THE EFFECTIVENESS OF USING SEQUENCE PICTURES ON …repository.uinjkt.ac.id/dspace/bitstream/123456789/31878/3/ERNA YUNIARTI-FITK.pdf · tentang cara-cara yang dipaparkan dalam gambar.

THE EFFECTIVENESS OF USING SEQUENCE PICTURES

ON STUDENTS’ WRITING PROCEDURE TEXT

(A Quasi-Experimental Research on the First Grade Students

of SMP Islam Al Kholidin Jakarta)

ERNA YUNIARTI

109014000184

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

THE EFFECTIVENESS OF USING SEQUENCE PICTURES

ON STUDENTS’ WRITING PROCEDURE TEXT

(A Quasi-Experimental Research on the First Grade Students

of SMP Islam Al Kholidin Jakarta)

v

ABSTRACT

ERNA YUNIARTI (109014000184). The Effectiveness of Using Sequence

Pictures on Students’ Writing Procedure Text (A Quasi-Experimental Research

on the First Grade Students of SMP Islam Al Kholidin Jakarta).

Advisor : 1. Dr. Atiq Susilo, M.A.

2. Atik Yuliyani, M.A. TESOL.

Keywords: Sequence Pictures, Procedure Text, SMP Islam Al Kholidin Jakarta

Sequence pictures as a learning media has some advantages in delivering the topic of

writing materials. It guides and stimulates students’ idea in producing writing –

procedure text in particular, for it presents the real events chronologically so the

students can visualize the steps given in each pictures. Besides, it also helps the

teacher to explain the topic in interesting way. Therefore, this research aimed to

examine the significant effect of using Sequence Pictures in Students’ Writing

Procedure Text. This research started on 6th

April until 30th

April 2015. Method used

in this research was a quasi-experimental research with pretest-posttest control group

design. The students in the first grade of SMP Islam Al Kholidin Jakarta were pointed

as population. By using purposive sampling, the students of 7-1 and 7-2 took a role as

the sample of this research. The instrument used in this research was test. Hypothesis

testing with t-test statistic formula was a technique in analyzing the data. Based on

the result of hypothesis testing, the alternative hypothesis was accepted, it was proven

by the value of tobserved > ttable (5.19 > 1.67722). Thus, it can be concluded that using

Sequence Pictures in teaching procedure text gives significant effect on the

development of students’ writing.

vi

ABSTRAK

ERNA YUNIARTI (109014000184). Pengaruh Penggunaan Gambar Berseri

terhadap Tulisan Teks Prosedur Siswa (Penelitian Quasi-Eksperimen pada Siswa

Kelas VII di SMP Islam Al Kholidin Jakarta).

Pembimbing : 1. Dr. Atiq Susilo, M.A.

2. Atik Yuliyani, M.A. TESOL.

Kata Kunci: Gambar berseri , Teks Prosedur, SMP Islam Al Kholidin Jakarta

Gambar berseri sebagai media pembelajaran memiliki sejumlah keunggulan dalam

proses penyampaian topik di materi kegiatan menulis. Gambar-gambar tersebut

menstimulasi dan mengarahkan ide-ide siswa untuk dikembangkan dalam bentuk

tulisan – khususnya teks prosedur, karena gambar tersebut menggambarkan situasi

nyata yang terjadi secara berurutan, sehingga siswa dapat memperoleh bayangan

tentang cara-cara yang dipaparkan dalam gambar. Selain itu, gambar berseri juga

membantu guru untuk memberi penjelasan dengan cara yang menyenangkan. Maka

dari itu, penelitian ini ditujuan untuk mengetahui pengaruh penggunaan Gambar

Berseri dalam Penyusunan Teks Prosedur terhadap Hasil Menulis Siswa. Penelitian

dimulai pada 6 April sampai 30 April 2015. Metode penelitian yang digunakan

adalah metode quasi eksperimen dengan desain kelompok kontrol pretest-posttest.

Siswa kelas VII SMP Islam Al Kholidin Jakarta merupakan populasi dalam penelitian

ini. Dengan menggunakan teknik purposive sampling, maka kelas 7-1 dan 7-2 dipilih

sebagai sampel. Instrumen yang digunakan dalam penelitian ini adalah test. Uji

hipotesis dengan rumus t-test digunakan sebagai teknik dalam mengalisis data.

Berdasarkan hasil uji-t, hipotesis alternatif diterima karena hasil thitung > ttabel (5.19 >

1.67722). Jadi dapat disimpulkan bahwa media Gambar Berseri memberikan

pengaruh yang siknifikan terhadap pemahaman siswa pada materi Teks Prosedur.

vii

ACKNOWLEDGEMENT

In the Name of Allah, the Most Gracious, the Most Merciful

All praises be to Allah, the Beneficent and the Merciful, who has given His

love and compassion to help the writer finish this last assignment in this study. Peace

and blessing be upon to the prophet Mohammed, his companions, and his adherence.

The writer would like to say indescribable thankful to her parents for their

never ending and everlasting supports through her life. This writing is dedicated to

them. Then, she expresses her appreciation to her advisors, Dr. Atiq Susilo, M.A. and

Atik Yuliyani, M.A. TESOL. who have given their precious time, guidance,

advocate, and correction during writing this skripsi.

She also wishes to thank the headmaster of SMP Islam Al Kholidin Mr.

Moch. Djohani,M.M. who allowed her to conduct the research in this school.

From the depth of writer’s heart, she realized that if there were no support and

motivation from people around her, she could not finish this skripsi. Therefore, she

would like to express her gratitude and give her best appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the dean of the faculty of Tarbiyah and

Teacher Training.

2. Drs. Alek, M.Pd. as the chairman of the Department of English Education.

3. Zaharil Anasy, M.Hum. as the secretary of the Department of English

Education.

4. Drs. Syauki, M.Pd. for his time, guidance, and advice as the academic advisor

5. All of the lecturers and staffs of the Department of English Education at

Syarif Hidayatullah State Islamic University Jakarta.

6. The English teacher Ms. Sarah Trie Putri, S.Pd. and all the staffs of SMP

Islam Al Kholidin Jakarta

viii

7. All of beloved friends in Department of English Education at Syarif

Hidayatullah State Islamic University Jakarta, for their support and

inspiration.

8. And other parties who have given helps, supports, and suggestions in

finishing this skripsi.

Hopefully, this skripsi could be useful to the readers, particularly to the writer.

Also, the writer realized that any remaining errors of interpretation are fully her

responsibility. Thus, it will be pleasure for the writer to receive constrictive critiques

and suggestions from others to develop her writing. At last, she hopes this skripsi

deserves to have a good mark and would be useful for others.

Jakarta, 1st June 2016

Erna Yuniarti

ix

TABLE OF CONTENT

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

ENDORSEMENT SHEET ............................................................................ iii

SURAT PERNYATAAN KARYA SENDIRI .................................................. iv

ABSTRACT (English Version) ..................................................................... v

ABSTRACT (Indonesian Version) ............................................................... vi

ACKNOWLEDGEMENT ............................................................................. vii

TABLE OF CONTENT ................................................................................. ix

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

LIST OF APPENDICES ............................................................................... xiii

CHAPTER I INTRODUCTION ............................................................. 1

A. Background of the Study .......................................................... 1

B. Identification of the Study ........................................................ 5

C. Limitation of the Problem ........................................................ 5

D. Research Question .................................................................... 5

E. Objective of the Study .............................................................. 6

F. Significance of the Study.......................................................... 6

CHAPTER II THEORETICAL FRAMEWORK ................................... 7

A. Writing ...................................................................................... 7

1. Definition of Writing ........................................................... 7

2. Purpose of Writing ............................................................... 9

3. Process of Writing ............................................................... 10

B. Procedure Text.......................................................................... 13

1. Definition of Procedure Text ............................................... 13

2. Generic Structure of Procedure Text ................................... 14

x

3. Language Features of a Procedure Text .............................. 15

C. Pictures ..................................................................................... 16

1. The Understanding of the Pictures ...................................... 16

2. The Criteria of Good Pictures .............................................. 17

3. The Resource of Pictures ..................................................... 17

D. Sequence Pictures..................................................................... 17

1. The Understanding of Sequence Pictures ............................ 17

2. The Term of Using Sequence Pictures ................................ 18

3. The Advantage and Disadvantage of Sequence Pictures ..... 19

E. Previous Study .......................................................................... 19

F. Conceptual Framework ............................................................ 20

G. Theoretical Hypothesis ............................................................. 21

CHAPTER III RESEARCH METHODOLOGY ..................................... 22

A. Place and Time of Research ..................................................... 22

B. The Method and Design of Research ....................................... 22

C. The Instrument of Research ...................................................... 22

D. The Population and Sample of Research .................................. 23

E. Technique in Collecting Data ................................................... 23

F. Data Analysis Technique .......................................................... 24

G. Statistical Hypothesis ............................................................... 26

H. Data Validity ............................................................................ 26

CHAPTER IV RESEARCH FINDINGS & DISCUSSION ..................... 28

A. Research Findings

1. Description of the Data ............................................................. 28

a. The Data of Experiment Class ............................................. 28

b. The Data of Controlled Class .............................................. 31

