The competence-basing language curriculum is a systematic draft and strategy
which build the communicative competence or the competence of contextual. It
means that it builds all the basis of competences themselves. They are like
linguistics competences, social culture and strategies to make the benefit
context.
In teaching English, the students have to master four basic language skills.
They are Speaking, Reading, Listening, and Writing. Students should master those
four skills if they want their ideas, feeling, and opinion can be understood each other.
However, the mastery of those four skills is influenced by the mastery of language
component. One of the language components that affect the language skills is
vocabulary. Hughes (2003:179) stated that vocabulary supports other language skills
such as listening, speaking, reading, and writing, and it must be mastered when
learning a foreign language.
Vocabulary is a total number of words which (with rules of combining them)
make up a language. Vocabulary has important role in learning foreign language. With
a limited vocabulary, anyone will also have a limited understanding in learning
foreign language, English in particular. The more vocabularies we know, the easier we

communicate with each other. According to H.G Tarigan,The quality of language


skill depends on the quantity and quality of vocabulary. The more vocabulary we
have, the bigger possibility to have a skill to use the language. Considering the
importance of vocabulary in Teaching English as Foreign language (TEFL), the
students are expected to be able to know and master vocabulary as well as possible.
Writing is one of the basic language skills that should be mastered by Senior
High School students. Writing is language skill that can be used to communicate and
to express with others in written form (paper). So it is the basic skill that very
important for the student. Writing as a process to get product is influenced by some
elements such as vocabularies, grammar, organization, spelling, and punctuation They
can develop their writing in the forms of genre (kinds of text) such as: narrative,
descriptive, recount, news items, etc as a means of communications. It is difficult for
students to have proficiency in writing if they dont have vocabulary. Hence, it is
important for students to have good vocabulary knowledge for mastery writing.
One of genres is descriptive. Descriptive text is a type of text function to
describe particular person, place, or thing. The students can use simple present and
adjective clause in writing descriptive text. The important thing to note in the text
description or elaboration is detail drawing objects. Description usually begins with
an orientation or introduction of an object or situation provide background
information. Effective description makes the readers or audiences see or feel the
object.
The most problem faced by students in writing is they are difficult to write the
vocabularies. Based on the experience when did teaching practice in SMA Katolik

Atmajaya for a month, the writer found that students can write the vocabularies, but
they didnt know the meaning of those vocabularies. It is caused by the students dont
have vocabulary mastery. The problems can be solved by giving exercises to know
about students vocabulary mastery. After that, ask the students to write a paragraph
based on students vocabulary mastery.
The writer realizes that the existence of vocabulary is very important in
language learning. It is one of the vital elements in constructing a good sentences. It
cant be imagined how learners can speak and write well if they dont have
vocabulary mastery to convey their ideas and feeling. A student who masters a good
structure seems loose his/her function when it is not supported by the abundance of
words. So, it leads the writer want to do a research to find out the students vocabulary
mastery and their achievement in writing descriptive text.

1.2

Problem Statement
Based on the background of the research, the writer formulates the research

question is there any correlation between students vocabulary and their


achievement in writing descriptive text?

1.3

Objective of the Research

In accordance with the research problems, this research aims to prove whether
or not there is correlation between students vocabulary and their achievement in
writing descriptive text

1.4

Significance of the Research


The result of the research is expected to contribute to some areas as follows :
1.4.1 To the teacher

Teachers know the vocabulary that have been mastered by the students

and their achievement in writing descriptive text


Teacher will choose an appropriate method in teaching English to
improve students vocabulary mastery

1.4.2 To the student


Students know their achievement in writing descriptive
Encourage students to improve their vocabulary mastery
1.4.3 To other/further research

Give useful information for the other researchers


As reference for conducting another research under similar topic

1.4 Scope and Limitation of the Research


Considering that the limited time for the research, the writer limits the scope into
two variables, they are vocabulary mastery and writing descriptive achievement.Here,
the eleventh year students of SMA Katolik Atmajaya in academic year 2011/2012 will
be the object of the study. There are some types of functional text taught in senior
high school, but the writer only emphasizes on descriptive text.
1.5 Definition of Key terms

Vocabulary is knowledge of words and word meaning. There are two forms of
vocabulary. Oral vocabulary includes those words that we recognize and use in
listening and speaking, whereas print vocabulary is used in reading and
writing.
Mastery is great skillfulness and knowledge of some subject or activity
Achievement is the result, the successfulness, the extent or ability, the progress
in learning educational experiences that the individual indicate in relation with
his/her educational learning.
Writing is the representation of language in a textual medium through the use
of a set of signs or symbols
Descriptive text is a text which says what person or a thing is like. Its purpose
is to describe and reveal a particular person, place, or thing.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this part, the writer explains some variables as the theatrical consideration
of the research.
2.1
2.1.1

Vocabulary
Definition of Vocabulary
There are many definitions of vocabulary explained by Linguists. According

to Pollard (2008:13), Vocabulary is a basic building block of language learning in


which students need to know words, their meanings, how they are spelt and how they
are pronounced. Furthermore, Barnhart (2010:1) defined vocabulary as "all the
words known and used by a particular person. ".Kamil & Hiebert in Lehr (2010:1) say
vocabulary is knowledge of words and word meanings. It is more complex than this
definition.
First, words come in two forms: oral and print. Oral vocabulary includes those
words that are recognized and used in listening and speaking. Print vocabulary
includes those words that are recognized and used in reading and writing. Second,
word knowledge also comes in two forms, receptive and productive. Receptive
vocabulary includes words that are recognized when people hear or see them.
Productive vocabulary includes words that people use when they speak or write. In
addition, Richards and Renandya (2002:255) say that vocabulary is a core
component of language proficiency and provides much of the basis for how well
learners speak, listen, read and write.

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From the definitions above, it shows that vocabulary is a component of


language and number of words used by a person, class, profession, etc. in
communication and every aspect such as in trade, education, business, etc.
2.1.2 Kinds of vocabulary
There are many classifications made by the experts in language area about the
types of vocabulary. Djalinus Syah and Azimar Enong divide vocabulary into two
parts, namely: general vocabulary and special vocabulary. The general vocabulary is
the words that are used in general; there is no limited of field and user. Whereas
special vocabulary is the words that are used in the certain field or job, profession or
special science and technology.
Jo Ann Aeborsold and Mary Lee Field classified vocabulary into active and
passive vocabulary.
a. Active vocabulary refers to put items which the learners can use appropriately
in speaking or writing and it is also called as productive vocabulary, although,
in fact, it is more difficult to put into practice. It means that to use the
productive vocabulary, the students are supposed to know how to pronounce it
well, they must know and be able to use grammar of the target language, they
are also hoped the familiar with the collocation and understand the
connotation meaning of the words, this type is often used in speaking and
writing skill.
b. . Passive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening, and also called as receptive

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vocabulary. Passive vocabulary or comprehension consists of

the words

comprehended by people, when they read or listen. In the first level of a


course, the active vocabulary is more prominent. However, when the students
in higher level of study such as intermediate or advanced level, passive
vocabulary is more useful.
From the explanation above, we know that every expert in every book is different
in classifying the kinds of vocabulary, because every person has different ways in
showing and telling their opinions and ideas. It means that vocabulary is containing of
two kinds function and content words.
2.1.3 Teaching English Vocabulary
a. The Principles of Teaching Vocabulary
The writer has assumption to fit explanation on some principles of teaching
vocabulary, there are :
1) The teaching of vocabulary should be based on the students ability
2) The teaching of vocabulary should be suitable with students capability
3) The words are taught from easiest to difficult
One of the principles that had been found useful in all methodological decisions is
the principles of time effectiveness. The key in all, vocabulary teaching is to keep
motivation high while encouraging students to develop strategies that they can
continue to use once they leave the classroom.
Dealing with the assumption above, explains that to know a word in language as
well as the native speakers know, it needs the ability to :

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1.
2.
3.
4.
5.
6.
7.
8.
9.

Recognize it in its spoken or written form.


Recall it will.
Relate it to an appropriate object or concept.
Use it in the appropriate grammatical form.
In speech, pronounce it in a recognizable way
In writing, spell it correctly.
Use it with words. It correctly goes with i.e in the correct collocation
Use it at the appropriate level of formality.
Aware of its connotations and associations.

