CHAPTER I

INTRODUCTION

A. Research Background

Language is the most important aspect in human life because people need to

communicate with one another. Language presents as a medium as communication

which can build a good relationship and also open many good chances in people’s

life. Without communication, we will be left behind; communication in foreign

language is a bridge to get information, knowledge and culture. There are many

languages in the world and one of them is English. It’s important because English is

global language which is spoken by more and more people in this world. English is

an international language and it is very important in this globalization era. It is the

globalization language, international communication, commerce and trade.

In learning English, four language skills should be learnt. There are listening,

speaking, writing, and reading. Listening and reading belong to receptive skills in

which the language users require the ability to receive spoken and written language,

while speaking and writing belong to productive skills in which the language users

require the ability to produce language both spoken and written (Harmer,

1983:44).This research focused on writing skill.

Writing is a good support for the other three skills. As the basic level, writing

is an act of committing words or ideas to some medium. Writing is one of English

basic skills that has important role. It used for communicating, expressing and

sharing ideas. People in this modern era consider writing as their lifestyle; they used

media social like Facebook, Instagram, Twitter, whatsapp to share their feeling,

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experience and opinion. But to teach writing is as not as easy as we think. It’s not

simply a matter of writing down things especially in a foreign language. It is why not

all students like English especially in writing. Students are inclined easy bored when

teacher asked them to write something. They will choose make a noisy or play some

games in their phone to make them feel fun and enjoy their activity to spend their

time in the class during the subject going on.

Based on the researcher’s experience when she was doing the teaching

practice in SMP Swasta Tamansiswa Pematangsiantar, the researcher observed some

students’ problem in writing. They were the students who were bored of the teaching

English and not interesting to it, so it made the students’ motivation in writing was

poor. The students got difficulties in brainstorming ideas in writing text. And the last,

the students didn’t have many vocabulary in writing text.

In this problem, the researcher wants to give a way to overcome the problem

in writing narrative text through using picture. The researcher believes that this

media is a good media in managing classroom activity especially in conducting

writing skill. So, teacher should have teaching qualification. So, students can

understand and be interested to the subject, e.g.; having media in teaching. Teachers

can also use media as tools to support teaching learning process. Media as instrument

can effect to the condition of teaching learning process. One of the media that can be

used is pictures. Picture is a visual representation or image painted, drawing,

photograph, or otherwise rendered on a flat surface. Picture is a tool which is used by

teacher to help the students to be more interesting in studying English (Wright,

1989:2). In relation to the teaching writing narrative text, pictures are useful to use.

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Picture can support the process of teaching writing narrative text. It helps teachers to

serve the important aspects in teaching narrative genres that are to introduce the

genres and to point out some distinctive characteristic of genres such as the social

function, generic structure, language use. So, here the researcher used picture as

media so that students are able to understand or be interested in the learning process

especially in writing.

Absolutely, when we write something, we should know what kind of genre

we need. Genre is the important one in writing, because genre is kind of text which

describe the general text. It’s supported by Knapp &Watkins (2005:17) states that the

genre, text, and grammar model of written language proposed here is primarily

concerned with “what’s going on in writing”. Generally, the writing text can be

divided into narrative, descriptive, news item, and argumentative text. A genre can

be defined as a culturally specific text-type which results from using language

(written or spoken) to (help) accomplish something. Genre is classified according to

their social purpose and identified based on the stages they move through to attain

their purpose. These are some types of genre namely spoof, recount, report,

exposition, news item, anecdote, narrative, procedure, descriptive, explanation,

discussion, and review. Every genre has a number of characteristic and it has the

specific purpose which make it is different from other genre. In this study, the writer

only focused on the genre of narrative writing.

Narrative text is one of the texts in genre. Knapp and Watkins (2005:220)

said that “narrative is one of the most commonly read, through lead understood all of

the genres.” While according to Abbott (2002:14) defined narrative as the

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representative of an event or series of events. Something has to happen; description

and counting are not narrative. It is not the real story which happens over a length of

time and has an order of events. From the explanation above, the researcher

concludes that narrative text is a text that tells a story and describes a sequence of

events in the past which entails following a time sequences or chronological order.