2. Analysis of the Data ................................................................. 34

xi

3. The Testing Hypothesis ............................................................ 37

B. Discussion ...................................................................................... 38

CHAPTER V CONCLUSION AND SUGGESTION ............................... 40

A. Conclusion ................................................................................ 40

B. Suggestion ................................................................................ 40

BIBLIOGRAPHY .......................................................................................... 42

APPENDICES

xii

LIST OF TABLE

Table 4.1. Scores of the Experiment Class ....................................................................................28

Table 4.2. The Score of Pre-Test and Post-test of the Experiment Class ......................................29

Table 4.3. Scores of the Controlled Class ......................................................................................31

Table 4.4. The Score of Pre-Test and Post-test of the Controlled Class ........................................32

Table 4.5. The Comparison of Gained Scores between the Experiment Class and

Controlled Class .............................................................................................................................34

xii

LIST OF APPENDICES

Appendix 1. Lesson Plan of Experiment Class

Appendix 2. Lesson Plan of Controlled Class

Appendix 3. Scores Rubric of Writing Assesment

Appendix 4. Pre-Test Instruction

Appendix 5. Post-Test Experimental Class

Appendix 6. Post-Test Control Class

1

CHAPTER I

INTRODUCTION

A. Background of Study

English language which takes a role as the foreign language in Indonesia has

some unique positions. In the educational field, it is one of the subjects tested in

National Examinations while the other subject such as religion or civic education do

not involved. While in society, people who are good in English also mostly assumed

as a well-educated person because they can communicate using foreign language that

not all the people be able to master it.

As a foreign language in Indonesia, the teaching of English language makes the

teachers as the center of learning activity in the class, and it is often makes the

students passive and decrease their creativity. This thinking derives from writers‟

experience in some schools that the implementation of interesting learning materials

to attract students‟ attention and spirit to do activity in the class are not enough,

because in learning activity, the presence of learning media is needed.Media are the

plural form of the word „medium‟. It comes from Latin. Learning media is actually

the media which are used in learning. Media are such things that are used by teachers

and students in teaching and learning process. Literally, media are mediator. In the

communication process, media are used as the mediator or channel to deliver message

between interlocutors. Media are all kinds of aid to give the valuable contribution to

teaching process, in another word; media are something that drives the curriculum.1

On the other hand, English language also the subject that is taught in a long

period at each grades of school. This issue caused by the need of English skill in

some particular working field required by outstanding companies, hence, the

educational institutions has a challenge to prepare their students to seize their future.

1 Marianne C. Murcia, Teaching English as a Second or Foreign Language, (New York:

Heinle & Heinle Publishers, 1991), 2nd

Edition, pp. 454—455.

2

In order to prepare the students to face globalization era, the government attached

writing skill on educational curriculum to introduce English language from early

grades so the students may not left behind when they continue their education stages.

The students in school or university level will use their writing ability to produce

formal or academic writing. Those will be used in the work field when they grow up.

Writing is one of the important skills that must be mastered by English learner.

As a productive skill, writing requires the writer to be productive and creative. If

compared with speaking that also as the productive skill, writing in foreign language

has number of things that need to be considered more than speaking in delivering

information such as using grammar, choosing the appropriate vocabulary, creating

sentence structure, also organizing and developing ideas.

Moreover, Jeremy Harmer in English Language Teaching also points out the

difference between writing and speaking that indicate the complexity of writing

which there is a greater pressure for written accuracy than speaking and there is also a

greater need for logical organization of the ideas in a writing text than in a

conversation.The reader has to understand what has been written by the writer

without any support that can only do by the speaker using their gesture of expression

to deliver the messages; the writers have to explain what they want to inform by

organizing and developing ideas nicely.2 This thing also makes writing as the most

difficult skill for second language learners to master.3

The problem comes when the students have lack of idea about what to write. They

sometimes confused to start the ideas that make them give up. Some teachers, who

conduct writing activity, only give the topic of what students have to write and rarely

take a concern about how to stimulate students‟ writing idea.

2Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1991), p. 53. 3Jack C. Richards and Willy A. Renandya, “Teaching Writing”in Jack C. Richards and

Willy A. Renandya(ed), Methodology in Language Teaching: An Anthology of Current Practice,

(New York: Cambridge University Press, 2002), p. 303.

3

In writing process, writers should through several steps; pre-writing, drafting, and

revising. In pre-writing step writers required to think creative in find the interesting

topic and organize their rough ideas that will be develop into a paragraph. This is the

first step of writing process which the writers start to make a plan about what they

will write on a paper and collect the ideas to explain the topic, so that the content of

paragraph will organize well and then continued in drafting step which the writer

have to develop his/her ideas as well as possible that can make the readers understand

and get the information the writer want to deliver.

Writing process is not finish at that step when the writer can produce several

paragraphs from a topic. The writer still needs to revise their first draft before it can

be the final output of the writing process. There are many things that should be

analyzed in this step, such as the coherence from one sentence to another,

grammatical areas, punctuation, and choosing the appropriate vocabulary.

The scopes of skill in English including listening, speaking, reading and writing

are taught in school from the basic aspects until the advance one. In this case, the

writer will focus on writing area, especially about one of its type called Procedure

Text. The procedure text itself often be found in students‟ daily life, such as the

manual of electronics‟ usage, the instructions of cooking food, the steps to play any

kind of games and many other else.

According to Raimes, writing helps students to learn. It is because:

1. First, writing reinforces the grammatical structures, idioms, and vocabulary.

2. Second, when the students write, they also have a chance to be adventurous with

the language, to go beyond what they have just learned to say, to take risks.

3. Third, when they write, they necessarily become very involved with the new

language; the effort to express ideas and the constant use of eye, hand, and brain

is a unique way to reinforce learning.4

4 Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press,

1983), p. 3.

4

Those reasons mentioned above, indicate that writing skill combines some aspects

needed by students to develop their English comprehension. The students hopefully

will be reinforced to synchronize their abilities in gaining the idea, broaden it into a

writing using grammatical structure, idioms, and vocabulary that will enhance during

the learning progress.

There are many types of texts (genres). Those are, literary text, factual texts,

monologue texts and functional texts. For those all, there are many categories of text

type (genre) for instance, descriptive, narrative, recount, report, procedure,

exposition, explanation, discussion, etc.

The role and ability of writing will be reflected in the form of procedure text as

the main point that the writer ought to discuss. It is because of most of our daily

activities are related with procedures. We usually see the procedure in every package

of snacks, food, or tools. Behind the packages, we must be seeing the procedure text.

Not only that, but also in our daily life, we often have to perform some steps to make

or get something is done.

For example, early in the morning, the student helps his/her mother prepare cups

of tea for all members of his/her family. In making cups of tea, he/she has to follow

certain procedure in order to get a nice drink. That is why the students should

understand what a procedure text is and how to make and use it. The technique

provided is using sequence pictures against the written instruction that commonly

appear in teaching procedure activity. This technique purposes to make the students

can understand the processes or steps easier, so they can construct about how

something is made, worked, or operated in the pictures.

The pictures may help the students to imagine the steps for the pictures are one of

the visual learning media for teachers to teach effectively. As said by W.F. Mackey,

“The use of pictures in language teaching is as ancient as the Orbis Pictus of

Comenicuss (1658), written in Hungary between 1653 and 1654. For Comenius, it

5

was above all the pictures which could be most easily impressed upon the mind,

giving the most real and lasting of impressions.”5

From the statements above, can be concluded that the usage of pictures is

expected to help the students to easier their writing activity for the pictures provides

the direct object or situation, so the students can elaborate their ideas from the visual

drawn.

B. Identification of the Study

From the problem above, the writer decides the identification of this study as

follow:

1. The interesting learning materials to teach writing are not enough to attract

students‟ attention and the usage of visual media such as pictures are still rare.

2. The students sometimes need much time to think about how and what to write. It

makes them difficult and only produces little word.

C. Limitation of the Problem

Based on the background, the writer would like to limit this study to find out the

effectiveness of using sequence pictures in students‟ writing procedure text for the

seventh grade students at SMP Islam Al Kholidin Jakarta.

D. Research Question

Based on the background of the study and the limitation of the problem above,

the writer wants to analyze the implementation of using sequence pictures on

students‟ procedure text writing activity, the research questions formulated as “Is

there any effectiveness of using sequence pictures in students‟ writing procedure

text?”