From the explanation above, we know that the teaching of vocabulary is not only
center on the teaching of the words, also how to pronounce them. More over the
student should be led to understand or comprehend it.
2.1.4 Principles of Vocabulary Development
Because words are the writer's most important tools, vocabulary development
must be an important and ongoing part of classroom learning. Laflamme (1997) offers
several key principles that should guide the creation and implementation of a
comprehensive vocabulary development program.
1. Teachers must offer direct instruction of techniques or procedures for
developing a broad and varied vocabulary. This instruction can be provided
both formally through the language arts program, and informally through
various classroom interactions-such as story time-with students.
2. New vocabulary terms must be connected to students' previous knowledge
and experiences. If students are unable to contextualize new words by
attaching them to words and concepts they already understand, the words
will likely have little meaning to them. And as Ediger (1999 : 2) points out,

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"if meaning is lacking, the chances are pupils will memorize terms and
concepts for testing purposes only or largely".
3. Students should be able to contextualize the vocabulary terms they have
learned and use them in society (Ediger, 1999 : 7). In order for students to
do this successfully, they must first learn to become comfortable using
these words in the classroom. Students should be required or encouraged to
incorporate new vocabulary terms into their oral and written reports and
presentations.
4. Practice and repetition are important methods by which students can
become familiar with new words and under- stand how they may be used
correctly (Laflamme, 1997). Students should be frequently exposed to the
same words through practice exercises, classroom use, and testing.
5. Teachers should model an enthusiasm for and curiosity about new words
through their own behaviors and attitudes. Teachers who are enthusiastic
about vocabulary development will automatically look for "teachable
moments" throughout the day, pointing out interesting words as they crop
up in texts, stories, or conversation; asking students to explore alternative
ways of expressing concepts; and helping identify colorful, descriptive
ways of speaking and writing.
6. Schools, teachers, and students must be committed to vocabulary
development over the long term. The teaching of vocabulary must be an
interdisciplinary project, integrated into the curriculum at every level.

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2.2

Writing Learning Theories

The term Writing according to Alice Oshima and Ann Hogue (1997:2) that
writing is a progressive activity. This means that we first write something down, we
have already been thinking about what we are going to say and how we are going to
say it. After that we read over what we have written, make changes, and corrections.
Therefore, writing is never a one-step action, it is a process that has several steps.

Richard and Renandya (2002:309) state that writing consists of many


constituent parts and need to consider which ones will be the most important for a
course: content, organization, originality, style, fluency, accuracy, or using appropriate
rhetorical forms of discourse. It means that the whole elements of it cannot separate
each other because they support to make a good writing.

On the basis of the explanation above, we can conclude that writing is a


valuable tool for learning not only about subject-matter, but also about language
2.2.1

The Purpose of Writing


The general purpose of writing is to express ideas on the paper. Alice

Oshima et al., (1997:1) states that the purpose of writing is to teach a variety of
organizational patterns, selected grammatical structures and sentences structures, and
the steps.

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The specific purpose of writing that writing would have had a practical
purpose, such as: write notes and letters to friends, relatives, and loves. Teachers write
memos to colleagues, notes to students, and reports to parents and administrators.
She/he writes articles and newsletter item about teaching and learning for other
teachers.

2.2.2

The Teaching of Writing

The teaching of writing must be complicated into five general components or


main areas as follows:
(1) Language use: the ability to write correct and appropriate sentences.
(2) Mechanical skill: the ability to use correctly those conventions to the
written language e.g. punctuation and spelling.
(3) Treatment of content: the ability to think creatively and develop thoughts,
excluding all irrelevant information.
(4) Stylistic skill: the ability to manipulate sentences and paragraphs, and use
language effectively.
(5) Judgment skill: the ability to write in an appropriate manner for a particular
purposes with a particular audience in mind, together with an ability to
select, organize and order relevant information.

This implies that the ability to write is measured by the ability of the learners
to think systematically and express their ideas through writing. Then, if the learners

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are to learn about the form of written language, the teachers need to provide activities
for teaching writing. Finally,

because writing skill are complex and sometimes

difficulty to teach, requiring mastery not only of grammatical and rhetorical but also
of conceptual and judgment elements. Teachers not only give opportunities to the
students to improve their writing skill, but also have to explain the process of writing
in classroom activity.

2.2.3

Assessing Writing Skill


Assessment provides advantage in writing. Assessment in writing involves

means of obtaining information about students abilities, knowledge, understanding,


attainments, and attitudes. An assessment in it, for instance, will be helpful in
assessing students ability and understanding of the assigned activity. Sommer
(2002:346) defines assessment as the process of finding out who the students are,
what their abilities are, what they need to know, and how they perceive the learning
will affect them. The point of statement before means that assessment places need of
the students at the center of the teachers planning assessment.
From the explanation above, the writer concludes that assessment are not the
solely responsibility of the teachers. They need to make their students realize that
their paper is their own property, thus answering question of ownership, a paper
which is excessively marked and scribbled over by the teachers is no longer the
students property.
2.2.4 Stages in Writing

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According to Campbell (1998:10), There is no single writing process. There


are three basic stages writers go through : prewriting, drafting, and revising. Besides
three basic stages, Ron White (1987 : 325) states that the stages of writing process
consists of planning, drafting, and revising.
The decription of each stage above is shown as follows :

Pre-writing
In this stage, students involve the activities, such as reading, brainstorming,
mind mapping, discussing, fast writing, questioning, interviewing, encourage
them before they write their sentences in the first draft. A typical pre-writing
activity in the process approach would be for learners to brainstorm on the
topic being provided. By this way, students would get motivation to write

because they feel that they have something matter to say


(Richard & White in Mappe,2000)
Drafting
In this stage, students would select amount ideas during pre writing and
structure. The result of brainstorming session to provide a plan of description
topic. The content might be written without considering grammatical aspect

first.
Revising
In this stage, the students review a draft to check content and organization
based on the feedback from him or herself and teacher or peers. Biaalel in
Mappe (2000) emphasizes that revision is a process in which writer not only
polish their style, but also develop their ideas. In this stage, the teacher help
the revision to shape and reshape the text into final form, and its
focused more onaudience, mood, voice, length, clarity, completeness and

consciousness.
Editing

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This is where the role of teacher in giving indirect feedback will be applied. In
this stage, the students check their final text for some mistakes they have made
based on the feedback given, such as spelling, punctuation, grammar,
and all presentation. Shih in Mappe (2000) classifies three stages
of editing for grammar: editing at discourse level, sentences level and
word level. Editing at discourse level is meant the writer needs to make
changes in one sentence, such as making the subject plural instead of
singular. Editing at sentence level is to find out the errors in
sentences, such as: phrase, clause and sentence pattern. Editing at
word level, editing morphological errors require checking to see that
affixes and grammatical function words, such as: auxiliary verb,
articles and preposition correct. The writer needs to focus his/her special
attention on the ends of words in order to catch the missing of an
incorrect ending: s / es, d / ed, ing as well an awareness of different
points of view.

2.3

Overview of Process in Descriptive Writing


There are some approaches in writing; one of them is genre based

approach.

The use of genre approach in solving the problem in students writing,

particularly in language use and organization is very effective way.


According to Derewianka (1992:17), a genre is kind of text types that
have structured in different way and characterized by own language feature.
Genre based approach can be said to make the text structurally and characterized
which consists of purpose, generic structure, and language feature.

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According to Martin in Grabe and Kaplan (1996), the factual writing consists
of six types. They are; recount,

procedure, description, report,

explanation, and exposition. However in this study, the text will be focused on the
descriptive text.
Descriptive text is a text which says what a person or a thing is
like or to provide enough vivid detail to help the reader create a mental picture of
what is being written about. Descriptive text can be divided from its purpose, generic
structure and language feature.
The purpose in descriptive writing is to engage a reader's attention, to create
characters, to set a mood or create an atmosphere, to bring writing to
life, and also to help a writer develop an aspect of their work, for
example to create a particular mood, atmosphere or describe a place
so that the reader can create vivid pictures of characters, places, objects etc
(Martin in Grabe and Kaplan, 1996).
The generic structure of descriptive text are
1. Identification; identifying the phenomenon to be described in
general
2. Description; describing the phenomenon in parts, qualities, or/and
characteristics. They may choose vivid, fresh language, they may use
examples, they might take something ordinary and by comparing
it with something extraordinary, make it interesting, or they may
use their senses. (Medina,2003 : 152).
The language use of the text should rely on precisely chosen vocabulary with
carefully chosen of adjectives and adverbs. It is focused and concentrated only
on the aspect that add something to the main purpose of the description.
Sensory description what is heard ,seen, smelt, felt, tasted. Precise use of

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adjectives, similes, metaphors to create images/pictures in the mind,strong


development of the experience that puts the reader there focuses on key
details, powerful verbs, and precise nouns. Using attributive and using simple
present.