From the problem above motivates the researcher to conduct a research to

find out the effective media in SMP Swasta Tamansiswa Pematangsiantar to help the

students like and love English in learning process their daily life. The researcher

hoped with the picture media become this interesting way able to help students love

writing and make them to be closer with English.

Therefore, the researcher is interested to carry out a research entitled: The

Effect of Using Pictures as Teaching Media Toward the Students’ Ability in Writing

Narrative Text at Grade Eight of SMP Swasta Tamansiswa Pematangsiantar.

B. Research Problem

This study measured the effectiveness of using pictures in writing narrative

text. Based on the background of the study, the research questions that were proposed

in this study, as follows:

1. What is the effect of pictures teaching media to the ability of grade eight

students of SMP Swasta Tamansiswa Pematangsiantar in writing a narrative

text?

2. What is the effect of without pictures to the ability of grade eight students of

SMP Swasta Tamansiswa Pematangsiantar in writing a narrative text ?

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 3. Is the effect of pictures teaching media more significant than the effect of

without pictures media to the ability of grade students of SMP Swasta

Tamansiswa Pematangsiantar in writing narrative text?

C. Research Objective

Based on the problem above, the objective of the research can be formulated as

follow:

1. To find out the effect of pictures to the ability of grade eight students of SMP

Swasta Tamansiswa Pematangsiantar in writing a narrative text.

2. To find out the function of using pictures to the ability of grade eight students

of SMP Swasta Tamansiswa Pematangsiantar in writing a narrative text.

3. To find out the effect of pictures media to the ability of grade eight students

of SMP Swasta Tamansiswa Pematangsiantar in writing a narrative text is

more significant than the effect of without pictures media.

D. Research Scope

This research focused on the Social Function, Generic Structure, Language Use

of Narrative Text. And the researcher uses picture as the media of her research. The

researcher focuses the research at grade eight students at SMP Swasta Tamansiswa

Pematangsiantar.

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E. Research Significances

This study is aimed at investigating the effects of using pictures and without

using pictures in writing narrative texts. This study has theoretically and practically

significance.

1. Theoretically Significant

It is expects that the result of the study can give contribution to support the

theory of teaching English as foreign language.

2. Practically Significant
a) The result of this study is expects to become one of the technique that

used by a teacher to be applied in teaching English and increasing the

students’ ability in writing narrative texts.

b) The students can be improving their writing skill by using pictures as

media.

c) It is a best way to improve the knowledge of the writer.

F. The Theoretical Framework

In supporting this research, the researcher referred to the some theories

related to the title of the research. They are Knapp & Watkins (2005), Abbott (2002),

Andrew Wright (1989), Harmer (2004), Weigle (2002), Arikunto (2006).

G. Hypothesis

In this research, the researcher uses statistical hypothesis. Statistical

hypothesis is used to decide whether the hypothesis will be accepted or rejected.

Which are formulated in this research:

Alternative Hypothesis (Ha):

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 The use of pictures significantly affects to the ability of grade eight students

of SMP Swasta Tamansiswa Pematangsiantar in writing a narrative text.

Null Hypothesis (Ho):

The use of pictures does not significantly affect to the ability of grade eight

students of SMP Swasta Tamansiswa Pematangsiantar in writing a narrative

text.

H. Key Terms

1. Writing is a skill of someone to explore her ideas and communicate them

with somebody else through signs or symbols in written form.

2. Narrative text is an imaginary story that contains a problem and a

resolution. It has a social function to entertain the readers.

3. Picture is a visual representation of a person, object, or scene, as a

painting, drawing, photograph, etc

4. Media is a tool for teaching and learning process at classroom that used

by teacher.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter, the researcher discuses the topic related to the research. The

researcher discussed the theory of writing, narrative text, media, and pictures.