5 W.F. Mackey, Language Teaching Analysis, (London: Longman, 1965), p. 245.

6

E. Objective of the Study

Related to the formulation of the problem, the objectives of this study is to find

out whether or not using sequence pictures is effective to improve students‟ writing

about procedure text.

F. Significance of the Study

This study is intended for the readers, especially the teachers, so they could have

the suitable technique in teaching writing focus on procedure text. Hopefully, by

using sequence pictures as the visual aid, the students can improve their ability to

write. So writing activity can be both easier for the teachers and the students.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Writing

1. Definition of Writing

There are some perceptions of writing according to the experts, based on the

statements from Lindemann, ―Writing is a process of communication which uses a

conventional graphic system to convey a message to a reader.‖1 This can be assumed

that writing is a process of communication delivering message from the addresser

(person who compose the message) to the addressee (the receiver).

Similar perception about writing also declared by Oshima and Hogue

said,―Writing is the action that needs some process such as thinking, writing, reading,

correcting and revising. Those are not the simple steps in writing because people have

to realize that what they write is what they want to say or express‖.2The writing skill

cannot be done spontaneously. In order to make the writing effective, people need to

get through some processes. It is important to avoid misunderstanding in sending the

message.

According to Rogers, ―Writing is one of the most significant cultural

accomplishments of human beings for it allows us to convey information and stories

beyond the immediate moment.‖3

Additional definition by Meyers is, ―The word writing comes from a verb. That

means it is an activity- a process.4The processes mentioned are the steps from

generating ideas, drafting, and editing until it can be a final product of writing.

1 Erika Lindemann, A Rhetoric for Writing Teachers, (New York: Oxford University Press,

1982), p. 11. 2Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson

Longman, 2007), p. 15. 3Rogers Henry, Writing Systems: A Linguistics Approach, (Blackpool: BlackWell Publishing,

1998), p. 1. 4Alan Meyers, Gateways to Academic Writing: Effective Sentences, Paragraph, and Essays,

(New York: Pearson Education, 2005), p. 1.

8

Besides those definitions above that put writing as a communication process,

Raimes stated a different perspective which is, ―Writing helps the students to learn‖.5

The way to help students to learn through writing is because writing reinforces the

students to concern about the usage of grammatical structure, idioms, and vocabulary

that teachers taught. When the students do writing, they can get fully involved with

the language they learn, so they can use their best effort to express their ideas. It is a

unique way to learn because writing activity let the students to discover the right

word and the right sentence in delivering what they want to express.

From the definitions given, can be summed up that writing is an active skill same

as speaking, but people have to learn it through some processes. It needs extra effort

because communicating in written language requires people to deliver the messages

without any direct gesture, facial expressions or intonations that make the message

easy to understand, so they can still keep in touch with those who are in long

distance.

Penny Ur classified writing into three activities:6

a. Writing as a means: that is activity that widely used in foreign language teaching

to engage students with aspects of language other than the writing itself. For

example: learners note down new vocabulary; copy out grammar rules; write out

answers to reading or listening comprehension questions; do written test. In these

example, writing is simply used either as a means of getting the students to

practice a particular language point, or – even more frequently – as a simple

method of testing it: providing information as to how well something has been

learned by the students in a form which the teacher can then check.

b. Writing as an end: other activities take as their main objective the writing itself.

At the ‗micro‘ level they practice specific written forms at the level of word or

sentence (handwriting or typing, spelling, punctuation); at the ‗macro‘ level the

5 Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1982),

p. 3. 6Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge

University Press, 2003), p. 162.

9

emphasis is on content and organization: tasks invite learners to express

themselves using their own words, state a purpose for writing, and often specify

an audience. Example such activities would be: narrating a story, writing a letter.

c. Writing as both means and end: a third kind of activity combines purposeful and

original writing with the learning of practice of some other skill or content. For

example, a written response to the reading of a controversial newspaper article

(combines writing with reading); the writing of anecdotes to illustrate the

meaning of idioms (combines writing vocabulary practice).

2. Purpose of Writing

According to Penny Ur ―the purpose of writing, in principle is the expression of

ideas, the conveying of messages to the reader; so the idea themselves should

arguably be seen as the most important aspect the writing‖7.

While according to Diestch ―the general purpose of writing may be primary to

inform, to persuade, to express and to entertain. The purpose involves responding to

a certain need for writing‖.8

To elaborate, writing to inform enforces the writer to convince the reader that the

message is factual and reliable. It needs reference by the experts to prove the

statements. It can be found in newspaper, articles, instruction or procedure, or essay

for school.

Meanwhile, writing to persuade influence people to argue or to support specific

theme discussed, also to persuade the reader to buy or to do something that the writer

wants to. In persuading, the writers give their opinion and persuade the reader to do

7Ibid., p. 163.

8 Betty Matix Diestch, Reasoning and Writing Well, (New York: McGraw-Hill Companies,

Inc., 2003), 3rd

ed., p. 7.

10

so and agree with them. The examples of writing to persuade are advertisement,

argumentative essay, magazines and etc.

The term of writing to express related to writing as a communication tool. It

helps people to convey the message they want to share. The message can be their

ideas, feelings, or statements that they want certain people to know.

Writing to entertain is aimed to amuse the reader. The reader will be entertained

by something funny, sad, even serious. The examples of writing to entertain are

novels, poems, fables, and song lyrics.

To conclude, the purpose of writing mainly is about transforming the writers‘

ideas into the written form, so the readers may get the point and able to understand

what the writer wants to share and inform them.

3. Process of Writing

There are some processes in writing that people have to learn. The processes

conduct may be vary, but they all have common thing: to help people produce an

effective writing that can be easily understood by the reader.

Dietsch classified the process of writing into four basic writing stages: planning

(pre – writing), drafting (writing), revising (redrafting) and editing (proofreading).9

Richard and Renandya add three other stages in process of writing as a classroom

activity, namely responding (sharing), evaluating, and post writing. Process writing in

the classroom is highly structured as it necessitates the orderly teaching of process

skills, and thus it may not, at least initially, give way to a free variation of writing

stages. Teachers often plan appropriate classroom activities that support the learning

9Ibid., p. 11.

11

of specific writing skills at every stage. The planned learning experiences for students

may be described as follows:10

a. Prewriting

In pre – writing stage, the writer should consider about the subject that she/he

want to write. It can be the most interesting for the writer or something she/he knows

about or he can find out about. The second thing that should be considered is about

the purpose of the writing; communication always has a purpose: to inform, entertain

or to persuade the readers. The last thing need to be considered is the audience; to

make the writing effective, the writer should know for who he/she want to write. The

writer no need to explain a lot about the topic for the people who have known much

about the topic, but he/she need to explain need to give a lot of explanation for people

who never heard about the topic. When the writer gives the attention for these things,

the next step in developing ideas will be easier and efficient.

b. Drafting

At the drafting stage, the writers are focused on the fluency of writing and are not

reoccupied with grammatical accuracy or the neatness of the draft. The goal of

drafting is not a final copy or even a version good enough to show someone else.

Smooth sentence and ideal wording can come later.11One dimension of good writing

is the writers‘ ability to visualize an audience. Although writing in the classroom is

almost always for the teacher, the students may also be encouraged to write for

different audiences, like their peers or other classmate, pen-friends and family

members. A conscious sense of audience can dictate a certain style to be used.

Students should also have in mind a central idea that they want to communicate to

the audience in order to give direction to their writing.

10

Anthony Seow, “The Writing Process and Process Writing” in Jack C. Richards and Willy

A. Renandya(ed), Methodology in Language Teaching: An Anthology of Current Practice, (New York:

Cambridge University Press, 2002), pp. 316–319. 11

Andrea A. Lunsford, The St. Martin’s Handbook, 6th

Edition, (Boston: Bedford/St. Martin,

2010), p. 26.

12

c. Responding

Responding to student writing by the teacher or by peer has a central role to play

in the successful implementation of process writing. Responding intervenes between

drafting and revising. It is the teacher‘s quick initial reaction to students‘ drafts.

Response can be oral or in writing after the students have produced the first draft and

just before they proceed to revise. The failure of many writing programs in school

today may be ascribed to the fact that responding is done at the final stage when

teacher simultaneously responds and evaluates, and even edits student‘ finished texts,

thus giving students the impression that nothing more needs to be done.

d. Revising

When students revise, they review their text on the basis of the feedback given in

the responding stage. They re-examine what was written to see how effectively they

have communicated their meanings to the reader. Revising is not merely checking

for language errors. It is done to improve global content and the organization of ideas

so that the writer‘s intent is made clearer to the reader.

e. Editing

At this stage, students are engaged in fixing up their texts as they planned to

evaluate by the teacher. They edit their own or their peer‘s work for grammar,

mechanic, sentence structure, and the accuracy of supportive textual material. The

students are not always expected to know where and how to correct every error, but

editing to the best of their ability should be done as a matter of course prior to submit

their work for evaluation each time. Editing during process of writing is meaningful

because students can see the connection between exercise and their own writing that

correction is not only to correct their error in writing but also to make their

communication in writing clear and unambiguous to the audience.