2.4 The Importance of Vocabulary in Writing


In some ways, the ability to write effectively hinges upon having an adequate
vocabulary even more than does the ability to read. Once students have learned to
decode words, they may be able to read and pronounce many words that are
unfamiliar to them. They may even be able to determine accurate meanings of
unfamiliar words simply by examining the context in which those words are used.
During the writing process, however, a student does not have the luxury of examining
the context in which a word is used; he or she is creating the context. Therefore, the
writer must be able to spontaneously recall words that are known not only by sight,
but that are understood well enough to use correctly. "Mayher and Brause (1986) have
stated that writing is dependent upon the ability to draw upon words to describe an
event" (Corona, Spangenberger, & Venet, 1989. : 18).
The breadth and depth of a student's vocabulary will have a direct influence
upon the descriptiveness, accuracy, and quality of his or her writing. As Ediger (1999
: 1) notes, "variety in selecting words to convey accurate meanings is necessary in
speaking and writing, the outgoes of the language arts". Corona, Spangenberger, and
Venet (1998 : 26 ) concur: "At any level, written communication is more effective
when a depth of vocabulary and command of language is evident".

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THE ABILITY OF THE SECOND YEAR STUDENTS


OF SMPN 3 TOLITOLI IN WRITING ENGLISH
BY USING PICTURES

SKRIPSI

By

RIDA AISYAH
Reg. Num.: A 4006 0027

22

ENGLISH DEPARTMENT
TEACHERS TRAINING AND EDUCATION FACULTY
MADAKO UNIVERSITY TOLITOLI
SEPTEMBER 2010

23

THE ABILITY OF THE SECOND YEAR STUDENTS


OF SMPN 3 TOLITOLI IN WRITING ENGLISH
BY USING PICTURES

SKRIPSI
Presented to
Madako University
In partial fulfillment of the requirements
For degree of Sarjana in English Language Education

By
RIDA AISYAH

Register Number: A 4006 0027

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MADAKO UNIVERSITY TOLITOLI
SEPTEMBER 2010

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APPROVAL PAGE

This is to certify that the Sarjanas Skripsi of


Rida Aisyah has been approved by the Skripsi
Advisors for further approval by the Board of Examiners.

th

Tolitoli, September 23

2010

Advisor I

AMRI, S.Pd
NIDN. 0922127201

th

Tolitoli, September 23

2010

Advisor II

BADRUN L. H. KORING, S.Pd


NIDN.

25

APPROVAL PAGE

This is to certify that the Sarjanas Skripsi of Rida Aisyah has been
Approved by the Board of Examiners as the requirement for the degree of Sarjana
In English Language Education.

YAMON SUDAMARA, S.Pd M.Pd , Chair


NIDN. 0905116901

AMRI, S.Pd
NIDN. 0922127201

, Member

KORNELLIUS, S.Pd
NIDN.

, Member

Acknowledge by

Approved by:

Head of English Department

Dean, Teachers Training and


Education Faculty

YAMON SUDAMARA, S.Pd M.Pd

Drs. ABD. MULUK, M.Pd

26

NIDN. 0905116901

NIDN. 0911116201

ABSTRACT

Aisyah, Rida. 2010. The Ability of the Second Year Students oft SMPN 3 Tolitoli in
Writing English by Using Pictures. Skripsi, English Department Teacher
Training and Education Faculty Madako University Tolitoli. Supervisors: (I)
Amri, S.Pd, (II) Badrun L.H Koring, S.Pd.
Key words: pictures, ability, writing.
Writing is the most difficult skill for students to master. The difficulty is not
only in generating and organizing ideas, but also in translating these ideas into
readable text. Writing is usually associated with word choice, the use of appropriate
grammar (subject verb agreement, tense, and article use), syntax (word order),
mechanics (punctuation, spelling, and handwriting), and organization of ideas into a
coherent and cohesive form.
This is a descriptive study done at the Class VIII-A of SMPN 3 Tolitoli. This
study aims at finding out the students ability in writing English. To find out the
portrait of the students writing ability, pictures were used in teaching writing skill. To
obtain the data, three instruments were used, they were observation, questionnaire,
and test. The descriptive statistic analysis is used to analyze the data findings before
drawing conclusion on the students writing ability.
The result of observation shows that just about 60 % of the students in Class
VIII-A who are motivated and interested in learning English. The result of test is
contrast with the result of questionnaire. It shows that from the seven questions of
questionnaire, the students who answer agree are more than 70 % , the result of test
from tree parts that include: content is good to average category (25, 23, and 22),
organization is good to average (17,15, and 15), vocabulary is good to average (15,15,
and 14), language use is good to average (19,19,and 18), and mechanics are fair to
poor (3) and good (4), and the means score consist of: 79,76,73, it means that
classification is good category.
Based on the findings, it is suggested to the students to maintain and/or to
increase their ability in writing English in class, and try more writing at home or at
English course to learn more about each element of writing skill, especially in
mechanics. The teacher should teach each element of writing skills.

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ACKNOWLEDGEMENT
First and the foremost, the writer praises to the Almighty God for His blessing,
graces, and mercies given to her, so that she is able to finish this Skripsi.
The writer wants to express her sincere thanks and appreciation to Amri, S.Pd
as her supervisor I, Badrun L.H Koring, S.Pd as her supervisor II, Yamon Sudamara,
S.Pd M.Pd , the Head of English Department, Ruslan G. Nahir, S.Pd,. Asri, S.Pd., and
Jufriadi, S.Pd who provided her with valuable suggestions, ideas, guidance, and
revision during the completion of her Skripsi.
The writer realizes that during the process of writing this Skripsi, she got
assistances from others. Therefore, she expresses her appreciation and thanks to them
all.
Next, the writer expresses her most grateful appreciation and gratitude to the
Rector of Madako University, Iskandar Nasir, SH. MM, the Dean of FKIP Drs. Theo
Motoh, and all of the English lectures of FKIP for their guidance during her study in
Madako University.
The writer also wishes to express her thanks to the Headmaster of SMPN 3
Tolitoli, Syarifudin Kai, S.Pd and all his staffs who permitted her to conduct the
research and also to the second year students who participated actively in the writers
research process.
Finally, she would like to express her special gratitude and appreciation to her
beloved parents, Dg. Malinta and Sulhan, her brother Farid and Muammar A.F, and all
of her family for their great motivation, encouragement, patience, love, and pray
during the writers study at English Department of Teachers Training and Education
Faculty in Madako University.
May God bless them all.

28

The writer

TABLE OF CONTENT

Page
COVER PAGE . .....

APPROVAL PAGE (For The Supervisors) ........... ii


APPROVAL PAGE (For The Examiners) ........................................................

iii

ABSTRAC .........................................................................................................

iv

ANKNOWLEDGEMENT ................................................................................

TABLE OF CONTENT .....

vi

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

vii

CHAPTER I

CHAPTER II

INTRODUCTION
1.1 Background .

1.2 Problems Statement .

1.3 Objective of the Study .

1.4 The Significance of the study .................

1.5 Scope and the Limitation of the Study

REVIEW OF LITERATURE
2.1 Writing learning Theories ...

2.2 The Purpose of Writing ..

2.3 The Teaching of Writing .

2.4 Assessment Writing Skill ...............................................

2.5 Grammar .

29

2.6 Vocabulary .

2.7 Media
2.7.1 Definition of media . 9
2.7.2 Kinds of Media ...

10

2.8 Picture
2.8.1 Definition of Picture ...

12

2.8.2 The Characteristic of Picture ..

12

2.8.3 The Strength of Picture ..

13

CHAPTER III RESEARCH METHODOLOGY


3.1 Research Design ..

14

3.2 Population and Sample


3.2.1 Population .............................................................

14

3.2.2 Sample ..................................................................

15

3.3 Technique of Collecting Data .

16

3.4 Analysis of Data


3.4.1 Descriptive Analysis .............................................

16

3.4.2 Procedure of Statistic Analysis .............................

17

CHAPTER IV DATA PRESENTATION AND ANALYSIS

CHAPTER V

4.1 The Result of Observation ..............................................

19

4.2 The Result of Questionnaire ...........................................

20

4.3 The Result of Test ...........................................................

23

CONCLUSION AND SUGGESTION


5.1 Conclusions ....................................................................

31

5.2 Suggestions .....................................................................

32

REFERENCE
APPENDICE
Appendix 1 Observation Format
Appendix 2 Questionnaire
Appendix 3 Raw Data
Appendix 4 Assessment Rubric
Appendix 5 Recommendation of doing Research

30

Appendix 6 Recommendation after doing Research

LIST OF TABLE

Page
4.1.1 The Students Answer about They Fell Happy to Write English
by Using Pictures

20

4.1.2 The Students Answer about They Can be Easier to Write English
by Using Pictures

20

4.1.3 The Students Answer about They Feel Enjoy, Relax but Serious
to Write English by Using Pictures

21

4.1.4 The Students Answer about Their Opinion that Pictures Can
Improve Their Ability to Write English

21

4.1.5 The Students Answer about Their Opinion that Pictures Can Help
Them to Write English

22

4.1.6 The Students Answer about Pictures Can Make Them Focus to
Write English

22

4.1.7 The Students Answer about Pictures Can Improve All Students
Ability to Write English in Their Class

23

31

4.2.1 The Students Score Part One in Five Elements of Writing Skill

25

4.2.2 The Students Score Part Two in Five Elements of Writing Skill

26

4.2.3 The Students Score Part Tree in Five Elements of Writing Skill

27

4.2.4 The Classification or the Students Standard Score Part One

28

4.2.5 The Classification or the Students Standard Score Part Two

28

4.2.6 The Classification or the Students Standard Score Part Tree

29

REFERENCE

Arikunto Suharsimi, Prof. Dr. 1997. Prsedur Penelitian Suatu Pendekatan Praktek.
Jakarta. Rineka Cipta.
Badrun, L.H. Koring. 2003. A Proposal of Research. Palu. Universitas Tadulako.
Badrun, L.H Koring. 2004. Skripsi. Palu. Universitas Tadulako.
Depdiknas. 2007. Model Silabus dan Rencana Pelaksanaan Pembelajaran. Jakarta.
Dirjendikdasmen, Departemen Pendidikan nasional.
Gay L.G.1990. Educational Research. New York. Macmillan Publishing Company.
Gebhard, G. Jerry. 1996. Teaching English as a Foreign or Second Language.
America. The University of Michigan Press.