A. Writing

1. Definition of Writing

Writing is a good support for the other three skills. As the basic level, writing

is an act of committing words or ideas to some medium. Writing is one of English

basic skills that has important role. Harmer (2004:31) states that “Writing is a way to

produce language and express ideas, feelings, and opinions.” Writing is a process of

sharing information, message, and ideas in writing in a second or foreign language

and to do so with reasonable coherence and accuracy is a major achievement. Its

means that in writing, one expresses ideas, opinion, feeling, or experience that

somebody read or heard into the written form to develop his writing skill. According

to Knapp and Watkins (2005:82) Writing is itself a relatively disciplined activity and

while discussion and working with peers is important, so is the times to individually

reflect on work and independently complete a task. Through this process, particularly

with the emphasis shifted from genre as product to genre as process, students

develop skills that not only allow them to replicate a singularly generic textual type

more effectively, but to construct multi-generic texts and to play with the

technologies of genre, text and grammar in a creative fashion. It means that the

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students are very important to increase the writing ability so that the students are able

to write English text well and they can give information to other people in the world.

Byrne (1979:1) “Writing is clearly much more than the production of graphic

symbols, just as speech is more than the production of sounds.” Specifically, writing

is one kind of expression in language which is created by particular set of symbol,

having conventional values for representing the wordings of particular language

which is drawn up visually. When we write, we use graphic symbols: that is, letter or

combinations of letter which relate to the sounds we make when we speak. One

level, then, writing can be said to be act of forming of these symbols: making marks

on a flat surface of same kind. But writing is clearly much more than the production

of graphic symbol, just as speech us more than the production of sounds.

Based on the definition above, the researcher concludes that writing is a tool

communication in which we write a word and compose a word be sentence that we

will pass on to people.

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 2. Writing Process

According to Harmer (2004: 4-6) Writing Process Approach is an

approach to teach writing that allows students to write their own ideas with

their own process. The writing process approach includes four steps: planning,

drafting, editing, and final version.

a) Planning is the first step in doing writing. The writer plans what she/he is

going to writer or type in this step. It can be done by making detailed notes.

When planning, the writer has to think three main issues; they are purpose,

audience, content structure.

b) Drafting is the second step in writing. The students begin to write their ideas

down on paper. The main point of the draft is to get your ideas become a

words, sentences without worrying that their writing was wrong. During the

process of writing, the students must also focus on the content and the

meaning of the writing.

c) Editing (reflecting and revising) is the third step in doing writing. Editing can

be done after drafting has done. It means that after doing drafting, the writer

will read what he has been written to see where is works and where is does

not. It is to edit or to make clear about the writing, so that it can be easy to

publish. It needs some corrections to avoid some mistakes in the writing and

to avoid the ambiguity in the writing. It can be done if the planning has been

done.

d) Final version is the writers have edited their draft, making the changes they

consider to be necessary, they produce their final version. They may look

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 considerably from both the original plan and the first draft, because thing

have changed in the editing process. But the writer is now ready to send the

written text to the its intended audience.

B. Narrative text

Based on the types of text in writing divided into several types. They are

descriptive, spoof, recount, report, news item, narrative, exposition, procedure,

explanation, and anecdote. These variations are known as genre. This genre is

introduced in both junior high school and senior high school. One of the texts taught

in junior high school is narrative text. It is kind of the genre.

Narration is any written English text in which the writer wants to amuse,

entertain people, and to deal with actual or vicarious experience in different ways.

Narration is a text containing three components, they are orientation, complication,

resolution, coda by which a writer amuses, entertain people and to deal with actual or

vicarious experience.

Anderson in Mahendra (2011:80) defines Narrative as a piece of text which

tells a story and, in doing so, entertains or informs the reader or listener. A narrative

text arranged chronologically to tell the readers the steps of the story from the

beginning until the resolution of the story.

1. Social Function

The social function of narrative is to amuse, entertain and to deal with an

actual or vicarious experience in different ways. It also deals with problematic events

which lead to a crisis or turning point of some kind, which in turn finds a resolution

Story, as an important part of culture, is very identical to the narrative. Story or

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narrative can be used to convey moral value which is very helpful to build one’s

personality. Even a character of a nation can very much be influenced by stories

(fairy tale, legend, fable, myth) which spread all over the nation and are told from

generation to generation.

2. Generic Structure

The generic structure of narrative texts can be including:

a) Orientation is the opening paragraphs where the characters of the story

are introduced (exploring the character’s backgrounds and personalities).