13

f. Evaluating

In evaluating stage, students will be scored. The score may be analytical or

holistic. To make score effective, the criteria of evaluations or should include overall

interpretation of task, sense of audience, relevance, development and organization of

ideas, grammar and structures, mechanic, appropriate of vocabulary, and clarity of

communication. Depending on the purpose of evaluation, numerical score or grade

may be assigned. Students may be encouraged to evaluate their own and others‘ work

when they have been taught how to do it.

g. Post-writing

In this stage, students have made a final writing. Their works can be published,

shared, read aloud, or displayed on the notice board. It can be a reward for students in

their writing and motivate the students to write as well as they find a reason for not

writing.

B. Procedure Text

1. Definition of Procedure Text

When we read about the instructions on how to make a handicraft, program a

video recorder, or cook instant noodle, we have just read a kind of text named

procedure text. Based on Cambridge Advance Learner Dictionary, procedure (noun)

is a set of actions which is the official or accepted way for doing something. It shows

that procedure involves more than one action about make something done.

According to Mark and Kathy Anderson, ―A procedure is a piece of text that

gives us instructions for doing something‖. From that statement, can be understood

that procedure text gives us the direction or the ways to do something.12

Rudi Hartono added that, ―Procedural text is to describe how something is

accomplished through a sequence of actions or steps.‖13

The information is presented

in a logical sequence of events which is broken up into small sequenced steps.

12

Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: MacMillan

Education, 1997), p. 50.

14

Another statement by Oshima and Hogue that mention procedure paragraph as

process paragraph, said it is a paragraph which explain how to make or do something,

so called how-to paragraph. To explain how to do something clearly, break the

process down into series of steps and explain each step.14

From the definitions above, the meaning of procedure text can be concluded as a

factual text that explains the progress about something is done in chronological order.

The processes stated in clear steps so it will be easy to understand.

The general function of procedure text according to Siahaan and Shinoda is, ―To

describe how something is accomplished through a sequence of actions or steps.‖15

It

is clear that the main aim of procedure text is to give directions or manual that

structurally in order, so people can use or do things right based on the instructions.

2. Generic Structures of Procedure Text

There are some generic structures in procedure text, such as:16

a. An introductory statement that gives the aim or goal

b. A list of materials that will be needed for completing the procedure

c. A sequence of steps in the order they need to be done

So the procedure text can be constructed if it begins with a statement of its

purpose, and then presents the supporting information in chronological order or in

categories. Supporting information includes only the main idea or actions. The

information provided are the materials and the steps of something is used or done.

13

Rudi, Hartono, Genre-Based Writing, (Semarang: English Department, Faculty of

Language and Art, Semarang State University, 2005), p. 6. 14

Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Pearson

Longman, 2007), p. 95. 15

Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,

2008), p. 81. 16

Mark Anderson and Kathy Anderson, Op. Cit., p. 52.

15

3. Language Features of a Procedure Text

The language features usually found in a procedure text are:17

a. Focus on generalized human agents.

b. Use of simple present tense.

c. Use conjunctive relations

d. Use of mainly material (action) clause.

In procedure text, the agents are human, the sentences begins with verbs and are

stated as commands, the steps are arranged in order by time and use time order

words or numbers to guide the reader from step to step for doing the procedure.

To sum up the elements of procedure text, here is the procedure scaffold by the

Andersons that need to be known to construct a good procedure text.18

a. An introductory statement giving the aim or goal

This may be the title of the text.

This may be an introductory paragraph.

b. Materials needed for completing the procedure

This may be a list.

This may be a paragraph.

This step may be left out in some procedures.

c. A sequence of steps in the correct order

Numbers can be used to show first, second, third, and so on.

The order is usually important.

Such words as now, next, and after this can be used.

Usually the steps begin with a command such as add, stir, or push.

17

Rudi, Hartono, Op. Cit., p. 8. 18

Mark Anderson and Kathy Anderson, Op. Cit., p. 55.

16

C. PICTURES

1. The Understanding of Pictures

In teaching language skill especially writing, the use of media is needed. Media

takes a role as communication tool that make learning activity becomes more

interesting. As claimed by Suleiman, 75% of knowledge received by people through

their eyes.19

In this research, the writer focus on pictures as one of visual media,

which is, also stated by Suleiman that visual media is ―Alat-alat yang dapat

memperlihatkan rupa atau bentuk yang kita kenal sebagai alat peraga.‖.20

According to Celce-Murcia and Hilles, ―Pictures are versatile and useful

resources for teaching aspects of grammar that require a structure-meaning match.

They can be used in all phases of a grammar lesson (i.e., in presentation, focused

practice, communicative practice, and for feedback and correction).‖21

Pictures as valuable resource that leads to a variety of language activities was

stated by Raimes22

. It is because pictures provide a shared experience for students in

the class, and it provides a stimulating focus for students‘ attention.

Wright, on his book, defines pictures as a range of resources in the classroom. ―It

is a thing we see that play an enormous part in affecting us and giving us information

so we can predict, deduce, and infer, not only from what we hear and read, but from

what we see and from what we remembering having seen.‖23

From those perceptions, can be comprehended that pictures is one of visual

learning media, it represents non-verbal source of information. Pictures give

19

Amir Hamzah Suleiman, Media Audio-Visual Untuk Pengajaran, Penerangan, dan

Penyuluhan, (Jakarta: PT Gramedia, 2001), p. 12. 20

Ibid., p. 26. 21

Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching

Grammar, (England: Oxford University Press, 2008), p. 73. 22

Ann Raimes, Op. Cit., p. 27. 23

Andrew Wright, Pictures for Language Learning, (New York: Cambridge University Press,

1999), p. 2.

17

contribution to education because it stimulates students‘ interest and motivation in

learning writing skill.

2. The Criteria of Good Pictures

According to Andrew Wright, there are some criteria for selecting good pictures

for the students, such as:24

a. The aid must be easy to prepare and organize by the teacher

b. The aid must be interesting for students

c. The aid must be meaningful and authentic

d. The aid must be sufficient amount language

Good pictures can help the teacher to conduct an effective writing activity, and

help the student to construct the good writing one. The selection of good pictures may

affect whether the technique works or not.

3. The Resources of Pictures

The source of pictures can be found in: Newspaper, magazines, advertisements,

holiday brochures, business brochures, catalogues, calendars, greeting cards,

postcards, reproduction of arts, posters, wall charts, instructions, old books, comics

and cartoon strips, family photographs, stamps, playing cards, wrapping paper, course

book, the teacher‘s and student‘s own drawings, photocopying.25

D. SEQUENCE PICTURES

1. The Understanding of Sequence Pictures

Related to the kinds of pictures mentioned above, Sequence Pictures discussed by

Wright as cartoon strips and instruction strips that can be used to stimulate and guide

24

Ibid., p. 31. 25

Ibid., pp. 182—187.

18

writing. ―The strips can be kept as they are and used to contextualize a story or

description of a process.‖26

Pairs of pictures or pictures in sequence provide for a variety of guided and free

writing exercise. Grenville defines sequence pictures as ―A set of parallel pictures-

pictures that show a similar scene or tell similar story- provides material that offers

guidance on vocabulary, sentence structure, and organization yet lets the students

write about new subject matter.‖27

White and Arndt discussed about sequence pictures as ―An idea- and vocabulary-

generating device.‖28

A set of Sequence Pictures is an excellent stimulus because

there is possibility for widely interpretations, so it can be used to develop students‘

vocabulary.

From those perceptions stated above, can be summed up that sequence pictures

are set of pictures that tell about certain events in chronological order. The pictures

expected to guide and help the students to comprehend the situation clearly, so they

can elaborate their ideas related to the events shown in the pictures.

2. The Term of Using Sequence Pictures

Although pictures can do much by themselves, it remains for the teacher to give

them certain kinds of help as stated by Sands: 29

a. Pictures must be clearly seen.

b. Pupils should be given every chance to point out what they think of a picture.

c. The teacher should supplement pupils‘ comments to make sure that nothing has

been slighted

26

Ibid., p. 201. 27

Kate Grenville, Writing from Start to Finish: A Six-Step Guide, (Sydney: Griffin Press,

2001), p. 28. 28

Ron White and Valerie Arndt, Process Writing, (London: Longman, 1997), p. 37. 29

Lester B. Sands, Audio-Visual Procedures in Teaching, (New York: The Ronald Press

Company, 1996), p. 237.

