THE USE OF COMPOSITE PICTURES TO IMPROVE CLASS VIII D STUDENTS’ RECOUNT TEXT WRITING ACHIEVEMENT AT SMP NEGERI 1 KREJENGAN PROBOLINGGO IN THE 2011/ 2012 ACADEMIC YEAR

THESIS

Presented as One of the Requirements to Obtain the Degree of S1 of the English Language Education Study Program, Language and Arts Education Department, The Faculty of Teacher Training and Education Jember University

Written by: Dini Nistina NIM 070210491088

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT THE FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY 2012 i

DEDICATION This thesis is dedicated to the following people: 1. My beloved parents, Drs. H. Dwi Hartono, M.M and Hj. Niswatin Hasanah, S.Pd. 2. My beloved husband, Muchammad Solehudin S.H. 3. My beloved litlle boy, Muhammad Aiman Syafiq. 4. My small brothers, Irfan Fathoni and Arif Rahman Fathoni.

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MOTTO

“A Picture worth more than a thousand words.”

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CONSULTANTS APPROVAL

THE USE OF COMPOSITE PICTURES TO IMPROVE CLASS VIII D STUDENTS’ RECOUNT TEXT WRITING ACHIEVEMENT AT SMP NEGERI 1 KREJENGAN PROBOLINGGO IN THE 2011/ 2012 ACADEMIC YEAR

THESIS Presented as One of the Requirements to Obtain the Degree of S1 of the English Education Program, Language and Arts Education Department The Faculty of Teacher Training and Education Jember University

By: Name

: Dini Nistina

Identification Number : 070210491088 Level of Class

: 2007

Department

: Language and Arts

Place of Birth

: Probolinggo

Date of Birth

: 28th March1988

Approved by: The First Consultant

The Second Consultant

Dr. Budi Setyono, M.A.

Drs. Annur Rofiq, M.A, MSc.

NIP. 196307171990021001

NIP. 196810251999031001 iv

APPROVAL OF THE EXAMINATION COMMITTEE

This thesis is approved and received by the examination committee of the Faculty of Teacher Training and Education, Jember University on: Date : 7th Juni 2012 Place: The Faculty of Teacher Training and Education, Jember University.

The Committee

The Chairperson

The Secretary

Drs. Sugeng Ariyanto, M.A.

Drs. Annur Rofiq, M.A, MSc.

NIP. 195904121987021001

NIP. 196810251999031001

The Members 1. Drs. Sudarsono, M.Pd.

1.

NIP. 131993442

2. Dr. Budi Setyono, M.A.

2.

NIP. 196307171990021001

The Dean, Faculty of Teacher Training and Education

Drs. H. Imam Muchtar, S.H., M.Hum NIP 19540712 198003 1 005 v

ACKNOWLEDGEMENT

Praise be to Allah S.W.T, the Almighty, who gives me guidance and blessing, so I can finished this thesis entitled “The Use of Composite Pictures to Improve Class VIII D Students’ Recount Text Writing Achievement at SMPN 1 Krejengan Probolinggo in the 2011/ 2012 Academic Year. In relation to the writing and finishing of this thesis, I would like to express my deepest and sincerest gratitude to: 1.

Drs. H. Imam Muchtar, SH, M.Hum., Dean of Faculty of Teacher Training and Education, Jember University.

2.

The Chairperson of the Language and Arts Department

3.

The Chairperson of the English Education Program

4.

The first and second consultant, Dr. Budi Setyono, M.A. and Drs. Annur Rofiq, M.A. MSc. for their guidance and suggestions in accomplishing this thesis. Their guidance and suggestions are highly appreciated;

5.

The examiners who have given me input to the completion of this thesis

6.

The lecturers of Faculty of Teacher Training and Education who have taught me important knowledge and experience during my study.

7.

The headmaster, the English teacher, the administration staffs, and the seventh D class students of SMP Negeri 1 Krejengan Probolinggo who helped me to obtain the research data.