32

Heaton, J. H. 1988. Writing English Language Tests. New York. United States of
America
Kemp, E. Jerrold and Dayton K. Dene. 1817. Planning and producing Instructional
Media. New York. Herper and Row Publishers.
Oshima Alice and Hogue Ann. 1983. Writing Academic English a Writing and
Sentence Structure Workbook for International Students. United State of
America. Addison Wesley Publishing Company.
Richards C. Jack and Renandya A. Willy. 2002. Methodology in Language Teaching.
Australia. Cambridge University Press.
Sadiman M.Sc. Arief Dr. et al. 1983. Media Pendidikan Pengertian. Pengembangan
dan pemanfaatannya. PT Raja Grafindo.

33

CURRICULLUM VITAE
th

RIDA AISYAH was born in Lakatan on January 30

1986 from the couple of

Dg. Malinta and Sulhan. Her begun his formal elementary education in 1993 at SDN
3 Lakatan and graduated in 1999 at SDN 1 Lakatan. She continued to Junior High
School at SMP Negeri 2 Galang and graduated there in 2002. Then, she continued to
SMK Negeri 1 Tolitoli and graduated in 2005.
One year later after graduated from SMK, she study in Madako University and
chooses Technology of Education in Teacher Training and Education Faculty. But
second semester, she moved to English Study Program at the same faculty. She
attends Campus Introduction Study Program in 2006. In 2009 she followed (KKI) at
Salumbia one of village in Dondo.
Another activity, she was a member of Branch Executive of Teacher training
and Education Faculty in 2007. She ever followed training Branch Executive of
Islamic Association of University Students at the same year.

34

Appendix 1 Model of Test


Part one
Look at the picture and answer the Questions below!

1. When Winnie the Pooh and friends go to under the tree?


2. For what they go there?
3. With whom Winnie the Pooh go there?
4. What they bring under the tree?
5. What they do under the tree?
6. What they feel after that?
Make a short paragraph based on the questions above!
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................

35

Part two
Look at the picture and answer the Questions below!

1. When picture above take place? (based on your opinion)


2. Where she found the menu?
3. What she does after found the menu?
4. Where she practice the menu?
5. What she need and for what?
6. What she does after that?

Make a short paragraph based on the questions above!


....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................

36

Part three
Look at the picture and answer the Questions below!

1. Who is in the picture above? (based on your opinion)


2. Where she is?
3. What she haves in the garden?
4. What she does?
5. What she feels about her garden and why?
6. How is her garden situation?
Make a short paragraph based on the questions above!
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................

37

Appendix 2 Questionnaire tentang Respon Siswa pada Pembelajaran Bahasa


Inggris dengan Menggunakan Gambar
Petunjuk
1. Tidak perlu menulis nama atau identitas anda pada lembar ini!
2. Isilah angket ini secara terbuka dan apa adanya. Jawaban anda tidak ada kaitannya
dengan penilaian terhadap mata pelajaran Bahasa Inggris. Adapun jawaban anda
tidak menambah atau mengurangi nilai!
3. Berilah tanda centang () pada kolom yang tersedia sesuai pilihan anda tanpa
pengaruh teman!
Keterangan :
SS
: Sangat Setuju
S
: Setuju
TS
: Tidak Setuju
STS
: Sangat Tidak Setuju
NO
1
1
2
3

PERNYATAAN
2
Saya merasa senang menulis Bahasa Inggris
dengan menggunakan Gambar
Saya merasa lebih mudah menulis Bahasa
Inggris dengan menggunakan Gambar
Saya merasa lebih rileks dan santai, tetapi
tetap serius menulis Bahasa Inggris dengan
menggunakan Gambar
Saya berpendapat bahwa kemampuan saya
dalam menulis Bahasa Inggris dapat
meningkat dengan menggunakan Gambar
Saya berpendapat bahwa gambar dapat
membantu saya dalam menulis Bahasa
Inggris
Saya merasa lebih fokus menulis Bahasa
Inggris dengan menggunakan Gambar

SS
3

S
4

TS
5

STS
6

38

Penggunaan Gambar dapat meningkatkan


kemampuan menulis Bahasa Inggris seluruh
siswa di kelals saya
Persentase jawaban siswa

Appendix 4 Assessment Rubric

Content
30-27 EXELENT TO VERY GOOD: knowledgeable substantive - etc.
26-22 GOOD TO AVERAGE: some knowledge of subject - adequate range - etc.
21-17 FAIR TO POOR: limited knowledge of subject - little substance - etc.
16-13 VERY POOR: does not show knowledge of subject non-substantive - etc.
Organization
20-18 EXELENT TO VERY GOOD: fluent expression - ideas clearly stated - etc.
17-14 GOOD TO AVERAGE: somewhat choppy loosely organized but main
ideas stand out etc.
13-10 FAIR TO POOR: non-fluent ideas confused or disconnected etc.
9-7

VERY POOR: does not communicate no organization etc.

Vocabulary
20-18 EXELENT TO VERY GOOD: sophisticated range effective word/idiom
choice and usage- etc.
17-14 GOOD TO AVERAGE: adequate range occasional error of word/idiom
form, choice, usage but meaning not obscured.
13-10 FAIR TO POOR: limited range frequent errors of word/idiom form,
choice, usage - etc.
9-7

VERY POOR: essentially translation little knowledge of English


vocabulary.

Language Use
25-22 EXELENT TO VERY GOOD: effective complex constructions - etc.
21-19 GOOD TO AVERAGE: effective but simple constructions etc.

39

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


10-5

VERY POOR: virtually not mastery of sentence construction rules etc.

Mechanics
5

EXELENT TO VERY GOOD: demonstrated mastery of conventions - etc.

GOOD TO AVERAGE: occasional error of spelling, punctuation etc.

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

VERY POOR: no mastery of conventions dominated by errors of spelling,


punctuation, capitalization, paragraphing etc.

(Heaton, 1988:16)

40

41

Observation Format
Topic

Writing of Announcement

Basic Competency

Mengungkapkan makna dalam bentuk teks tulis


fungsional pendek sederhana dengan menggunakan
ragam bahasa tulis secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar.

Class/Semester

VIII E / 2

Kinds of Test

Narrative

Day /Date

Observer Notes:
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
..................................................................................................................................
Observer Comments (O.C):
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
.................................................................................................................
...........................

...................................................................................................................................

42

43

Appendix 1
Observation Format

44

Appendix 2
Questionnaire

45

Appendix 3
Raw Data

46

Perihal : Pengajuan Judul Skripsi


Kepada Yang Terhormat
Dekan / Pembantu Dekan 1
Fakultas KIP Universitas
Madako Tolitoli
Di
TOLITOLI
Yang bertanda tangan dibawah ini :
N AM A

: RIDA AISYAH

NO. STAMBUK

: A 4006 0027

JURUSAN

: Pendidikan Bahasa Inggris

Dengan ini mengajukan rancangan judul skripsi sebagai salah satu persyaratan
dalam menyelesaikan studi di Fakultas KIP Universitas Madako Tolitoli.
Adapun Judul Yang Diajukan adalah sebagai berikut :
1.

Improving Students Motivation in Speaking by using Pictures

2
.
3.