Also, it tells about setting in time and place and characters.

b) Complication is where the problems in the story developed. Here, tells

about problem to be solved by characters.

c) Resolution is where the problems in the story is solved or it describes the

solution to the complications and gives an ending to the story.

d) Coda is the contains moral value

3. Language Features

Dominant grammatical aspect or language feature that used in narrative

texts are:

a. Focus on specific and usually individualized participants.

e.g.: Beauty and the Beast, Snow White, Cinderella

b. Use of past tense

It is logical since the stories typically happen in the past. They can use

simple past, past continuous or past perfect tense.

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 e.g.: He lived in a beautiful castle together with his staffs and servants.

c. Use of temporal conjunctions, and temporal circumstances

Temporal conjunction expresses relationship with time in the sequence

events.

e.g.: at first, at once, next day, finally, etc.

d. Use of material process / action verbs.

Material processes are process of doing. Action verbs are verbs that show

the performance of action. They specifically describe what the subject

(person, animal, force of nature, or thing) of the sentence is doing

e.g.: kick, run, walk, cry, etc.

4. Assessment of Narrative

Based on Jacobs, et.al. In Weigle (2002:116) stated that there is components

analytic scale for evaluating writing. They are: content, organization, vocabulary,

language use, and mechanics. The Researcher adopted Jacobs’ theories for scoring

narrative writing as follow:

a. Social Function : To amuse, entertain and to deal with an actual or

vicarious experience in different ways.
b. Generic Structure : Orientation, Complication, Resolution, Coda.
c. Language Use : Tenses (past), specific Participant, temporal conjunction
and circumstances, material process/action verbs, etc.

Table 2
Analytic Scoring
(Language Assessment: Principles and Classroom Practices)
Categories Maximal score
Social Function 30
Generic Structure 45
Language Use 25
Total 100

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 Look at the example below:

http://www.iosapps8.com/apps/828222841/Ceri_Asal_Usul_Danau_Toba

THE STORY OF TOBA LAKE

Once upon a time, there was a man who was living in north Sumatra. He lived in a
simple hut in a farming field. They did some gardening and fishing for his daily life.

One day, while the man was do fishing, he caught a big golden fish in his trap. It was
the biggest catch which he ever had in his life. Surprisingly, this fish turned into a
beautiful princess. He felt in love with her and proposed her to be his wife. She said;
“Yes, but you have to promise not to tell anyone about the secret that I was once a
fish, otherwise there will be a huge disaster”. The man made the deal and they got
married, lived happily and had a son.

Few years later, this son would help bringing lunch to her father out in the fields.
One day, his son was so hungry and she ate his father’s lunch. Unfortunately, he
found out and got furious, and shouted; “You damned son of a fish”. The son ran
home and asked her mother. The mother started crying, felt sad that her husband had
broke his promise.

Then she told his son to run up the hills because a huge disaster was about to come.
When his son left, she prayed. Soon there was a big earthquake followed by non-stop
pouring rain. The whole area got flooded and became Toba Lake. She turned into a
fish again and the man became the island of Samosir.

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 TOBA LAKE Title
Once upon a time, there was a man who was living in north
Sumatra. He lived in a simple hut in a farming field. The did Orientation
some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big
golden fish in his trap. It was the biggest catch which he ever
had in his life. Surprisingly, this fish turned into a beautiful
princess. He felt in love with her and proposed her to be his Complication
wife. She said; “Yes, but you have to promise not to tell
anyone about the secret that I was once a fish, otherwise there
will be a huge disaster”. The man made the deal and they got
married, lived happily and had a son..
Then she told his son to run up the hills because a huge
disaster was about to come. When his son left, she prayed.
Soon there was a big earthquake followed by non-stop
pouring rain. The whole area got flooded and became Toba Resolution
Lake. She turned into a fish again and the man became the
island of Samosir.

C. Teaching Media

The way teacher view the role of media in classroom teaching will to a large

extent determine the level and degree of its usage. Teacher forms an impression

which is favorable or otherwise, depending on specific traits teacher attribute to

media. Teacher perception of media is predicated upon what they feel media can do

in teaching-learning process (Taiwo, 2009:75).

Teaching media is a process of communication. It has to be created through

the way of teaching and exchanging the message or information by every teacher and

student. The message can be knowledge, skill, ideas, experiences, etc. Through the

process of communication, the people can receives the message or information

Media is a tool for teaching in learning process, it can support learning process.

Media is a physical tool which deliver message and stimulate the students to study.

