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TABLE OF CONTENTS

COVER PAGE .................................................................................... i

APPROVAL SHEET ........................................................................ ii

TABLE OF CONTENTS ........................................................................ iii

ACKNOWLEDGEMENT ……………………………………………… vi

CHAPTER 1 INTRODUCTION

1.1 Background ........................................................................ 11.2 Problem Statement ............................................................ 21.3 Objective of the Research ................................................ 31.4 The Significance of the Research .................................... 31.5 Scope and Limitation of the Research ................................... 1.6 Definition of Keyterms …………………………………..

CHAPTER 2 REVIEW OF RELATED LITERATURE

2.1 Vocabulary ................................................ 5

2.1.1 Definition of Vocabulary ................................................ 6

2.1.2 Kinds of Vocabulary ………............……………………… 6

2.1.3 Teaching English Vocabulary……............………… 8

2.1.4 Principles of Vocabulary Development ………102.2 Writing Learning Theoris……………………………………… 12

2.2.1 The Purpose of Writing …....................................…………14

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

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CHAPTER 3 METHODOLOGY

3.1 Method and Design ……………………………………… 173.1.1 Method

3.1.2 Design ........................................................................ 18 3.2 Population and Sample .....................................................................

3.2.1 Population ……………………… 18

3.2.2 Sample ........................................................................ 18 3.3 Procedure of the Research ................................................ 19

3.4 Source of Data ……………………… 19

3.5 Instrument of Collecting Data……………………… 19

3.6 Method of Analyzing Data ………………………

REFERENCES ………………............………………………………

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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 writer’s 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

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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.

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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 don’t 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

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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 didn’t know the meaning of those vocabularies. It is caused by the students don’t

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

can’t be imagined how learners can speak and write well if they don’t 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

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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

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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.

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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.

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CHAPTER IIREVIEW OF RELATED LITERATURE

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

2.1 Vocabulary2.1.1 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.

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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

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

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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 :

1. Recognize it in its spoken or written form.

2. Recall it will.

3. Relate it to an appropriate object or concept.

4. Use it in the appropriate grammatical form.

5. In speech, pronounce it in a recognizable way

6. In writing, spell it correctly.

7. Use it with words. It correctly goes with i.e in the correct collocation

8. Use it at the appropriate level of formality.

9. 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.

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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,

"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 understand how they may be used

correctly (Laflamme, 1997). Students should be frequently exposed to the

same words through practice exercises, classroom use, and testing.

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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.

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

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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.

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.

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(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

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

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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

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

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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 it’s

focused more onaudience, mood, voice, length, clarity, completeness and

consciousness.

Editing

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

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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.

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.

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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

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

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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 AISYAHReg. Num.: A 4006 0027

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ENGLISH DEPARTMENT

TEACHERS TRAINING AND EDUCATION FACULTY

MADAKO UNIVERSITY TOLITOLI

SEPTEMBER 2010

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THE ABILITY OF THE SECOND YEAR STUDENTS

OF SMPN 3 TOLITOLI IN WRITING ENGLISH

BY USING PICTURES

SKRIPSI

Presented toMadako University

In partial fulfillment of the requirementsFor degree of Sarjana in English Language Education

By

RIDA AISYAHRegister 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 Sarjana’s Skripsi of

Rida Aisyah has been approved by the Skripsi

Advisors for further approval by the Board of Examiners.

thTolitoli, September 23 2010

Advisor I

AMRI, S.Pd NIDN. 0922127201

th

Tolitoli, September 23 2010

Advisor II

BADRUN L. H. KORING, S.PdNIDN.

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APPROVAL PAGE

This is to certify that the Sarjana’s 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 , ChairNIDN. 0905116901

AMRI, S.Pd ,MemberNIDN. 0922127201

KORNELLIUS, S.Pd ,MemberNIDN.

Acknowledge by Approved by:

Head of English Department Dean, Teachers Training and Education Faculty

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YAMON SUDAMARA, S.Pd M.Pd Drs. ABD. MULUK, M.PdNIDN. 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 writer’s

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 writer’s study at English Department of Teachers Training and Education

Faculty in Madako University.

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May God bless them all.

The writer

TABLE OF CONTENT

Page

COVER PAGE . ..……………………………………………………………... i

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

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

ABSTRAC ......................................................................................................... iv

ANKNOWLEDGEMENT ................................................................................ v

TABLE OF CONTENT ……………………………………………………..... vi

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

CHAPTER I INTRODUCTION

1.1 Background ……………………………………………. 1

1.2 Problems Statement ……………………………………. 2

1.3 Objective of the Study …………………………………. 2

1.4 The Significance of the study ………………................. 3

1.5 Scope and the Limitation of the Study ………………… 3

CHAPTER II REVIEW OF LITERATURE

2.1 Writing learning Theories ……………………………... 4

2.2 The Purpose of Writing ……………………………….. 4

31

2.3 The Teaching of Writing ………………………………. 5

2.4 Assessment Writing Skill ............................................... 6

2.5 Grammar ………………………………………………. 8

2.6 Vocabulary ……………………………………………. 8

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

4.1 The Result of Observation .............................................. 19

4.2 The Result of Questionnaire ........................................... 20

4.3 The Result of Test ........................................................... 23

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusions .................................................................... 31

5.2 Suggestions ..................................................................... 32

REFERENCE

APPENDICE

Appendix 1 Observation Format

32

Appendix 2 Questionnaire

Appendix 3 Raw Data

Appendix 4 Assessment Rubric

Appendix 5 Recommendation of doing Research

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

33

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

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.