The Ability of Students in English Writing by Using Pictures at SMPN 3 Tolitoli


Influencing of Mother Tongue to Students Pronunciation in Speaking
Performance

Demikian disampaikan untuk memperoleh persetujuan salah satu judul atas


persetujuanya Bapak diucapkan terima kasih.
Tolitoli, 25 April 2010
Yang Mengajukan

RIDA AISYAH

47

Judul Yang
Disetujui

Dosen Pembimbing

Tanda Tangan Dekan /


PD 1

1. AMRI, S.Pd
2

2. BADRUN L. H. KORING, S.Pd


Drs. THEO MOTOH

48

Alamat : Jl. Madako No. 1 Tolitoli Telp/Fax (0453)


21582

Nomor
Lamp
Perihal

:
:
:

094/UMADA/TLI/IV/2010
Permohonan Izin Penelitian
dan Pengambilan Data
Kepada
Yth. Kepala SMP Negeri 3 Tolitoli
Di Tolitoli

Dengan hormat, sehubungan dengan penyusunan Skripsi


Mahasiswa Universitas Madako Tolitoli, dengan ini kami mohon
kepada Bapak/Ibu kiranya dapat memberikan izin untuk melaksanakan
Penelitian dan Pengambilan Data, kepada mahasiswa dibawah ini:
Nama

RIDA AISYAH

No. Stambuk

A 4006 0027

Fakultas

Keguruan dan Ilmu pendidikan

Program Studi

Pendidikan Bahasa Inggris

Judul Skripsi

The Ability of Students in English


Writing by Using Pictures at SMPN
3 Tolitoli

Demikian disampaikan, atas perkenan dan kerjasamanya


diucapkan terima kasih.
Tolitoli, 26 April 2010
An. Dekan Fakultas KIP
Pembantu Dekan Bidang Akademik

Drs. THEO MOTOH

49

Tembusan Yth:
1. Rektor Universitas Madako sebagai laporan
2. Pertinggal

50

CHAPTER I
INTRODUCTION

This part comprises five subparts consist of: (1) background, (2) problems
statement, (3) objective of the study, (4) the significance of the study, and (5) scope
and limitation of the study.

1.1 Background
English is one of the languages taught to junior high that includes four skills:
listening, speaking, reading, and writing. The mastery of these four components mut
be supported by language components like grammar, vocabulary, pronunciation. It is
contrast with the curriculum of English (Depdiknas, in Badrun, 2003:1) states that: (1)
the purpose of the teaching of English is to improve four skills like listening,
speaking, reading, and writing. (2) Mastering the four skills of English should also be
supported by the ability to use them in oral and written communication.
In this research it was focused on writing skill. Something which are usually
associated with writing are word choice, use of appropriate grammar (subject verb
agreement, tense, and article use), syntax (word order), mechanics (punctuation,
spelling, and handwriting), and organization of ideas into a coherent and cohesive
form.
For English foreign learners, writing is considered the most difficult skill to
master. The difficulty is not only in generating and organizing ideas, but also in
translating those ideas into readable text. For instance, some students do not like to
write in fact, the teacher get some highly emotionally charged responses when he or
she asks the students how they feel toward writing the students really dont like to

51

write, it is boring, writing is so difficult, they always feel their English is terrible, it
makes them sad, etc. Such negative attitudes are problematic in English as a foreign
language (EFL) writing classroom. When students believe they cannot write, it makes
them dont like writing.
Related to these problems, the researcher believes that using media especially
pictures can solve them. Picture is one of media simple use, easy founded, and
familiar to the students. The media have strengths such as: to facilitate students
understand the material, to make students interested in the subjectmatter and to
motivate students in learning process. However, the use of media must be appropriate
with the material what teachers want to teach.
The research is done at SMPN 3 Tolitoli because she wanted to know the
ability of the second year students in English.
1.2 Problems Statement
Based on the background mentioned above, the writer formulates the problem
statement as follow:
How is the ability of the second year students of SMPN 3 Tolitoli in writing
English by using pictures?
1.3 Objective of the Study
The aims of this study include:
1. to describe the ability of the second students of SMPN 3 Tolitoli in writing
English by using pictures.
2. to identify the ability of the second students of SMPN 3 Tolitoli in writing
English by using pictures.
1.4 The Significance of the Study
The finding of this study is expected to:
1) facilitate transfer the material to the students
2) be a self-reflection to the teachers
3) be valuable information for further researchers in the teaching of English,
especially to the junior high students who learn English as a foreign
language.

52

1.5 Scope and Limitation of the Study


Because of the limited time, energy, and fund, the researcher limited her study
on the use of pictures in the teaching of English writing skills to the second year
students of SMPN 3 Tolitoli, especially in Class VIII-A.

53

CHAPTER II
REVIEW OF RELATED LITERATURE

This part comprises seven subparts that considered important in reviewing of


the related literatures: (1) writing learning theories, (2) the purpose of writing, (3) the
teaching of writing, (5) assessing writing skill, (5) grammar, (6) vocabulary, (7)
Media, and (8) picture.

2.1

Writing Learning Theories


The term Writing according to Oshima and Hogue (1997:2) that writing is a

progressive activity. This means that we first write something down, we have already
been thinking about what we are going to say and how we are going to say it. After
that we read over what we have written, make changes, and corrections.
Richard and Renandya (2002:309) state that writing consists of many
constituent parts and need to consider which ones will be the most important for a
course: content, organization, originality, style, fluency, accuracy, or using appropriate
rhetorical forms of discourse. It means that the whole elements of it cannot separate
each other because they support to make a good writing.
On the basis of the explanation above, we can conclude that writing is a
valuable tool for learning not only about subject-matter, but also about language. It is
for discovery of learning, not just demonstration of learning, writing unlike speaking
provides a way not only to generate ideas but also to scrutinize the ideas

2.2 The Purpose of Writing

54

The general purpose of writing is to express ideas on the paper. Gebhard


(1996:238) states that writing is often hard work and that the point of writing is to
express ideas. Stating opinion clearly in writing supported by sufficient reasons
will enable the writer to reach the goal of his / her writing to satisfy readers.
The specific purpose of writing that writing would have had a practical
purpose, such as: write notes and letters to friends, relatives, and loves. Teachers write
memos to colleagues, notes to students, and reports to parents and administrators.
She/he writes articles and newsletter item about teaching and learning for other
teachers. It is contrast with Gebhards statement (1996:222) We also have a purpose,
a reason to write. We want to thank a friend or colleague for doing a favor, wish a
relative a happy birthday, or tell a lover how we feel. We want to convince
administrators to change policy, colleagues to change attitudes, or agencies to give us
money.
In Curriculum of SMP for the eight grade (2007:63, it is stated that the students
can express meaning in functional texts like recount and narrative text to interact in
daily life.

2.3 The Teaching of Writing


In Richard and Renandyas papers called The Neurosis of Lesson Planning
and Anguish as a Second Language, they explored the fact that both learning and
teaching a language promote anxiety. There is over more anxiety when writing is
involved, especially when many teachers themselves do not feel entirely comfortable
with writing in English, because it isnt their native language.

55

Gebhard (1996:235) claims that to teach less-proficient writers, it is necessary


to help them to identify how they process writing differently from the proficient
writer. Unlike proficient writers, less-proficient writers tend to jump right into
the writing task without using prewriting strategies to generate ideas and organize
thoughts.
The teaching of writing must be complicated into five general components or
main areas as follows: (1) language use: the ability to write correct and appropriate
sentences, (2) mechanical skill: the ability to use correctly those conventions to the
written language e.g. punctuation, spelling, (3) treatment of content: the ability to
think creatively and develop thoughts, excluding all irrelevant information, (4)
stylistic skill: the ability to manipulate sentences and paragraphs, and use language
effectively, and (5) judgment skill: the ability to write in an appropriate manner for a
particular purposes with a particular audience in mind, together with an ability to
select, organize and order relevant information.
Finally, writing skill are complex and sometimes difficulty to teach, requiring
mastery not only of grammatical and rhetorical but also of conceptual and judgment
elements. Teachers not only give opportunities to the students to improve their writing
skill, but also have to explain the process of writing in classroom activity.
2.4 Assessing Writing Skill
Much has been written about how to teach writing, but little has been done in
the area of assessment and response to students writing. Assessment provides
advantage in writing. Richards and Renandya (2002:336) state that a number of
alternative assessment procedure that foreign language teachers can beneficially use
in their writing classes.

56

Assessment in writing involves means of obtaining information about students


abilities, knowledge, understanding, attainments, and attitudes. An assessment in it,
for instance, will be helpful in assessing students ability and understanding of the
assigned activity. Sommer (in Richards and Renandya, 2002:346) defines assessment
as the process of finding out who the students are, what their abilities are, what they
need to know, and how they perceive the learning will affect them. The point of
statement before means that assessment places need of the students at the center of
the teachers planning assessment.
Portfolio is one of assessment in writing. It contains the students total writing
output to represent their overall performance, but it may contain only a selection of
works which the students has chosen for the teachers to evaluate. And it also
collection serve as responses to students writing.
Conferencing is an important component of portfolio assessment. Farr and
Lowe in Richards and Renandya (2002:348) are of the opinion that students, through
conferencing and keeping a portfolio, experience making reel-life decision as well as
decision about schoolwork. It means that the students take responsibility for their
learning and their lives, ownership of their own choices and action is an all important
consideration.
Finally, assessment are not the solely responsibility of the teachers. They need
to make their students realize that their paper is their own property, thus answering
question of ownership, a paper which is excessively marked and scribbled over by the
teachers is no longer the students property.