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So, media as an instrument can effect to the condition of teaching learning process

and it can help the teacher to serve the topic of the study.

There are some media which is commonly used in teaching learning process

in Indonesia, those are:

1. Visual Media is the delivery of messages or information in a technical and

creative manner that displays images, graphics and layout and the location is

clear, so that recipients of messages and ideas can accept the target. There are

many kinds of this media, such as pictures, flashcard, diagram, chart, graphs,

cartoon, poster, and map.

2. Audial Media is a form media communication that uses audio or voice

recording as a medium in the delivery of information. There are many kinds

of this media, such as radio, tape recorder, and language-lab

3. Still Projected Media is the similarity with the visual media. Both of this

media present visual stimulations. The difference is this media delivered in

the form of projector. Sometimes we use our eyes and ear in this media.

There are many kind of this media, such as film strip, slide, OHP (Overhead

Transparency), film, television, and video.

https://www.wawasanpendidikan.com/2014/09/jenis-jenis-media-pembelajaran.

D. Picture Teaching Media

Picture is one of media can be use in teaching leaning process because it is

concrete and clear. The students will be clearly look the picture and know the

definition of picture. Picture is one of media that can help the teacher and students in

teaching learning process.

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1. Definition of Picture

Wright (1989:2) stated that “Picture is media that can be applied in the

teaching and learning English.” The picture will motivate the students to get ideas,

information, and make the presentation or instruction more efficient. Nowadays,

learning and teaching through pictures greatly increases students' interest to studied

English with the images they more easily understood and better understanding of

lessons. Especially for junior high school and senior high school the students

sometimes the threat of learning English so they do not know the meaning of the

language that makes them bored to learn English pictures.

2. Types of Pictures

Through pictures teacher can teach easier. Images can give direction to their

mind to convey the purpose of the image and it all depends on the picture. Based on

the meaning of pictures, there are five criteria’s in applying picture, according to

Wright (1989: 3), they are:

a) Easy to prepare, it makes that you know how to prepare an activity. Picture

can be in different class are not difficult to prepare the activity.

b) Easy to organize, the teacher has to decide whether the effort of organizing

more complicated activity.

c) Interesting, textbook may be interesting, but on the other hand you and your

students might like to change from it.

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 d) Meaningful and authentic, students are going to gain more if the language the

use is vital to the situation; there should be some reaction or result if they use

the language appropriately or indeed inappropriately.

e) Sufficient amount of language, the activity gibe rise to a sufficient amount of

language in order to justify its inclusion in the language lesson.

Wright (1989: 17) states the roles of picture in writing, they are:

a) Pictures can be motivate the students and make him or her want to pay

attention and want to take part.

b) Pictures contribute to the context in which the language is being used. They

bring the world into classroom (a street scene or a particular object, for

example, a train)

c) Pictures can be described in an objective way or interpreted (it’s probably a

local train) or responded to subjectively (I like travelling by train).

d) Pictures can cue response to question or cue substitutions through controlled

practice.

e) Pictures can be stimulate and provide information to be referred to in

conversation, discussion and storytelling.

Based on the explanation, picture is a kind of visual aids which includes an

image of terms or kinds of picture. Picture make success in learning and the student

can be interested, motivated, and imaginative.

3. The Significance of Picture

In addition to using methods, teachers can use the media as teaching

learning process to support students' learning in the classroom. One of the media that

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can be used is picture. By using picture, teacher can help the students to learn writing

easier. A picture shows visualization of an object or real thing which known by

student.

The researcher makes the advantages and disadvantages of using picture in

writing. According to Wright (1989:130-133), there are some advantages of using

picture, they are:

a) To increase the students ability in writing

b) To express the students’ idea through picture those are used by the

teacher.

c) To increase the students’ creativity such as to write words into sentences.

d) To develop the students’ eagerness in writing sentences through picture.

Wright (1989:130-133) supported the disadvantages of picture in teaching

and learning process, they are:

a) Students pay attention on the picture more than on learned material.

b) It takes time and costs much provide attractive pictures,

c) Small and unclear picture may create problems in teaching learning process

since the students misunderstanding about the picture.