34

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.

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.

35

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.

36

Appendix 1 Model of Test

Part oneLook 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!....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

37

Part twoLook 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!....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

38

Part threeLook 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!............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

39

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

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

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 SetujuS : SetujuTS : Tidak SetujuSTS : Sangat Tidak Setuju

NO PERNYATAAN SS S TS STS1 2 3 4 5 61 Saya merasa senang menulis Bahasa Inggris

dengan menggunakan Gambar2 Saya merasa lebih mudah menulis Bahasa

Inggris dengan menggunakan Gambar

3 Saya merasa lebih rileks dan santai, tetapi tetap serius menulis Bahasa Inggris dengan menggunakan Gambar

4 Saya berpendapat bahwa kemampuan saya dalam menulis Bahasa Inggris dapat

40

meningkat dengan menggunakan Gambar5 Saya berpendapat bahwa gambar dapat

membantu saya dalam menulis Bahasa Inggris

6 Saya merasa lebih fokus menulis Bahasa Inggris dengan menggunakan Gambar

7 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.

41

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.

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.

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

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

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

(Heaton, 1988:16)

42

43

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):

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

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

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

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

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

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

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

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

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

44

45

Appendix 1Observation Format

46

Appendix 2Questionnaire

47

Appendix 3Raw Data

48

Perihal : Pengajuan Judul Skripsi

Kepada Yang Terhormat Dekan / Pembantu Dekan 1 Fakultas KIP Universitas Madako TolitoliDi – TOLITOLI

Yang bertanda tangan dibawah ini :

N A M 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

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

3. 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

2.

49

RIDA AISYAH

Judul Yang Disetujui

Dosen Pembimbing Tanda Tangan Dekan / PD 1

2

1. AMRI, S.Pd

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

Drs. THEO MOTOH

50

Alamat : Jl. Madako No. 1 Tolitoli Telp/Fax (0453) 21582

Nomor : 094/UMADA/TLI/IV/2010Lamp : -Perihal : 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:

N a m a : 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

51

Tembusan Yth:1. Rektor Universitas Madako sebagai laporan2. Pertinggal

52

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

53

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 don’t like to

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 don’t 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 subject–matter 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:

54

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.

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.

55

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

56

2.2 The Purpose of Writing

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 Gebhard’s 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 Renandya’s 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

57

involved, especially when many teachers themselves do not feel entirely comfortable

with writing in English, because it isn’t their native language.

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

58

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.

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

59

question of ownership, a paper which is excessively marked and scribbled over by the

teachers is no longer the students’ property.

2.5 Grammar

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

60

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.

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.

61

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

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.

62

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

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

63

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

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.

64

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

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.

65

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

66

population is a set (or collection) of all elements possessing one or more

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 writer’s 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.

67

3.3 Technique of Collecting Data

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

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 subject’s performance

68

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

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 % N

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 Mark Range of ScoreExcellent A 8,0-10Good B 6,6-7,9Satisfactory C 5,6-6,5Poor D 4,0-5,5Very Poor E 3,0-3,9

4. She converted the obtained score into mean score by using Arikunto’s formula

(in Badrun,2003:17)

69

M = ∑x n

where :

M = Mean Scores

∑ = 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.

70

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



announcement.

71

The result of observation at Class VIII-E shows that the students were



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

No Options Frequency Percentage

1. a. do agreeb. agreec. disagreed. do disagree

1712--

5941--

Total 29 100

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

72



10145-

344917-

Total 29 100

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



16103-

553510-

Total 29 100

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

73



101351

3545173

Total 29 100

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


5. a. do agreeb. agreec. disagreed. very disagree

12134-

414514-

Total 29 100


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


74


7175-

245917-

Total 29 100


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



8138-

27,545

27,5-

Total 29 100

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

75

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.

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:

RS 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:

RS 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:

73S = 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:

76

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

No Initials

Con

tent

Org

aniz

atio

n

Voc

abul

ary

Lan

guag

e U

se

Mec

hani

cs

Total Score

Standard Score

1 Adw 22 17 14 17 3 73 7,32 Akb 22 17 14 17 3 73 7,33 And 26 19 17 19 3 84 8,44 Eko 22 13 11 16 3 65 6,55 Fad 25 17 14 19 3 78 7,86 Fai 26 17 17 20 4 84 8,47 Moh. A 28 17 17 20 3 85 8,58 Moh. I 28 17 17 20 3 85 8,59 Moh. Y 26 16 16 19 3 80 810 Mus 26 16 15 19 3 79 7,911 Ren 29 18 18 19 4 88 8,812 Rid 22 14 16 19 3 74 7,413 Sat 30 20 19 24 5 98 9,814 Suh 26 17 14 19 3 79 7,915 Try 27 18 17 21 3 86 8,616 Zai 26 14 14 19 3 76 7,617 Ade 21 13 13 17 3 67 6,718 Dia 22 14 14 17 3 70 719 Fadi 22 14 14 17 3 70 720 Feb 26 17 17 21 4 85 8,521 Nan 22 14 14 17 3 70 722 Nur 26 17 17 21 4 85 8,523 Put 20 16 15 20 5 76 7,624 Rah 20 16 15 20 4 75 7,525 Rahm 26 17 17 21 5 86 8,626 Rat 22 14 14 20 4 74 7,427 Rir 26 17 17 21 4 85 8,528 Sur 24 15 15 19 4 77 7,729 Win 24 15 15 19 4 77 7,7

Total 712 466 447 557 102 2284 228,4

Average 25 17 15 19 3 79 7,9

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

77

No Initials

Con

tent

Org

aniz

atio

n

Voc

abul

ary

Lan

guag

e U

se

Mec

hani

cs

Total Score

Standard Score

1 Adw 22 14 14 19 3 72 7,22 Akb 22 14 14 21 3 74 7,43 And 22 14 14 21 3 74 7,44 Eko 22 14 14 13 4 67 6,75 Fad 22 14 14 19 4 73 7,36 Fai 21 13 13 17 3 67 6,77 Moh. A 22 14 14 19 4 73 7,38 Moh. I 22 14 14 19 3 72 7,29 Moh. Y 26 17 17 21 4 85 8,510 Mus 22 14 14 17 5 72 7,211 Ren 22 14 14 19 4 73 7,312 Rid 22 14 14 19 3 72 7,213 Sat 29 20 20 25 5 99 9,914 Suh 22 13 13 17 3 68 6,815 Try 22 14 14 17 3 70 716 Zai 22 14 14 19 3 72 7,217 Ade 22 14 14 17 4 71 7,118 Dia 22 14 14 17 3 70 719 Fadi 22 14 14 17 3 70 720 Feb 22 14 14 19 5 74 7,421 Nan 22 14 14 17 3 70 722 Nur 29 18 18 24 5 94 9,423 Put 22 16 16 19 5 78 7,824 Rah 22 14 14 19 5 74 7,425 Rahm 28 19 19 25 5 93 9,326 Rat 27 18 18 22 4 89 8,927 Rir 24 17 14 19 4 78 7,828 Sur 27 17 17 21 5 87 8,729 Win 27 17 17 21 4 86 8,6

Total 678 434 434 559 112 2217 221,7

Average 23 15 15 19 4 76 7,6

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

78

No Initials

Con

tent

Org

aniz

atio

n

Voc

abul

ary

Lan

guag

e U

se

Mec

hani

cs

Total Score

Standard Score

1 Adw 21 14 14 17 3 69 6,92 Akb 21 14 13 17 3 68 6,83 And 22 14 14 19 4 73 7,34 Eko 22 14 14 17 4 71 7,15 Fad 22 14 14 19 4 73 7,36 Fai 22 14 14 17 3 70 77 Moh. A 22 14 14 19 4 73 7,38 Moh. I 22 14 14 19 4 73 7,39 Moh. Y 22 14 14 19 3 72 7,210 Mus 22 16 16 19 4 77 7,711 Ren 25 17 17 21 4 84 8,412 Rid 22 14 14 19 3 72 7,213 Sat 26 17 17 22 5 87 8,714 Suh 21 13 13 17 3 67 6,715 Try 22 14 14 17 3 70 716 Zai 22 14 14 17 3 70 717 Ade 22 14 14 17 4 71 7,118 Dia 22 15 15 17 3 72 7,219 Fadi 22 14 14 17 3 70 720 Feb 22 14 14 17 4 71 7,121 Nan 22 14 14 17 3 70 722 Nur 22 15 15 17 3 72 7,223 Put 27 17 17 21 5 87 8,724 Rah 22 14 14 17 4 71 7,125 Rahm 22 15 15 17 3 72 7,226 Rat 22 15 15 17 4 73 7,327 Rir 24 15 15 19 4 77 7,728 Sur 23 15 15 19 4 76 7,629 Win 23 15 15 19 4 76 7,6

Total 651 423 422 526 105 2127 212,7

Average 22 15 14 18 4 73 7,3

79

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 Range of Score Frequency Percentage

Excellent 8,0-10 12 41Good 6,6-7,9 16 55Satisfactory 5,6-6,5 1 4Poor 4,0-5,5 0 0Very Poor 3,0-3,9 0 0

<3 0 0Total 29 100

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



<3 0 0Total 29 100

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.

80

Table 4.2.6 The Classification or the Students’ Standard Scores Part Three



<3 0 0Total 29 100

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

∑xM = N

= 228,4 29

= 79

2. Mean Score part two

∑x

81

M = N

= 221,7 29

= 76

3. Mean Score part three

∑xM = 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.

82

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

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.

83

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.

84

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