19

d. Teacher and pupils should discuss together what they find in the pictures.

e. Pictures ought to help promote supplementary reading, research and other means

of self-education.

From those points, can be understood that to use pictures, especially sequence

pictures, the help from teachers still necessary. As the students may have different

perceptions so the teachers have to guide the students to interpret the picture and get

what it has to give in terms of generalizations, information, and attitudes.

3. The Advantage and Disadvantage of Sequence Pictures

Pictures can play a key role in motivating students, contextualizing the language

they are using, giving them a reference and in helping to discipline the activity.

30Besides the sequence pictures can present the real situation to explain the steps or

procedures about how something is done, without teachers‘ guidance it also have

virtually unlimited possibilities31

as its disadvantage.

E. Previous Study

The research conducted by Puji Astuti; a student of EED by the title ―Improving

Students‘ Ability in Writing Recount Text through Pictures (A Classroom Action

Research at X grade MA Darul Ma‘arif Cipete)‖ in academic year 2010/2011. Based

on that previous research, it can be concluded that the students could improve their

writing ability of recount text through pictures. To improve students‘ writing ability

of recount text, the students analyzed the schematic structures concerning orientation,

events, and re-orientation of any kinds of stories based on the pictures given then they

have to retell the story using their own words into a good order of recount text.

Other research related to this study is the research by Ermia Eka Madina – a

student of English Department, Faculty of Letters, State University of Malang, under

the title: ―Using Pictures to Improve the Eight Graders‘ Ability in Writing Narrative

30

Andrew Wright, Op. Cit., p. 10. 31

Lester B. Sands, Op. Cit., p. 238.

20

Text at SMPN 21 Malang.‖According to her research, she got the effectiveness of

using pictures as learning media for such improvements were shown within the

students‘ attitude during the teaching and learning process. 100% or 43 out of 43 of

the students were actively involved in the teaching and learning process by giving

comment, asking and answering questions, paying attention to the researcher‘s

explanations and instructions, doing the works immediately, and collecting the drafts

on time.

From both researches above, the point that differentiates against this research is

that procedure text has to be created using the correct order based on fact. The ways

mentioned must be officially accepted by the people and make sense.

F. Conceptual Framework

Writing is a productive skill that requires the writer to communicate information

to the readers. The ability to apply the rules of the language is important, so the

people can transfer the idea in his/her mind effectively. In education, writing helps

students to learn for it involved all the grammatical aspects, idioms, and vocabulary.

The scope of writing area focused on procedure text that can be found in students‘

daily life and real situation. But learning activity needs proper learning media to

stimulate and attract students‘ attention, in this research the writer used sequence

pictures. It is expected that the implementation of sequence pictures can motivate

students to take part in writing activity, because what the students have to write in

order to write procedure text, already presented each steps chronologically by the

sequence pictures. Besides, sequence pictures, with the help from teachers, can guide

and give information the students‘ need according to the task given. In the end,

teacher can improve the students writing skill. So the students can be creative in

developing the topic and composing the sentences to be a paragraph that coherent

each other.

21

G. Theoretical Hypothesis

Based on the theoretical and conceptual framework above, the writer formulated

the hypothesis as follows:

H0 : There is no significant difference of students‘ achievement between those

who were taught by using sequence pictures in teaching procedure text than

those who were taught without using sequence pictures.

Ha : There is a significant difference of students‘ achievement between those who

were taught by using sequence pictures in teaching procedure text than those

who were taught without using sequence pictures.

22

CHAPTER III

RESEARCH METHODOLOGY

A. The Place and Time of Research

The research conducted to the seventh grade students of SMP Islam Al Kholidin

Jakarta which located at Jl. Wijaya I blok O, Kebayoran baru, South Jakarta. From 6th

April until 30th

April 2015.

B. The Method and Design of Research

This study used quantitative method and the design of the study was quasi

experimental study that aimed to find out the cause-effect between two variables.1

This research involved two groups, one class as experiment class, and another class as

a control class. The pre-test and post-test were given to the students in both

experiment and the control class. The treatmentonly applied in the experiment class

which is writing procedure text using sequence pictures; meanwhile in the control

class only used usual way that is written instruction.

C. The Instrument of Research

The instrument used for collecting data is tests. The test is in written form that the

students have to write procedure text about the topic given. The tests divided into two

tests, pre-test and post-test. The pre-test is given to the students before the treatment

and the post test given after the treatment. After the students did the tests, their works

were assessed by rubric of scoring writing (appendix). The writer use the form of

analytic scoring by Sarah Cushing Weigle for it contains the items that the writer

wants to assessed.2 Then, the tests were assessed by two assessors; the writer and the

English teacher of SMP Islam Al Kholidin Jakarta in order to minimize the

1Gay, L. R., Mills, Geoffrey E., and Airasian, Peter, Educational Research: Competencies for

Analysis and Applications, Ninth Edition, (New Jersey: Pearson Education, 2009), p. 240. 2Sarah Cushing Weigle, Assesing Writing, (Cambridge: Cambridge University Press, 2002), p.

116.

23

subjectivity of the assessment. The scores from both sides were added and divided by

two, those as the final point that the students get from their writing.

D. The Population and Sample of Research

Population can be defined as the all members of research subject who have

representative characteristic or fulfill the requirement to be the research subject. It is a

target to be researched. In this research, the students in the first grade of SMP Islam

Al Kholidin Jakarta (academic year: 2015/2016) were the population.

Sample is part of the population. Because the population is too big, sample was

taken to make this research was effectively conducted.The writer used purposive

sampling to take the sample in this research. Purposive sampling is a kind of

sampling in which sample is selected by the researcher which he/she believes that the

sample can be the representatives of the population.3Twenty five students of class 7-1

and 7-2 were chosen as the sample of this research. Class 7-1 as the experiment class

and class 7-2 as controlled class. The first consideration was the students of these two

classes basically have the same characteristic and intelligence. It was convinced by

the observation in the beginning of research, data of students’ learning achievement,

and the information gotten from the teachers in that school.

E. The Technique of Collecting Data

The techniques of collecting data used in this research are:

1. Pre-test

The writer gave a pre-test to both of the experiment and the control class. The

students are ordered to write the procedure of making fried rice according to their

own knowledge. They might write down about the materials, utensils, and the steps

they know.

3Ibid., p. 259.

24

2. Treatment

The writer teaches constructing procedure text to the experiment and control class.

She delivers the material in the experiment class using sequence pictures; and teaches

the control class using written instruction.

3. Post-test

The last step is giving post-test. It was given after the treatment is finished. The

Post test is purposed to know the result of students’ achievement after the students’

have been given teaching/treatment.

F. Data Analysis Technique

The technique of data analysis that was used by the writer in this study was

statistical analysis with t-test, the formula as followed4:

With the explanation:

= Mean of the differences of Experiment Class

M2 = Mean of the differences of Controlled Class

SE = Standard Error of Experiment Class

SE = Standard Error of Controlled Class

X = Teaching procedure text using sequence pictures in

Experiment Class

Y = Teaching procedure text without using sequence pictures in

Control Class

The procedures of were calculations as follows:

4Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2011), p.

314.

25

1. Determining Mean of variable X:

∑

2. Determining Mean of variable Y:

∑

3. Determining Standard of Deviation Score of Variable:

√∑

4. Determining Standard of Deviation Score of Variable Y:

√∑

5. Determining Standard Error Mean of Variable X:

√

6. Determining Standard Error Mean of Variable Y:

√

7. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

√

8. Determining to with formula:

26

9. Determining Degrees of Freedom (df), with formula:

G. Statistical Hypothesis

Ha : if tobserved> ttable, hypothesis alternative is accepted. It means that there is

effectiveness of using sequence pictures in students’ writing procedure text.

Ho : if tobserved< ttable, hypothesis alternative is rejected. It means that there is no

effectiveness of using using sequence picturesin students’ writing procedure text.

1. t0 > tt : The null hypothesis (H0) is rejected and the alternative hypothesis (Ha)

is accepted.

2. t0 < tt : The null hypothesis (H0) is accepted and the alternative hypothesis (Ha)

is rejected.

H. Data Validity

The validity of the essay is taken from the triangulation of school’s curriculum

and text book used by the teacher. The discussion between the writer and school’s

teacher also applied as considerations to make the test as the instrument of the

research. Meanwhile inter-rater reliability (agreement between raters) was used in

assessing students’ procedure text writing both in pre-test and post-test, because two

raters were involved. Inter-rater reliability refers to the tendency of different raters to

give the same scores to the same scripts.5 Then, to know the validity of inter-raters,

one can start by asking few basic questions:

a. First, is about doing scoring procedures – in particular, scoring guide – accurately

reflect the construct being measured?