And the way to overcome them, they are:

a) The teacher should make or choose attractive simple picture to avoid

wasting time and money.

b) The teacher should make or choose big and clear enough picture in order to

avoid misunderstanding about pictures.

c) Teachers should pay attention to students when writing text with pictures.

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E. Relevant Previous Research

To get the authenticity of this research, the researcher presents some studies

that deal with related to this research. The first researcher is conducted by Tuti

Andayani (2005) who conducted a research entitled, “Improving Students’ Ability in

Writing Narrative Text by Using Picture Series at Eight Grade Students of SMP

Negeri 03 Sindang Kelingi.” The researcher founded that in cycle I, students gain the

average score 61,35 and in the cycle II the average score was 73,56. There was an

increase of students’ ability in writing narrative text by using picture series.

The Second is written by Mei Setya Chairena (2017) who conducted a

research entitled, “The Use of Pictures to Teach Writing Descriptive Text.” She

explained that the pictures were very effective helping the students in writing a

descriptive text. It can be shown by the differences of the mean score of the post-test

obtained by experimental class and control class. The mean score of post-test of the

experimental class was 81.3, and the control class got 73.2. It can be inferred that

pictures was very effective helping the students in writing a descriptive text.

And the last, the research is conducted by Dwi Ima Herminingsih (2013) who

conducted a research entitled, “Teaching Writing Narrative Text Using Pictures to

the First Semester Students of Faculty of Social and Politics University of

Tulungagung.” The result of the research shows that teaching writing skill by using

pictures could improve the students’ writing skill and the class condition. The

improvements of the mean scores showed that there was an improvement on the

students’ writing skill. The students’ mean score of pre-test is 51.15, it improves up-

to 57.79 in the post-test I and up to 60.82 in the post-test II. Therefore, it could be

20
concluded that teaching writing skill by using picture could improve the students’

writing skill.

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 CHAPTER III

RESEARCH METHODOLOGY

In this chapter talks about the method and procedure of the study that can be

used to answer the problem of the study state in the previous chapter. The procedures

are consisting of the research design, population and sample, instrument of data

collection, technique of collecting data, and data analysis.

A. Research Design

In this study, the researcher used a quantitative approach because this approach is
qualified to collect statistical data to answer the problems of this study. According to
Ary, et.al (2002:22), “Quantitative research uses objective measurement to gather
numeric data that are used to answer questions or test predetermined hypotheses.”
This research is designed to describe and to prove the effect of using pictures as
teaching media to the students’ ability in writing narrative text at grade eight of SMP
Swasta Tamansiswa Pematangsiantar. The researcher uses two groups namely
experimental group (by using picture technique) and control group (without using
technique). Both of the groups will get pre-test and post-test with the same item.
Table 3.1 Research Design

Group Pre-test Treatment Post-test

Experimental  X 
Control  Y 

Note:

X : Using Picture Technique

Y : Without Using Technique

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B. Population and Sample

1. Population

Population defined as all members of any well-defined class of people,

events, or objects (Ary, et.al, 2010:148). Population is also the group of the people

that you want to find out about by doing your research. In this research, the

researcher will take grade VIII students of SMP Swasta Tamansiswa

Pematangsiantar. There are 6 classes and the sum of the students is 235.

Table 3.2 Population

Class Students’
VIII-A 30 students
VIII-B 30 students
VIII-C 30 students
VIII-D 36 students
VIII-E 37 students
VIII-F 37 students
VIII-G 35 students
Total 235 students

2. Sample

Sample is a portion of a population (Ary, et.al, 2010:148). From which the

researcher generalized to the target population. From the statements it can be

concluded that sample is a part of population that is used as an object in doing a

research to get information about population. The sample of this research is two

classes. The first class is VIII C as the control group and the second class is VIII A as

the experimental group. Total students in these classes are 60 students. The sum of

students of class VIII C is 30 students, and the sum of students of class VIII A is 30

students. The researcher chooses VIII A as experimental group because the writer

23
wants to help the students to increase the score in student’s ability on writing

narrative text by using pictures technique. The researcher chooses VIII C as control

group because the writer thinks the students can study without using the pictures in

writing narrative text.