8.

Many others who ever helped me that I am not able to mention them in detail. Finally, I hope this thesis will provide some advantages to the readers. Any

criticism, suggestions, and input will be appreciated to make this thesis better.

Jember, 4 Juni 2012 The Writer

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LIST OF TABLES Page Table 3.1 Content Validity Based on Curriculum...................................................... 25 Table 3.2 The Classification of the Score Level ........................................................ 26 Table 4.1 The Students’ Writing Achievement Test Scores in Cycle 1 .................... 33 Table 4.2 The Students’ Writing Achievement Test Scores in Cycle 2 .................... 39

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TABLE OF CONTENTS Page TITLE ...................................................................................................................... i DEDICATION.......................................................................................................... ii MOTTO ................................................................................................................... iii CONSULTANTS APPROVAL ............................................................................. iv APPROVAL OF THE EXAMINATION COMMITTEE ................................... v ACKNOWLEDGEMENT ...................................................................................... vi LIST OF TABLES .................................................................................................. vii TABLE OF CONTENTS ....................................................................................... viii TABLE OF APPENDICES .................................................................................... xi SUMMARY ............................................................................................................. xii CHAPTER 1. INTRODUCTION .......................................................................... 1 1.1 Background of the Research .................................................... 1 1.2 The Research Problems ............................................................. 4 1.3 Objectives of the Research ........................................................ 5 1.4 Operational Definition of the Term ......................................... 5 1.5 Scope of the Research ………………………………………… 6 1.6 Significances of the Research ................................................... 6 CHAPTER 2. REVIEW OF RELATED LITERATURE .................................... 8 2.1 Writing Competence as Stated in KTSP .................................. 8 2.2 Recount Text and Its Features ................................................. 9 2.3 Types of Recount Text .............................................................. 10 2.4 Aspects of Evaluation in Recount Text..................................... 11 2.5 Pictures in English Language Teaching …………………….. 13 viii

2.6 Types of Pictures ....................................................................... 14 2.7 Composite Pictures as Teaching Media ................................... 15 2.8 The Role of Composite Pictures in Improving Recount Text Writing Achievement ………………………………………… 19 2.9 Action Hypothesis …………………………………………….. 20 CHAPTER 3. RESEARCH METHODS .............................................................. 21 3.1 Research Design ......................................................................... 21 3.2 Area Determination Method .................................................... 23 3.3 Research Subject Determination Method ............................... 24 3.4 Data Collection Methods ........................................................... 24 3.4.1 Writing Test........................................................................ 24 3.4.2 Observation ....................................................................... 28 3.5 Research Procedures ................................................................. 28 3.5.1 Planning the Action .......................................................... 28 3.5.2 Implementation of the Action ............................................ 29 3.5.3 Observation and Evaluation ................................................30 3.5.4 Reflection ............................................................................30 3.5.5 Data Analysis Method………………..................................31 CHAPTER 4. RESULTS AND DISCUSSION ..................................................... 32 4.1 The Results of the Implementation of the Action in Cycle I …………………………………………………………………...32 4.1.1 The Result of Students’ Writing Test in Cycle I ............... 33 4.1.2 The Result of Observation in Cycle I ................................ 35 4.1.3 The Result of Reflection in Cycle I.....................................36

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4.2 The Results of the Implementation of the Action in Cycle II …………………………………………………………………..38 4.2.1 The Result of Students’ Writing Test in Cycle II .............. .39 4.2.2 The Result of Observation in Cycle II .............................. .41 4.2.3 The Result of Reflection in Cycle II .……….…………….42 4.3 Discussion ................................................................................... .43 CHAPTER 5. CONCLUSIONS AND SUGGESTIONS ..................................... .44 5.1 Conclusions ................................................................................ .44 5.2 Suggestions ................................................................................. .44 REFERENCES ........................................................................................................ .46 APPENDICES

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TABLE OF APPENDICES Page A. Research Matrix .............................................................................................