2.5 Grammar

57

Grammar teaching has regained its rightful place in the language curriculum.
People now agree that grammar is too important to be ignored, and that without a
good knowledge of grammar, learners language development will be severely
constrained. We should consider classroom approaches to the teaching of grammar
altnought there is no one best method of teaching grammar.
Swan (in Richards and Renandya, 2002:145) invite us to reflect on what
grammar we teach and why we teach it. He identifies a number of reasons for
grammar teaching which do not conform to sound pedagogical principles. For
example, teachers often teach grammar simply because it is easy to teach and to test.
Next, Christine (2007:8) states that the gramatical forms for speech are not
merely confined to the sentence level but they also function at the level of discourse
organisation and pragmatic realisations.
Finally, a competent user of a language, one needs to know not only the rules
of grammar, but also how the rules are used in real communication. It means that the
students should not only know a lot of grammar rules but they have to be able to use
their knowledge for any practical communicative purposes.
2.6 Vocabulary
Vocabulary is a core component of language proficiency and provides much of
the basis for how well learners listen, speak, read, and write. Without an extensive
vocabulary and strategies for acquiring new vocabulary, learners often achieve less
than their potential and may be discouraged from making use of language learning
opportunities around them such as listening to the radio, listening to native speakers,
using the language in different contexts reading, or watching television.

58

Hunt and Beglar (in Richards and Renandya, 2002:256) discuss three
approaches to vocabulary teaching and learning incidental learning (e.g., learning
vocabulary as a by-product of doing other things a such as reading or
listening), explicit instruction, and independent strategy development.
A major source of incidental learning is extensive reading, which Hunt and
Beglar recommend as a regular out-of-class activity. Explicit instruction depends on
identifying spesific vocabulary acquisition targets for learners. Information is now
available on what such targets should be for learners at different proficiency levels.
Nation (in Richards and Renandya, 2002:256) argues for a systematic rather
than an incidental approach to the teaching of vocabulary and argues that such a focus
is an essential part of a language course.
He points out the limitations of incidental learning and the fact that learners
are often unable to benefit from incidental vocabulary acquisition through reading
because of limitations in their vocabulary knowledge. Nation illustrates a number of
strategies for building in a focus on vocabulary as part of the design of
communicative task and states that vocabulary instruction should be integrated into
the listening, speaking, reading, and writing.
2.7 Media
This subpart includes definition and kind of media.
2.7.1 Definition of Media
Media derived from the latin medium Between the term refers to anything
that caries information between a source and receiver.
There are many definitions of media. Association of education and
communication technology / AECT USA defines media is all shape and channel that

59

use to transfer information. Gagne (in Sadiman, et al., 1984:6) states that media is a
kind of component that support to learn in activities of students. Besides that Briggs
(in Sadiman, et al., 1984:6) media is all of tools transfer massages and motivate
students to study. For example, books, picture, film, casette, and/or film stripe.
Different all of them, National Education Association / NEA (in Sadiman, et al.,
1984:6) states that media is type of communication in writing or audiovisual and its
element. Media must be manipulated, visual, Audio and can be read.
Referring to the explanation above it can be concluded that media is the whole
of tool that can be used to transfer messages or information from speaker to listener
for giving stimulation of mind, feeling, attention, and students interest to make
learning procces is success.
2.7.2 Kinds of Media
According to Kempt at al. (1817:36-40) there are some kinds of media :
1. Printed Media
Printed media is a number of materials, prepared on paper, may serve in
structionalor informational purpose. There are classified as a printed media and
consist of three groups: (1) learning aids, (2) training materials, and (3) informational
materials.
2.

Display Media
Display media is designed for use by an instructor as informationis presented in

front of a small class or audience. This category includes: flip chart, cloth boards,
magnetic chalkboard, and also bulletin boards and exhibits.
3.

Overhead Transparencies

60

Transparancies are a popular from of intructional media. The use of large


transparencies is supported by the development of small, lightweight, efficient
overhead projectors combine with simple techniques for preparing transparencies and
by the dramatic effectiveness of the medium.
4.

Audiotape Recordings
Audio materials are an economical way to provide certain types of informational

or instructional content. Recordings may be prepared for group of, more commonly
now, for individual listening.
5.

Slide Series and Film strips


Slides are a from of projected media which are easy to prepare, hence they

frequntly serve as the starting effortsin a media production program. Pictures are
generally taken or reversal color film which you can process and mount yourself of
send to a film laboratory.
6.

Multi Image Presentation


Combinations of visual materials can be effective when used concurrently for

spesific purposes. If two or more pictures are projected simultaneously on one or


more screens for group viewing, the term multi-image is used.
7.

Video Recordings and Motion Picture Films


Video and film are both "media of motion." They should be considered for use

whenever motion is inherent in a subject, or when it is necessary to communicate an


understanding of a subject.
8.

Computer Based Instruction


Computer-based instruction (CBI) refers to any application of computer

technology to the instructional process. It includes using a computer to present

61

information, to tutor a learner, to provide practice for developing a skill, to simulate


data to solve problems.

2.8 Picture
This subpart include :
2.8.1 Definition of Picture
Picture is one of media used in learning process. Media are designed to
teach performance skills. The pictures should carry the main teaching burden (Hoban
and Van Ormer (in Kemp, et al., 1817:20). It is true because picture make students
more understand in teaching process if the teachers use based of what they explain.
Gropper (in kemp, et al., 1817:20) says that concepts and principles can be
acquired solely on the basis of visual presentations, to rely only on visual lessons is
inefficient.
Related of these opinion, picture is one of media that commonly used by the
teachers, it is a simpler medium and be easier for students to understand. In chinese
idiom that picture have more than one thousand words. It means that when a teacher
uses a picture, it represents more thant a thousand words in it for students to learn.
2.8.2 The Characteristic of Picture
The characteristic of picture include :
1. Autentic
Picture must be fact based on a real thing
2. Simple
A main item in picture is clear

62

3. Relatif format
Picture can be bigger or smaller
4. Dinamic
Picture shows an activity not static
5. Aesthetic
Picture must be beautiful and based on learning goal
2.8.3 The Strenght of Picture
The strenghts of picture include :
1. Concrete, it means that picture is more realistic show a main problem than
just verbal media.
2. Picture can avoid of limitation place and time. Thing, object or accident can
show in classroom by using picture.
3. Picture can avoid limitedness of our sight. Cell or surface of leaves can
show in picture.
4. Picture can be clear in whatever sector and whatever age level. So it, can
prevent missunderstanding.
5. Cheap, easy to find and used, without a spesific tool.

63

CHAPTER III
RESEARCH METHODOLOGY

This parts comprises five subparts consist of : (1) research design, (2) research
subject, (3) kinds of data, (4) technique of collecting data, and (5) data analysis.
3.1 Research Design
The method used in this study is descriptive. Gay (1990:189) states that
descriptive research involves collecting data in order to test hypotheses or answer
questions concerning the current status of the subject of the study. Descriptive method
must be objective and focus to the fact. This is contras with Nawawi and Martini in
Badrun (2003:12) state that: descriptive method is a procedure of problem solving that
describe research subject in the reel situation and based on the fact. It means that this
method in collecting data there is no manipulate but it is true explain subject of
research.
The descriptive method in general and specific types of descriptive research in
particular was discussed in some detail for two major reasons. The first, a high
percentage of reported research studies are descriptive in nature, and the second, the
descriptive method useful for investigating a variety of educational problems.

3.2 Population and Sample


To make clear this subpart includes: (1) population and (2) Sample.
3.2.1 Population
Encyclopedia of Educational Evaluation in Arikunto (1997:108) states that a
population is a set (or collection) of all elements possessing one or more

64

attributes of interest.
The population of this study is the second year students of SMPN 3
Tolitoli. It consisted of 7 parallel classes which are divided into two categories: a
high class category , e.g. VIIIC and VIIID and the other are a medium class
category. The writer classified specific population at a medium class category that
students enthusiastic more than 50 % in learning process.
3.3.2 Sample
In order to get data about a population, the writer used purposive sample
purposive sample is one of technique to getting sample. This technique based on
fixed goal but need requirements must be completed. It is contras with Arikunto
(1997:117) states that: purposive sample is taking a subject based on specific goal
and there are requirement must be achieve. It is include: (1) taking a sample relate
main characteristic of population, (2) choosing a sample appropriate with the key
subject, and (3) doing study before in taking a sample.
Based on writers experience when teaching practice at the second year
students of SMPN 3 Tolitoli. From 5 classes at a medium class category, class
Eight A (VIII A) appropriate with characteristic population above, so the writer
choose this class to research. This class is a mix ability students from few different
classes in Grade VII and the students enthusiastic more than 60 %. This class
consisted of : 29 students, 13 female and 16 male.