In obtaining the sample, the writer chooses cluster sampling. According to

Ary, et.al (2010:154), “Cluster sampling is sampling with the unit chosen is not an

individual but, rather a group of individuals who are naturally together.” In cluster

sampling the sampling based the classes and groups so the researcher does not take

samples from members of the population individually but in the form of classes that

are already available. There are some reasons why the writer chooses the class, as

follows:

1. The teacher teaches in the both of class.

2. Both of classes have not get the material or lesson.

3. Both of classes have the same number of the students.

4. Both of classes have the opportunity of time and the number of students 30

people to be used as experimental group and 30 people to be used as control

group.

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C. Instrument of Collecting Data

The data is very important in the study; it helped the researcher to find the

aims of the study. The researcher made instrument with a test (essay test) to collect

the data. The data are referred to the ability of students in writing narrative text using

pictures and without pictures. There are two groups. That is experimental and control

group. The researcher was given the pre-test and post-test. In the experimental group

using pictures after pre-test but in the control group is writing test without pictures.

The classroom activities in the experimental group and control group consist

of:

1. Experimental Group (Using of Picture)

Time
Teacher’s Activities Students’ Activities
Allocation
Pre activities
Greeting Response the greeting.
Telling the goals or objectives of Listen the teacher. 10’
this lesson.

Main activities
Asking the students to narrative Doing the task from the
text about the story of Malin teacher individually 15’
Kundang.

Explain about narrative text by Listen and pay attention

shows the sequence picture of from the teacher’s
Malin Kundang and make the explanation. 10’
situation enjoy and interesting for
discuss with their friend.

The teacher asks the students to

write a narrative text by using
picture. Doing the task from the
Collect the students’ papers teacher individually. 25’

25
 Time
Teacher’s Activities Students’ Activities
Allocation

Response the teacher. 5’

Post activities
Giving conclusion about the Listening to teacher’s 10’
material. conclusion.
Closing. Responding. 5’

2. Control Group (without using picture)

Time
Teacher’s Activities Students’ Activities
Allocation
Pre activities
Greeting. Response the greeting.
Telling the goals or objectives of Listen the teacher. 10’
this lesson.
Main activities
Asking the students to write a Doing the task from the 15’
narrative text about the story of teacher individually.
Malin Kundang.

Explain about narrative text. Listen and pay attention

Giving the example of narrative from the teacher’s 20’
text. explanation.

The teacher asksthe students have Response the teacher. 5’

understood or not.

The teacher gives instruction Doing the task from the 20’
about what will they do in their teacher individually.
written test.

Post activities
Giving conclusion the material. Listen to teacher’s
conclusion. 10’
Closing.
Responding.

26
D. Scoring the Test

The researcher uses criteria to measure data based on Jacobs, et.alWeigle

(2002:116). The researcher makes criteria of scoring the test. That is grammar,

vocabulary and spelling, though possibly with some mistakes which do not destroy

communication, handwriting generally legible, expression clear and appropriate,

using a fair range of language, able to link themes and points coherently. The scale

rating scores are drawn as follows:

Table 3.3 Scoring Writing Skill

Score Level Criteria
Content 30-27 EXCELENT TO VERY GOOD:
Knowledgeable, substantive, through development
of the thesis, relevant to assigned topic

26-22 GOOD TO AVERAGE: Some knowledge of

subject, adequate range, limited development of
thesis, mostly relevant to topic but lack detail

21-17 FAIR TO GOOD: Limited knowledge of

subject, little substance, inadequate development
of topic

VERY POOR: Does not show knowledge of

16-13 subject, non substantive, not pertinent, or not
enough to evaluate
Organization 20-18 EXCELENT TO VERY GOOD: Fluent
expression, ideas clearly stated/supported,
succinct, well organized, logical sequencing,
cohesive
17-14 GOOD TO AVERAGE: Somewhat copy, loosely
organized but main idea stand out, limited support,
logical; but incomplete sequencing

13-10 FAIR TO POOR: Non fluent, ideas confused or

disconnected, lacks logical sequencing and
development
9-7 VERY POOR: Does not communicate, no
organization or not enough to evaluate

27
 Score Level Criteria
Vocabulary 20-18 EXCELENT TO VERY GOOD: Sophisticated
range, effective word, idiom choice and usage,
word form mastery, appropriate magister

