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C. Objectives of the Study Related to the problem statement above, the writer formulates that the objective of this study are intended to find out: 1. How the improvement of the students writing ability through pictogram at of SMPN 34 Makassar. 2. How the students interest toward the implementation of pictogram in teaching and learning process. D. Significance of the Study The finding of this study provides useful information. The research is expected to be beneficial or to give contribution for future researcher related to this topic and information to the English teacher in the case to develop interesting and challenging writing ability by using pictogram. E. Scope of the Study The scope of the study is conducted at of SMPN 34 Makassar, which focused on descriptive paragraph dealing with organization and language use aspect by using pictogram.

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for language learning. Pictogram is a symbol system which can be use both for productive and receptive skill. The use of pictogram as visual material incorporates the advantages of techniques like concept mapping, picture, symbol, and image. Pictogram is very suitable to be applied to the students of senior high school as brainstorming (pre-activity). It is very helpful for the students in generating and organizing their ideas. Furthermore, brainstorming and semantic mapping are proposed as helpful strategies in developing idea to produce coherence and cohesive written in teaching English of senior high school. Based on the statement above, the writer would like to write about Improving Students Writing Ability through Pictogram at SMPN 34 Makassar.

B. Problem Statement

Based on the background above, the writer formulates the following study questions: 1. How is the improvement of the students writing ability through pictogram at the second year students of SMPN 34 Makassar? 2. How is the students interest toward the implementation of pictogram in teaching and learning process?

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both words and images, means that were making our ideas visible (Marguiles, 2002:10). In connection with that, brainstorming and semantic mapping are strategies that proposed to develop ideas become coherence and cohesive in teaching writing (Depdiknas, 2003:10). Pictogram as one of visual learning techniques is a graphical ways of working with ideas and presenting information, teach students to clarify and process their thinking, organize and prioritize now information. Visual diagrams reveal patterns, interrelationship, and interdepencies. Pictogram also stimulates creative thinking. For example, students who are searching for ideas for writing assignments, project or presentations, often they need a spark to make ideas begin to flow (Ingmarsson, 2000:23). Another thing that characterizes pictogram symbols in their stylistic design, using only details that are most important and that provide the most information. Pictogram symbols can be used for planning calendars that remind users when to go to school, to shop, to exercise (Scott, 1997). Pictogram can be used also for making big picture of planning in the long period and agenda, or daily activity (Meier, 2002:5). As conclusion, pictogram is one of the visual representations that united the word and image and can be used in learning process that can be stimulated and motivate learner in learning process, especially

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make the writing class more interesting, exciting and enjoyable. It can be done by choosing appropriate material and technique that students like based on the students level and background of knowledge. Visual material offers an attractive and stimulating framework for writing practice. Kinds of writing activity that often use visual material are narrative and descriptive composition. It is clearly that visual material has great potential as an aid to develop writing skills and can provide both context and stimulation for a variety of activities. Visual material can be divided into two main categories, they are: 1) pictorial; includes single picture and picture sequences. 2) plans, maps, and diagram; diagrams include material such as graph and charts (Byrne, 1990:23). One of the visual materials is pictogram. It is one of the visual representations that can be used in teaching language especially for English language. Pictogram is one of the symbols belonging to a pictorial graphic system. Its symbol captures the common sense and conventional knowledge of visual representations for ideas and emotion and presents these concepts in a clear symbol drawing and design. Pictogram can be used as a useful tool in designing curriculum and developing teaching and learning process (Meier, 2002:51) Pictogram can be used when visually mapping ideas. The process allows the learner to see the parts, the whole, and notice the relationship between them. Pictogram makes the ideas visible, using

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CHAPTER I INTRODUCTION

A. Background

English as a foreign language is taught from primary school up to university level in Indonesia. It involves four language skills namely listening, speaking, reading, and writing. Writing, as one of the language skills, is very important in language teaching and learning process, but it is not easy to do. The learners have to master the structure and have learned enough English to be able to write complete texts fairly successfully. In conjunction with that the writer focuses this research on writing as one skill in English. In writing class, the teacher should realize students difficulties in writing English as a foreign language. The difficulties are due to weaknesses in grammar and vocabulary. Another problem, the students have a lot of ideas in their minds but they worry to start and even they dont know how to develop ideas. This problem is faced by not only the students as beginner writer, but also an advance writer. Besides that, uninteresting and unsuitable teaching techniques can influence students interest in writing English. To break through problem above, the English teacher should have to be more creative in choosing the material and technique which can

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