3.3 Technique of Collecting Data


In collecting data this study used two instruments to make data valid and logic.

65

The first, questionnaire used to investigate what the students feel after learning by
using pictures. And the second, test used to know ability and to find out a result
study of students in writing skill. This test will contain of picture and some questions
related the picture to help the students make a paragraph in writing skill.
3.4 Analysis of Data
In this subpart includes: (1) descriptive analysis and (2) procedure of statistic
analysis.
3.4.1 Descriptive Analysis
The first step in data analysis is to describe, summarize, the data using
describe statistics. In some studies, such us certain questionnaire survey, the entire
analysis produce may consist solely of calculating and interpreting descriptive
statistic. In Gay (1990) state that descriptive statistic permit the researcher to
meaningfully describe many scores with a small number of indices. If such indices
are calculated for a sample drawn for a population, the resulting values are
referred to ask statistics.
The major types of descriptive statistics are measures of central tendency
measures of variability, measures of relationship, and measure of relative position.
Measures of central tendency

are used to determine the typical or average

score of a group of scores. Measures of variability indicate how spread out a


group of scores are. Measures of relationship indicate to what degree two sets of
scores are related. Measure of relative position describe a subjects performance
compared to the performance of all other subjects.
3.4.2 Procedure of Statistic Analysis
The result of students test was analyzed in order to obtain the level of the

66

students ability in English writing by using pictures To analyze the students


result study in test, the researcher did the following steps:
1. She corrected the students answer, given scores, and tabulated their scores.
2. She converted the students scores into standard scores

using

formula

proposed
by Purwanto (in Badrun,2003:16)
S=R x 100 %

Where :
S= Expected / Standard Score
R= Obtained Score
N= Maximum Score
3. She compared the students obtained score with the classification and she was
quote from Academic Guide of IKIP Yogyakarta (in Badrun,2003:17) as
follows:
Classification
Excellent
Good
Satisfactory
Poor
Very Poor

Mark
A
B
C
D
E

Range of Score
8,0-10
6,6-7,9
5,6-6,5
4,0-5,5
3,0-3,9

4. She converted the obtained score into mean score by using Arikuntos formula
(in Badrun,2003:17)
M = x
n
where :
M = Mean Scores

67

= Sum of Total Score


n = Number of Students
5.

Then, the students mean score was suited into the above classification.

6.

At last, she was concluded the students result study.

68

CHAPTER IV
DATA PRESENTATION AND ANALYSIS

This part comprises three subparts consisting of: (1) the result of observation,
(2) the result of questionnaire, and (3) the result of test.
4.1 The Result of Observation
The result observation doing at Class VIII-A was students interest in the
pictures that were used to teach. It is found that they found easier to write an
announcement by using picture and picture about 60 percent of them were more
enthusiastic to do their tasks.
Likewise, the result of observation at Class VIII-B shows that the students
were interested in the picture that used to teach, they found easier to do their tasks by
using picture, and about 55 percent of them were more enthusiastic to write an
announcement.
The result of observation at Class VIII-C shows that the students were
interested in the picture that used to teach, they found easier to do their tasks by using
picture, and about 80 percent of them were more enthusiastic to write an
announcement.
The result of observation at Class VIII-D shows that the students were
interested in the picture that used to teach, they found easier to do their tasks by using
picture, and about 85 percent of them were more enthusiastic to write an
announcement.

69

The result of observation at Class VIII-E shows that the students were
interested in the picture that used to teach, they found easier to do their tasks by using
picture, and about 50 percent of them were more enthusiastic to write an
announcement.
4.2 The Result of Questionnaire
Questionnaire was an instrument used in obtaining data about the students
response on the use of pictures in the teaching of writing. The result of questionnaire
are as follows:
Table 4.1.1

No
1.

The Students Answer about They Fell Happy to Write English by Using
Pictures

Options
a. do agree
b. agree
c. disagree
d. do disagree
Total

Frequency

Percentage

17
12
29

59
41
100

The table 4.1.1 indicates that 17 students (59%) answered that they were do agree and
be happy to write in English by using pictures, 12 students (41%) answered that they
were agree and be happy to write in English by using pictures, and no students
answered disagree and do disagree.

Table 4.1.2

The Students Answer about They Can be Easier to Write English by Using
Pictures

70

No
2.

Options
a. do agree
b. agree
c. disagree
d. do disagree
Total

Frequency

Percentage

10
14
5
29

34
49
17
100

The table 4.1.2 shows that teen (34%) students answered they were do agree pictures
can make them easier to write English, fourteen (49%) students answered they were
agree pictures can make them easier to write English, and five (17%) students
answered they were disagree pictures can make them easier to write English.
Table 4.1.3

No
3.

The Students Answer about They Feel Enjoy, Relax but Serious to Write English
by Using Pictures

Options
a. do agree
b. agree
c. disagree
d. do disagree
Total

Frequency

Percentage

16
10
3
29

55
35
10
100

The table 4.1.3 shows that 17 students (55%) answered, they were do agree that using
pictures can make them enjoy learning, relax but serious to write in English, 10
students (35%), and three students (10%) answered, they were disagree that using
pictures can make them enjoy, relax but serious to write in English.

Table 4.1.4

No
4.

The Students Answer about Their Opinion that Pictures Can Improve Their
Ability to Write English

Options
a. do agree
b. agree

Frequency

Percentage

10
13

35
45

71

c. disagree
d. do disagree
Total

5
1
29

17
3
100

The table 4.1.4 shows that 10 students (35%) answered they were do agree that using
pictures can improve their ability to write in English, 13 students (45%) answered
they were agree that pictures can improve their ability to write in English, 5 students
(17%) answered they were disagree that using pictures can improve their ability to
write in English, and 1 student (3%) answered they were do disagree that using
pictures can improve their ability to write in English.
Table 4.1.5

No
5.

The Students Answer about Their Opinion that Pictures Can Help Them to
Write English

Options
a. do agree
b. agree
c. disagree
d. very disagree
Total

Frequency

Percentage

12
13
4
29

41
45
14
100

The table 4.1.5 shows that 12 students (41%) answered they were do agree that using
pictures can help them to write in English, 13 students (45%) answered they were
agree that using pictures can help them to write in English, and 4 students (14%)
answered they do disagree that using pictures can help them to write in English.
Table 4.1.6

No
6.

The Students Answer about Pictures Can Make Them Focus to Write English

Options
a. do agree
b. agree
c. disagree
d. do disagree
Total

Frequency

Percentage

7
17
5
29

24
59
17
100

72

The table 4.1.6 shows that 7 students (24%) answered they were do agree that using
pictures can make them more focus to write in English, 17 students (59%) answered
they were agree that using pictures can make them more focus to write in English, and
5 students (17%) answered they were disagree that using pictures can make them
more focus to write in English.
Table 4.1.7

No
7.

The Students Answer about Pictures Can Improve All Students Ability to Write
English in Their Class

Options
a. do agree
b. agree
c. disagree
d. do disagree
Total

Frequency

Percentage

8
13
8
29

27,5
45
27,5
100

The table 4.1.7 shows that 8 students (27, 5%) answered they were do agree that using
pictures can improve all students ability to write in English in their class, 13 students
(45%) answered they were agree that using pictures can improve all students ability
to write in English in their class, and 8 students (27,5%) answered they were
disagree that using pictures can improve all students ability to write in English in
their class.
4.3 The Result of Test
The test given to the students consisted of three parts. Each part includes
pictures and six questions to write a simple paragraph. So, three parts consist of three
pictures and eighteen questions to help the students write a simple paragraph. Based
on assessment rubric (see appendix 3) total score of each part is 100 points.