5 Sarah Cushing Weigle, Op. Cit., p. 135.

27

b. Next, is whether the scoring procedures are being implemented in appropriate

way?

c. Third question is whether the scores obtained from the test allow us to make

appropriate inferences about writing ability.6

After those discussion and investigation, the score were given as students’ writing

results.

6Ibid., p. 137.

28

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Description of the Data

In this study, the writer taught two groups in SMP Islam Al Kholidin which are

class 7-1 as experiment class and class 7-2 as controlled class in different ways. The

experiment class was taught using sequence pictures meanwhile in the controlled

class, the writer only used written instruction. The data provided are the results of

students’ pre-test and post-test from both experiment class and control class, and after

the experiment class got treatment in certain period. The scores below were taken

from students’ writing of procedure text that assessed by two assessors, they are the

English teacher of SMP Islam Al Kholidin and the writer herself.

a. The Data of Experiment Class

No. Pre-Test Post-Test

Assessor

1

Assessor

2

Final

Score

Assessor

1

Assessor

2

Final

Score

1 60 68 64 84 76 80

2 68 64 66 80 78 79

3 68 72 70 76 80 78

4 76 72 74 76 84 80

5 60 68 64 80 76 78

6 72 68 70 84 78 81

7 60 64 62 76 76 76

8 72 76 74 86 80 83

9 68 64 66 76 80 78

Table 4.1

The Scores of Experiment Class

29

Table 4.2

The Score of Pre-Test and Post-Test of the Experiment Class

Students Score Gained

Score Pre-Test Post-Test

1 64 80 14

2 66 79 11

3 70 78 8

4 74 80 6

5 64 78 14

6 70 81 5

7 62 76 12

8 74 83 9

9 66 78 10

Table 4.1

The Scores of Experiment Class

No Pre-Test Post-Test

Assesor

1

Assesor

2

Final

Score

Assesor 1 Assesor

2

Final

Score

10 60 68 64 84 72 78

11 64 68 66 80 84 82

12 64 72 68 84 72 78

13 68 72 70 72 88 80

14 60 68 64 76 80 78

15 60 64 62 76 76 76

16 60 68 64 80 80 80

17 72 68 70 80 76 78

18 58 72 65 72 80 76

19 68 76 72 72 80 76

20 56 64 60 76 76 76

21 64 60 62 72 76 74

22 60 60 60 80 72 76

23 64 60 62 72 76 74

24 60 68 64 80 76 78

25 68 76 72 72 80 76

30

Students Score Gained Score

Pre-Test Post-Test

10 64 78 10

11 66 82 12

12 68 78 10

13 70 80 10

14 64 78 4

15 62 76 14

16 64 80 6

17 70 78 4

18 65 76 9

19 72 76 4

20 60 76 12

21 62 74 12

22 60 76 10

23 62 74 12

24 64 78 14

25 72 76 4

Σ n = 25 Σ X0 = 1655

Σ X1 = 1949 Σ X2 = 236

AVERAGE 66.2

77.96 9.44

MAX 74

83

MIN 60

74

M pre-test = ∑

=

= 66.2

M post-test =∑

=

= 77.96

M gained score = ∑

=

= 9.44

From the Table 4.2 above, the score of pre-test and post-test of experiment

class showed that the highest score on the pre-test was 74 and the lowest score was

60 with the average of 66.2. Then, the average of the pretest increased on the post-

Table 4.2

The Score of Pre-Test and Post-Test of

the Experiment Class

31

test up to 77.96. The highest score of post-test was 83 while the lowest score was

74. It can be seen that the experiment class gained score about 9.44 points.

b. The Data of Controlled Class

Table 4.3

Score of the Controlled Class

Students Pre-Test Post-Test

Assessor

1

Assessor

2

Final

Score

Assessor

1

Assessor

2

Final

Score

1 64 68 66 72 72 72

2 68 68 68 76 68 72

3 72 68 70 72 76 74

4 72 72 72 76 80 78

5 64 72 68 76 76 76

6 68 68 68 72 76 74

7 68 64 66 68 64 66

8 64 72 68 80 72 76

9 72 68 70 76 80 78

10 76 72 74 76 72 74

11 64 64 64 72 72 72

12 60 68 64 68 60 64

13 64 72 68 64 72 68

14 68 64 66 72 76 74

15 72 72 72 76 80 78

16 60 72 66 72 76 74

17 72 68 70 80 78 79

18 60 60 60 64 64 64

19 64 72 68 72 76 74

20 68 64 66 64 68 66

21 68 68 68 68 68 68

22 72 68 70 72 68 70

23 60 64 62 68 68 68

24 60 72 66 80 80 80

25 72 72 72 76 72 74

32

Table 4.4

The Score of Pre-Test and Post-Test of the Controlled Class

STUDENTS SCORE GAINED

SCORE PRE-TEST POST-TEST

1 66 72 6

2 68 72 4

3 70 74 4

4 72 78 6

5 68 76 8

6 68 74 6

7 66 66 0

8 68 76 8

9 70 78 8

10 74 74 0

11 64 72 8

12 64 64 0

13 68 68 0

14 66 74 8

15 72 78 6

16 66 74 8

17 70 79 9

18 60 64 6

19 68 74 6

33

Table 4.4

The Score of Pre-Test and Post-Test of the Controlled Class

Student Score

Gained Score Pre-Test Post-Test

20 66 66 0

21 68 68 -2

22 70 70 2

23 62 68 6

24 66 80 10

25 72 74 2

Σ n = 25 Σ Y0 = 1692 Σ Y1 = 1811 Σ Y2 = 119

AVERAGE 67.68 72.44 4.76

MAX 74 79

MIN 60 64

M pre-test = ∑

=

= 67.68

M post-test =∑

=

= 72.44

M gained score = ∑

=

= 4.76

From the Table 4.4 above, the score of pre-test and post-test of controlled class

showed that the highest score on the pre-test was 74 and the lowest score was 60 with

the average of 67.68. Then, the average of the post-test was 72.44. The highest score

of post-test was 79 while the lowest score was 64. It can be seen that the controlled

class only gained score about 4.76 points.

34

2. Analysis of the Data

Table 4.5

The Comparison of Gained Score between the Experiment Class and the

Controlled Class

Ss

Exp.

Class

(X)

Ctrl.

Class

(Y)

x y

x2 y

2

(X - MX) (Y - MY)

1 16 6 6.56 1.24 43.03 1.54

2 13 4 3.56 -0.76 12.67 0.58

3 8 4 -1.44 -0.76 2.07 0.58

4 6 6 -3.44 1.24 11.83 1.54

5 14 8 4.56 3.24 20.79 10.50

6 11 6 1.56 1.24 2.43 1.54

7 14 0 4.56 -4.76 20.79 22.66

8 9 8 -0.44 3.24 0.19 10.50

9 12 8 2.56 3.24 6.55 10.50

10 14 0 4.56 -4.76 20.79 22.66

11 16 8 6.56 3.24 43.03 10.50

12 10 0 0.56 -4.76 0.31 22.66

13 10 0 0.56 -4.76 0.31 22.66

14 14 8 4.56 3.24 20.79 10.50

15 14 6 4.56 1.24 20.79 1.54

16 16 8 6.56 3.24 43.03 10.50

17 8 9 -1.44 4.24 2.07 17.98

18 11 6 1.56 1.24 2.43 1.54

19 4 6 -5.44 1.24 29.59 1.54

20 16 0 6.56 -4.76 43.03 22.66

35

Table 4.5

The Comparison of Gained Score between the Experiment Class and the

Controlled Class

Ss

Exp.

Class

(X)

Ctrl.

Class

(Y)

x y

x2 y

2 (X - MX) (Y - MY)

21 12 -2 2.56 -6.76 6.55 45.70

22 16 2 6.56 -2.76 43.03 7.62

23 12 6 2.56 1.24 6.55 1.54

24 14 10 4.56 5.24 20.79 27.46

25 4 2 -5.44 -2.76 29.59 7.62

∑X=

294

∑Y=

119

∑x = 58 ∑y = 5.33 ∑x2=

453.12

∑y2=

294.56

Description :

Ss : Students

Exp. Class : Experiment Class

Ctrl. Class : Controlled Class

X : gained score of experiment class

Y : gained score of control class

x : gained score of experiment class – mean of gained score of

experiment class (9.44)

y : gained score of controlled class – the average of gained score of

controlled class (4.76)

x2 : gained score of experiment class quadrate

y2 : gained score of controlled class quadrate

36

The formula of T-test was expressed as follows:

The calculation can be seen as follows:

1. Determining Mean of variable X:

∑

2. Determining Mean of variable Y:

∑

3. Determining Standard of Deviation Score of Variable X:

√∑

√

√

4. Determining Standard of Deviation Score of Variable Y:

√∑

√

√

5. Determining Standard Error Mean of Variable X:

√

√

√

6. Determining Standard Error Mean of Variable Y:

√

√

√

7. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

√

√ √

37

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

The value of df48at the degrees of significance 5% orttable is 1.67722.