48

B. Lesson Plan 1 Cycle I Meeting 1 ...................................................................

49

C. Lesson Plan 2 Cycle I Meeting 2 ...................................................................

60

D. Writing Test (Cycle I) ....................................................................................

72

E. Lesson Plan 3 Cycle II Meeting 1 ..................................................................

86

F. Lesson Plan 4 Cycle II Meeting 2 ..................................................................

97

G. Writing Test (Cycle II) ................................................................................... 108 H. The Students’ Previous Writing Score ............................................................ 122 I. The Result of Field Note in cycle I and II…………………………………...

123

J. The Result of Writing Test in Cycle I and II ……………………………......

125

K. Surat Keterangan Izin Penelitian ……………………………………………. 129 L. Surat Tanda Bukti Penelitian …………………………………………………. 130 M. Lembar Konsultasi ……………………………………………………………. 131

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SUMMARY

The Use of Composite Pictures to Improve Class VIII D Students’ Recount Text Writing Achievement at SMP Negeri 1 Krejengan Probolinggo in the 2011/2012 Academic Year; Dini Nistina, 070210491088; 2012; 45 pages; English Education Program; Faculty of Teacher Training and Education; Jember University

In language learning, the four language skills: listening, speaking, reading, and writing as well as the three components: vocabulary, grammar and pronunciation must be mastered. Besides, the teaching learning process should indicate integration skill since the skills cannot be separated one another. Writing is not an easy task; we often face many difficulties in expressing our ideas in a written form because it needs not only practice but also talent (Farbairn and Winch, 1996:228). Meanwhile, the target of teaching writing in Indonesia as stated in the Institutional Level Curriculum (Kurikulum Tingkat Satuan Pendidikan/ KTSP) is that students are exposed to communicate short essay (interpersonal, ideational, textual) into various written texts and monologue, especially in the form of descriptive; narrative; spoof/ recount; procedure and anecdote (Depdiknas, 2006:106). In line with the target above, the researcher did a preliminary study on class VIII D students of SMP Negeri 1 Krejengan and found some problems. Some students have difficulty to express their ideas in written form. The indicator is the remained low capability of making simple text writing, and the main reason why this happens is that the teacher still has less of media to stimulate the students’ interest to expand their ideas. In addition, they have problem in organizing their paragraph writing to become a good simple text. The objectives of this research are to improve the students’ recount text writing achievement and to promote composite pictures to facilitate them in the process of learning. The term writing achievement in this research is the students’ performance in writing recount text, demonstrated by scores of writing test with the indicators; content, vocabulary, mechanics, grammar and organization. Meanwhile, recount text xii

is a text which tells us about experiences (past events) and includes a sequence of event. Furthermore, this research is a classroom action research. It is carried out to improve class VIII D students’ recount text writing achievement through composite pictures at SMP Negeri 1 Krjengan in the 2011/ 2012 academic year. The respondents are class VIII D students at SMP Negeri 1 Krejengan. In this classroom action research, there are two kinds of instruments to collect the data. Writing test is the instrument used to collect the data about students’ writing achievement, while field notes is the instrument used in the observation. The data was analyzed using formula. The criteria of success are that 70% or more of the students achieved the minimum score requirement that is 70 and most of students are facilitated with the composite pictures in their learning process. The results of writing test were the percentage of students who got score > 70 had improved from 54.5% (12 students) in the first cycle to 72.7% (16 students) in the second cycle. Meanwhile from the observation in the form of field note, it was also found the improvement from the first cycle to the second cycle. Overall, the students’ had achieved the research criteria of success. Finally, based on the results of data analysis and discussion, it was known that teaching writing through composite pictures can improve class VIII D students’ writing achievement at SMP Negeri 1 Krejengan Probolinggo. Considering that result, the researcher suggests the English teacher to use composite pictures in teaching writing to improve and to develop the students’ writing achievement. It would be more interesting and the students would be more motivated to join the writing activity and then they would not be passive anymore.

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