73

The scores obtained from the test were converted into the standard score. The
formula of standard the score proposed by Purwanto (in Badrun, 2004:25) is as
follows:
R
S

x 100
N

In order to find out the result of the students standard scores classification is
used, she converts the value 100 into 10; therefore, the formula is as follow:
R
S

x 10
N

Where :
S = Standard Score
R = Obtained Score / Total Score
N = Maximum Score
For example, if a student obtained 73, the standard score is:
73
S =

x 10
100

= 7,3
The result of the test five elements in writing skill done by the students can be seen in
the following tables:

Mechanics

22

Language Use

Adw

Vocabulary

Initials

Organization

No

The Students Score Part One in Five Elements of Writing Skill

Content

Table 4.2.1

17

14

17

Total
Score

Standard
Score

73

7,3

74

Akb
And
Eko
Fad
Fai
Moh. A
Moh. I
Moh. Y
Mus
Ren
Rid
Sat
Suh
Try
Zai
Ade
Dia
Fadi
Feb
Nan
Nur
Put
Rah
Rahm
Rat
Rir
Sur
Win
Total
Average

22
22
22
22
22
21
22
22
26

Mechanics

Adw
Akb
And
Eko
Fad
Fai
Moh. A
Moh. I
Moh. Y

Language Use

1
2
3
4
5
6
7
8
9

Initials

Vocabulary

No

73
84
65
78
84
85
85
80
79
88
74
98
79
86
76
67
70
70
85
70
85
76
75
86
74
85
77
77
2284
79

7,3
8,4
6,5
7,8
8,4
8,5
8,5
8
7,9
8,8
7,4
9,8
7,9
8,6
7,6
6,7
7
7
8,5
7
8,5
7,6
7,5
8,6
7,4
8,5
7,7
7,7
228,4
7,9

The Students Score Part Two in Five Elements of Writing Skill

Organization

Table 4.2.2

22 17 14 17
3
26 19 17 19
3
22 13 11 16
3
25 17 14 19
3
26 17 17 20
4
28 17 17 20
3
28 17 17 20
3
26 16 16 19
3
26 16 15 19
3
29 18 18 19
4
22 14 16 19
3
30 20 19 24
5
26 17 14 19
3
27 18 17 21
3
26 14 14 19
3
21 13 13 17
3
22 14 14 17
3
22 14 14 17
3
26 17 17 21
4
22 14 14 17
3
26 17 17 21
4
20 16 15 20
5
20 16 15 20
4
26 17 17 21
5
22 14 14 20
4
26 17 17 21
4
24 15 15 19
4
24 15 15 19
4
712 466 447 557 102
25 17 15 19
3

Content

2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

14
14
14
14
14
13
14
14
17

14
14
14
14
14
13
14
14
17

19
21
21
13
19
17
19
19
21

3
3
3
4
4
3
4
3
4

Total
Score

Standard
Score

72
74
74
67
73
67
73
72
85

7,2
7,4
7,4
6,7
7,3
6,7
7,3
7,2
8,5

75

Mus
Ren
Rid
Sat
Suh
Try
Zai
Ade
Dia
Fadi
Feb
Nan
Nur
Put
Rah
Rahm
Rat
Rir
Sur
Win
Total
Average

Mechanics

Adw
Akb
And
Eko
Fad
Fai
Moh. A
Moh. I
Moh. Y
Mus
Ren
Rid
Sat
Suh

Language Use

Initials

Vocabulary

No

1
2
3
4
5
6
7
8
9
10
11
12
13
14

72
73
72
99
68
70
72
71
70
70
74
70
94
78
74
93
89
78
87
86
2217
76

7,2
7,3
7,2
9,9
6,8
7
7,2
7,1
7
7
7,4
7
9,4
7,8
7,4
9,3
8,9
7,8
8,7
8,6
221,7
7,6

The Students Score Part Tree in Five Elements of Writing Skill

Organization

Table 4.2.3

22 14 14 17
5
22 14 14 19
4
22 14 14 19
3
29 20 20 25
5
22 13 13 17
3
22 14 14 17
3
22 14 14 19
3
22 14 14 17
4
22 14 14 17
3
22 14 14 17
3
22 14 14 19
5
22 14 14 17
3
29 18 18 24
5
22 16 16 19
5
22 14 14 19
5
28 19 19 25
5
27 18 18 22
4
24 17 14 19
4
27 17 17 21
5
27 17 17 21
4
678 434 434 559 112
23 15 15 19
4

Content

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

21
21
22
22
22
22
22
22
22
22
25
22
26
21

14
14
14
14
14
14
14
14
14
16
17
14
17
13

14
13
14
14
14
14
14
14
14
16
17
14
17
13

17
17
19
17
19
17
19
19
19
19
21
19
22
17

3
3
4
4
4
3
4
4
3
4
4
3
5
3

Total
Score

Standard
Score

69
68
73
71
73
70
73
73
72
77
84
72
87
67

6,9
6,8
7,3
7,1
7,3
7
7,3
7,3
7,2
7,7
8,4
7,2
8,7
6,7

76

15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

Try
Zai
Ade
Dia
Fadi
Feb
Nan
Nur
Put
Rah
Rahm
Rat
Rir
Sur
Win
Total
Average

22 14 14 17
3
22 14 14 17
3
22 14 14 17
4
22 15 15 17
3
22 14 14 17
3
22 14 14 17
4
22 14 14 17
3
22 15 15 17
3
27 17 17 21
5
22 14 14 17
4
22 15 15 17
3
22 15 15 17
4
24 15 15 19
4
23 15 15 19
4
23 15 15 19
4
651 423 422 526 105
22 15 14 18
4

70
70
71
72
70
71
70
72
87
71
72
73
77
76
76
2127
73

7
7
7,1
7,2
7
7,1
7
7,2
8,7
7,1
7,2
7,3
7,7
7,6
7,6
212,7
7,3

After computing the students standard score, the writer then compared their
standard score with the classification. The result of their classification is as follows:
Table 4.2.4

The Classification or the Students Standard Scores Part One

Classification
Excellent
Good
Satisfactory
Poor
Very Poor

Range of Score

Frequency

Percentage

8,0-10
6,6-7,9
5,6-6,5
4,0-5,5
3,0-3,9
<3

12
16
1
0
0
0
29

41
55
4
0
0
0
100

Total

Based on the table above, 12 students (41%) obtained excellent category, 16 students
(55%) obtained good category, 1 student (4%) obtained satisfactory category, and no
student obtained poor and very poor category.
Table 4.2.5

The Classification or the Students Standard Scores Part Two

Classification

Range of Score

Frequency

Percentage

77

Excellent
Good
Satisfactory
Poor
Very Poor

8,0-10
6,6-7,9
5,6-6,5
4,0-5,5
3,0-3,9
<3
Total

7
22
0
0
0
0
29

24
76
0
0
0
0
100

Based on table above, 7 students (24%) obtained excellent category, 22 students


(76%) obtained good category, and no student obtained satisfactory, poor, and very
poor category.

Table 4.2.6

The Classification or the Students Standard Scores Part Three

Classification
Excellent
Good
Satisfactory
Poor
Very Poor
Total

Range of Score

Frequency

Percentage

8,0-10
6,6-7,9
5,6-6,5
4,0-5,5
3,0-3,9
<3

3
26
0
0
0
0
29

10
90
0
0
0
0
100

Based on table above, 3 students (10%) students obtained excellent category, 26


students (90,6%) obtained good category, and no student obtained satisfactory, poor
and very poor category. In short, most of the students got very good category in
English writing.
The total standard score the students obtained in the table 4.2.1 the writer
converted into mean score using the formula proposed by Arikunto (in Badrun,
2004:28):
1. Mean Score Part one

78

x
M =
N
= 228,4
29
= 79

2. Mean Score part two


x
M =
N
= 221,7
29
= 76

3. Mean Score part three


x
M =
N
= 212,7
29
= 73

The result of the three computation above indicates that the students mean
score in English writing by using pictures was 79; 76; and 73. Referring to the
classification, the mean score is positioned between 6,6-7,9. On the basis of the
classification presented previously, it belongs to good category.

79

CHAPTER V
CONCLUSION AND SUGGESTION
This part comprises two subparts consist of: (1) conclusions and (2)
suggestions.
5.1 Conclusions
After tabulating and analyzing the data obtained from the instruments used, the
researcher provides some conclusions as follows:
5.1.1 The result of observation at 5 parallel classes show that the students are more
interested and easier to write by the use of pictures but the students
enthusiastic in each class was different Class VII A is about 60 %, VIII B is
about 55 %, VIII C is about 80 %, VIII D is about 85 %, and VIII E is about 50
%.
5.1.2 Based on the result of the questionnaire, the students seriously enjoy, well
motivated, and participate well in learning. They find easier to write in English
by the use of pictures in the teaching of English. As the result, their ability in

80

writing is improved. It can be concluded that from seven questions of


questionnaire, the students who agree is more than 70 % in each Question.
5.1.3 The ability of the students in doing the test by using pictures is good, it shows
that the mean scores from three part of test are 79, 76, and 73. It means that the
classification is good.
5.1.4 Based on the result of tabulating the data, the students ability in each element
of writing: content ias good to average category (25, 23, and 22), organization
ias good to average (17,15, and 15), vocabulary is good to average (15,15, and
14), language use is good to average (19,19,and 18), and mechanics are fair to
poor (3) and good (4).
5.2 Suggestions
Referring to the good and fair to poor learning achievement of the students in
doing the test, some suggestions are proposed:
5.2.1 The students should improve their writing ability in English
5.2.2 The teacher has to teach mechanics in teaching writing skills, because it seems
that the students are not competent in it. Especially, capitalization, punctuation,
paragraphing, etc.
5.2.3 The students should learn element of writing skill especially, mechanics. So
they can be able to improve their ability to write in English.

81

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