From the result of statistical calculation above, it can be seen that the value

of t0 or ttest is 5.19 and the degree of freedom (df) was 48. The value of t in the

degree of freedom of 48 and at the degree of significance 5% or ttable of df48 with

ɑ=5% is 1.67722.

3. The Testing of Hypothesis

This research is conducted in order to answer the research question: “Is there any

effectiveness of using sequence pictures in students’ writing procedure text at the first

grade of SMP Islam Al Kholidin Jakarta?”

The statistical hypothesis of this research can be seen as follows:

H0: There is no significant difference of students’ achievement between those who

were taught by using sequence pictures in teaching procedure text than those

who were taught without using sequence pictures.

38

Ha: There is a significant difference of students’ achievement between those who

were taught by using sequence pictures in teaching procedure text than those

who were taught without using sequence pictures.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null hypothesis) is

rejected.

2. If t-test (to) < t-table (tt) in significant degree of 0.01, Ho (the null hypothesis) is

accepted.

From the result of the statistical calculation, it shows that the value of tt with df

48 in the significance 5% is 1.67722, while the value of the tois 5.19. Since score

in the table is higher than score obtain from the result of calculating, so the

alternative hypothesis ( ) is accepted and the null hypothesis ( ) is rejected.

2. Discussion

From the data, students’ score was increase after they used sequence pictures as

the media of teaching procedure text. Thus, it can be concluded that sequence pictures

do effective in improving students’ procedure text writing achievement.

Some advantage of using sequence pictures during teaching and learning process

are the students can get the visualization of what they have to write, it helps them

finding the idea to start writing. Besides, they can see the clues that guide them to

construct procedure text in well order. Next, what shown in the pictures may

stimulate their curiosity to search the new vocabularies related to the pictures.

The implementation of using sequence pictures in SMP Islam Al Kholidin

proved that students were more interested in writing procedure text while they see the

real situations given by the pictures. They may elaborate their thoughts after they get

the information presented by the pictures. Therefore sequence pictures can be one of

useful media to teach procedure text writing.

39

Compare to the previous studies mentioned before, the term using sequence

pictures on students’ writing procedure text also has effectiveness according to the

students’ test results. Pictures, moreover, are expected as interesting learning media

that could be used as the variation of learning materials. Two writers whom their

studies related to the text types and pictures, found out that pictures successfully

increased students’ writing results. They figured out that the usage of pictures

affected students behavior in learning English, especially writing. The students were

more passionate in producing writing, and more curious searching new words. This

could improve students’ vocabulary mastering. Besides, using pictures can be related

to the true events happen in real life, so students can use their vocabulary mastery in

their daily life.

The difference between this study and others is the usage of pictures was

provided in chronological order. It is to guide the students so they could interpret the

situation shown in each frames. The students also could elaborate the idea from the

pictures based on their own basic knowledge and experiences. The writer raised the

theme Procedure Text in particular, in purpose to gain students’ knowledge about

new information. It is also help the students to be more competent in using or making

something. Furthermore, the usage of sequence pictures in students’ writing

procedure text could be one of the teachers’ efforts to make learning activity more

fun and creative, and avoid the class from boredom situation.

40

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Writing is a quite difficult skill that must be mastered by second language

learners. The difficulties lie not only at generating and developing ideas stage, but

also in translating the ideas into comprehensible and readable text. Besides that,

there are several things that should be considered to make a good text, such as

grammatical area, vocabulary choice, and mechanics.

The aim of this study is to find out whether sequence pictures were effective in

teaching procedure text writing for the first grade students at SMP Islam Al-Kholidin

Jakarta and whether it could give an improvement in students’ mastery of the subject

matter. Based on the study which was conducted in the first grade of SMP Islam Al-

Kholidin Jakarta, showed that the value of = 5.19 and the value of df (degree of

freedom) 48 with significance 5% is 1.67722.The result showed that t-test (to) > t-

table (tt) (5.19>1.67722). So, it can be concluded that using sequence pictures are

effective in improving students’ procedure text writing achievement.

B. Suggestions

1. For Teachers

Based on the result of this research, it is suggested for the teachers to have

variation in teaching writing, especially procedure text, using interesting media which

is sequence pictures. It is proven that sequence pictures can stimulate students’ ideas

in developing their writing skill. Students can see the visualization of the real

situations given each steps in procedure writing.

The challenge comes when the students feel uncertain about what the pictures tell

about according to the blur images, so it is important for the teachers to provide the

41

clear pictures in order to make the students understand. Besides, the guidance from

the teachers also needed, so misunderstanding due to the pictures can be avoided.

2. For Students

Students are suggested to bring their own dictionary to interpret what happened in

the pictures. They may found any items that they do not know its vocabulary in

English. Meanwhile, the pictures can be elaborated by the students but still related to

the topic given. The students can see through images the main point of the steps on

the procedures, but they can broad the information according to the basic knowledge

they have already knew.

42

BIBLIOGRAPHY

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Macmillan Education, 2003.

Brown,H. Douglas. Language Assessment: Principles and Classroom Practices. New

York: Longman, 2003.

Celce-Murcia, Marianne and Hilles, Sharon. Techniques and Resources in Teaching

Grammar. England: Oxford University Press, 2008.

Cooper, Charles R., and Rise B. Axelrod. The St. Martin’s Guide to Writing. New

York: St. Martin’s Press, 1995.

Dietsch,Betty Mattix. Reasoning & Writing Well: a Rhetoric, Research Guide,

Reader, and Handbook. New York: McGraw-Hill Companies, 2006.

Grenville, Kate. Writing from Start to Finish: A Six-Step Guide. Sydney: Griffin

Press, 2001.

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1991.

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Edition. Boston: Bedford/St.

Martin, 2010.

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Pearson Longman, 2007.

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1983.

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Richards, Jack C. Methodology in Language Teaching. An Anthology of Current

Practice. New York: Cambridge University Press, 2002.

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Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Rajagrafindo Persada, 2011.

Suleiman, Amir Hamzah. Media Audio-Visual Untuk Pengajaran, Penerangan, dan

Penyuluhan. Jakarta: PT Gramedia, 2001.

Suyono. Belajar dan Pembelajaran. Bandung: PT Remaja Rosdakarya, 2011.

Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge:

Cambridge University Press, 2003.

Weigle, Sara Cushing. Assessing Writing. Cambridge: Cambridge University Press,

2002.

White, Ron and Arndt, Valerie. Process Writing. London: Longman, 1997.

Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University

Press, 1989.

APPENDICES

Appendix 1

Experiment Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Islam Al Kholidin Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / 2

Standar Kompetensi : Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai

pendek sangat sederhana berbentuk descriptive dan procedure

untuk berinteraksai dengan lingkungan terdekat.

Berbicara

Mengungkapkan makna dalam percakapan transaksional dan

interpersonal sangat sederhana berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar : Menulis

Mengungkapkan makna dan langkah retorika dalan esai

pendek sederhana dengan menggunakan ragam bahasa tulis

secara akurat lancar dan berterima untuk bereinteraksi dengan

lingkungan terdekat dalm teks berbentuk procedure.

Berbicara

Mengungkapkan makna dalam monolog pendek sangat

sederhana dengan menggunakan ragam bahasa lisan secara

akurat,lancar,dan berterima untuk berinteraksi dengan

lingkungan terdekat dalam teks berbentuk descriptive dan

procedure.

Indikator :

1. Siswa dapat mengungkapkan kembali secara benar teks

procedure yang didengar dan dilihat dari video berjudul

how to make a cup of coffee.

2. Siswa dapat mengungkapkan cirri kebahsaan teks prosedur

yang dilihat dan didengar.

3. Siswa dapat melengkapi teks prosedur dengan

menggunakan gambar berseri dan kata-kata yang sudah

disediakan.

4. Siwa dapat menjawab pertanyaan dari soal tentang teks

prosedur.

Jenis Teks : Teks Procedure

Aspek / Skill : Berbicara dan menulis

Alokasi Waktu : 2 x 40 menit

A. Materi Pembelajaran.

a. Monolog procedure/ video procedure

How to make a cup of coffee

Ingredients: water

a spoon of coffee powder

2 spoons of sugar

Procedure: First, boil water.

Second, put a pack of coffee and 2 spoons of sugar into a cup.

Third, put the boiling water into the cup.

Fourth, stir well

b. Langkah retorika teks procedure :

Goal, materials needed, steps

c. Ciri kebahasaan

Menggunakan noun phrase : a pack of coffee, boiling water

Menggunakan action verb : put, boil, stir

Menggunakan connective words : first, second, then, finally

Menggunakan simple present tense

Menggunakan imperative sentence : boil water, put a spoon of coffee powder

and 2 spoons of sugar into a cup, etc

B. Metode Pembelajaran/ Teknik : Three-phase technique

C. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

Tanya jawab berbagai hal terkait dengan kondisi siswa

Tanya jawab mengenai hal yang berkaitan dengan materi, misalnya have you

ever make a noodle? And do you know how to make it?

And how about oreo or fruit coffee?? I think all of you, ever eat this food or

drink. Have you ever see the composition or ingredients in the pack??

b. Kegiatan Inti

Mendengarkan dan melihat video teks procedure tentang “how to make a cup of

coffee”

Mengungkapkan kembali teks procedure yang telah diberikan secara lisan

Mengungkapkan ciri kebahasaaan teks procedure yang telah diberikan secara

lisan.

Guru menjelaskan materi teks prosedur.

Guru menunjuk beberapa siswa untuk menjelaskan perbedaan teks prosedur and

label.

Siswa diminta mengerjakan soal melengkapi teks prosedur.

c. Kegiatan Penutup

Guru menanyakan kesulitan siwa

Guru mengumpulkan soal yang telah dikerjakan siswa

Guru menutup KBM

D. Sumber Belajar

Video teks prosedure tentang how to make a cup of coffee.

Slide

Sequence Pictures

Buku English on Sky

Buku English in Focus

Soal bergambar dari guru.

5. Penilaian

Teknik : Tertulis dan lisan

Bentuk : Menjawab soal

Instrumen : terlampir

Jakarta, 8 April 2015

Guru Praktikan

Erna Yuniarti

NIM 109014000184

Appendix 2

Control class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Islam Al Kholidin Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII / 2

Standar Kompetensi : Menulis

Mengungkapkan makna dalam teks tulis fungsional dan esai

pendek sangat sederhana berbentuk descriptive dan procedure

untuk berinteraksai dengan lingkungan terdekat.

Berbicara

Mengungkapkan makna dalam percakapan transaksional dan

interpersonal sangat sederhana berbentuk descriptive dan

procedure untuk berinteraksi dengan lingkungan terdekat.

Kompetensi Dasar : Menulis

Mengungkapkan makna dan langkah retorika dalan esai

pendek sederhana dengan menggunakan ragam bahasa tulis

secara akurat lancar dan berterima untuk bereinteraksi dengan

lingkungan terdekat dalm teks berbentuk procedure.

Berbicara

Mengungkapkan makna dalam monolog pendek sangat

sederhana dengan menggunakan ragam bahasa lisan secara

akurat,lancar,dan berterima untuk berinteraksi dengan

lingkungan terdekat dalam teks berbentuk descriptive dan

procedure.

Indikator :

1. Siswa dapat mengungkapkan kembali secara benar teks

procedure yang didengar dan dilihat dari video berjudul

how to make a cup of coffee.

2. Siswa dapat mengungkapkan cirri kebahsaan teks prosedur

yang dilihat dan didengar.

3. Siswa dapat melengkapi teks prosedur dengan

menggunakan kata-kata yang sudah disediakan.

4. Siwa dapat menjawab pertanyaan dari soal tentang teks

prosedur.

Jenis Teks : Teks Procedure

Aspek / Skill : Berbicara dan menulis

Alokasi Waktu : 2 x 40 menit

A. Materi Pembelajaran.

a. Monolog procedure

How to make a cup of coffee

Ingredients: water

a spoon of coffee powder

2 spoons of sugar

Procedure: First, boil water.

Second, put a pack of coffee and 2 spoons of sugar into a cup.

Third, put the boiling water into the cup.

Fourth, stir well

b. Langkah retorika teks procedure :

Goal, materials needed, steps

c. Ciri kebahasaan

Menggunakan noun phrase : a pack of coffee, boiling water

Menggunakan action verb : put, boil, stir

Menggunakan connective words : first, second, then, finally

Menggunakan simple present tense

Menggunakan imperative sentence : boil water, put a spoon of coffee powder

and 2 spoons of sugar into a cup, etc

B. Metode Pembelajaran/ Teknik : Three-phase technique

C. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

Tanya jawab berbagai hal terkait dengan kondisi siswa

Tanya jawab mengenai hal yang berkaitan dengan materi, misalnya have you

ever make a noodle? And do you know how to make it?

And how about oreo or fruit coffee?? I think all of you, ever eat this food or

drink. Have you ever see the composition or ingredients in the pack??

b. Kegiatan Inti

Mendengarkan dan melihat video teks procedure tentang “how to make a cup of

coffee”

Mengungkapkan kembali teks procedure yang telah diberikan secara lisan

Mengungkapkan ciri kebahasaaan teks procedure yang telah diberikan secara

lisan.

Guru menjelaskan materi teks prosedur.

Guru menunjuk beberapa siswa untuk menjelaskan perbedaan teks prosedur and

label.

Siswa diminta mengerjakan soal melengkapi teks prosedur.

c. Kegiatan Penutup

Guru menanyakan kesulitan siwa

Guru mengumpulkan soal yang telah dikerjakan siswa

Guru menutup KBM

D. Sumber Belajar

Buku English on Sky

Buku English in Focus

Soal bergambar dari guru.

5. Penilaian

Teknik : Tertulis dan lisan

Bentuk : Menjawab soal

Instrumen : terlampir

Jakarta, 8 April 2015

Guru Praktikan

. Erna Yuniarti

NIM 109014000184

Appendix 3

Scoring Rubric of Writing

Organization Score

Orientation, complication, resolution and re-orientation highly organized; progression of

ideas clear and well linked; like educated native writer. 5

Orientation, complication, resolution and re-orientation well organized; links could

occasionally be clearer but communication not impaired. 4

Some lack of generic structure and organization; re-reading required for clarification of

ideas. 3

Little or no attempt at connectivity, though reader can deduce some organization. 2

Individual ideas may be clear, but very difficult to deduce connection between them. 1

Developing Ideas

Ideas are substantial and elaborated in introducing characters, arising of problems, and

solving the problems. 5

Ideas show some development or elaboration in introducing characters, arising of problems,

and solving the problems. 4

Ideas are few, not elaborated in introducing characters, arising of problems, and solving the

problems. 3

Ideas are very few and very simple, ideas appear unrelated and lack of introducing

characters, arising of problems, and solving the problems. 3

Ideas are very few and very simple, lack of introducing characters, arising of problems, and

solving the problems. 2

Vocabulary

Use of vocabulary and idiom rarely (if it all) distinguishable from that educated native

writer. 5

Occasionally uses inappropriate or relies on circumlocutions; expression of ideas hardly

impaired. 4

Uses wrong or inappropriate words fairly frequently; expression of ideas may be limited

because of inadequate vocabulary. 3

Limited vocabulary and frequent errors clearly hinder expression of ideas. 2

Vocabulary so limited and so frequently misused that reader must often rely own

interpretation.

Grammar

Few (if any) noticeable errors of grammar or word order. 5

Some errors of grammar or word order which do not, however, interfere with

comprehension. 4

Errors of grammar or word order fairly frequent; occasional re-reading necessary for full

comprehension. 3

Errors of grammar or word order frequent; efforts of interpretation sometimes required on

reader’s part. 2

Errors of grammar or word order very frequent; reader often has to rely on own

interpretation. 1

Mechanics

Few (if any) noticeable lapses in punctuation or spelling. 5 Occasional lapses in punctuation or spellings which do not, however, interfere with

comprehension. 4

Errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full

comprehension. 3

Frequent errors in spelling or punctuation; lead sometimes to obscurity. 2 Errors in spelling or punctuation so frequent that reader must often rely on own

interpretation. 1

Ʃ x 4

Appendix 4

Pre-Test

Write a Procedure Text about “How to Make Fried Rice” based on your knowledge.

You have 60 minutes to write your essay.

Scoring will be based on organizational structure, developing ideas, appropriate

vocabulary selection, grammar usage, and the use of effective diction and right

punctuation.

Appendix 5

Post – Test Experimental Class

Write a Procedure Text about “How to Make Sautéed Green Shrimp” based on the

sequence pictures on your textbook.

(English in Focus Grade VII Junior High School, p. 135).

You have 60 minutes to write your essay.

Scoring will be based on organizational structure, developing ideas, appropriate

vocabulary selection, grammar usage, and the use of effective diction and right

punctuation.

Appendix 6

Post – Test Controlled Class

Write a Procedure Text about “How to Make Sautéed Green Shrimp” based on your

knowledge/experience.

You have 60 minutes to write your essay.

Scoring will be based on organizational structure, developing ideas, appropriate

vocabulary selection, grammar usage, and the use of effective diction and right

punctuation.