17-14 GOOD TO AVERAGE: Adequate range,

occasional error of word idiom and form, choice,
usage but meaning not obscured

13-10 FAIR TO POOR: Limited range, frequent errors

of word idiom form, choice, usage, meaning
confused or obscured
9-7 VERY POOR: Essentially translation, little
knowledge of English vocabulary, idioms, word
form, or not enough to evaluate
Language Use 25-22 TO VERY GOOD: Effective EXCELENT
complex construction, few errors of agreement,
tense, number, word order/function, articles,
pronouns, preposition

21-18 GOOD TO AVERAGE: Effective but simple

construction, minor problems in complex
construction, several errors of agreement, tense,
number, word order/function, articles, pronouns,
preposition but meaning seldom obscured
17-11 FAIR TO POOR: Major problems in
simple/complex construction, frequent errors of
negation, agreement, tense, number, word
order/function, articles, pronouns, preposition
and/or fragments, run on, deletions, meaning
confused or obscured

10-5 VERY POOR: Virtually no mastery of sentence

construction rules, dominated by errors, does not
communicate or not enough to evaluate
Mechanics 5 EXCELENT TO VERY GOOD: Demonstrates
mastery of convention, few errors of spelling,
punctuation, capitalization, paragraphing

4 GOOD TO AVERAGE: Occasional errors of

spelling, punctuation, capitalization, paragraphing
but meaning not obscured

28
 Score Level Criteria
3 FAIR TO POOR: Frequent errors of spelling,
punctuations, capitalization, paragraphing, poor
handwriting, meaning confused or obscured

2 VERY POOR: No mastery of convention,

dominated by errors of spelling, punctuation,
capitalization, paragraphing, handwriting eligible,
or not enough to evaluate

Scoring profile by Jacobs, et.al. in Weigle (2002:116)

The Researcher adopted Jacobs’ theories for scoring narrative writing as follow:

Table 3.4 Scale Rating Score

No Aspect Criteria Total Point
1. Social To amuse, entertain and to deal with 30
Function an actual or vicarious experience in
different ways
2. Generic - Orientation 45
Structure - Complication
- Resolution
3. Language Use Tenses (past), specific Participant, 25
temporal conjunction and
circumstances, material
process/action verbs, etc
Total Score 100
(Jacobs, et.al. in Weigle, 2002:116)

29
E. Technique of Analyzing Data

After the researcher collect the data, and then the researcher analys the data by

the following steps:

scoring the students’ writing test in pre and in post test

1. scoring experimental class as variable X and control class as variable Y in the

table.

2. Calculating the mean (M) of variable X and Y by using the following

formula: Best and Kahn (2006: 359).

∑𝑋𝑥
1. 𝑋̅𝑥 = 𝑁

∑𝑋𝑦
2. 𝑋̅𝑦 = 𝑁

Where: 𝑋̅ : Mean
∑X : Sum of raw score
N : Number of cases
3. Calculating the Standard Deviation of each class or variable by using the

following formula: Best and Kahn (2006:367).

𝑁 ∑ 𝑋 2 − ( 𝑋̅)2
𝑆=√
𝑛(𝑛 − 1)

4. After that, counting t-test to know the effect of using 3WG on students

writing. The t-test formula is as follow: Best and Khan (2006:407).

𝑋̅1 − 𝑋̅2
𝑡 =
𝑆12 + 𝑆22
√
𝑁1 + 𝑁2

𝑋̅1 : Mean of experimental sample

30
𝑋̅2 : Mean of control sample
𝑆12 : Variance of experiment sample
𝑆22 : Variance of control sample
N1 : Number of cases in experimental sample
N2 : Number of cases in control sample

31
 CHAPTER IV

DATA ANALYSIS, RESEARCH FINDINGS, AND DISCUSSION

This chapter discusses the result of the research. It was done by researcher to

find out the effect of pictures to the students’ ability in writing narrative text, and to

answer the questions whether the use of picture is more significant effect to the

students’ ability in writing narrative text than conventional method.

A. Data Analysis

The data has been collected from the students of SMP Swasta Taman Siswa. The

researcher used two classes namely, experimental and control group. They were

grade VIII-A and VIII-C. Each class consists of 30 students and the total of the

students consists of 60 students.

The first class is VIII-A as the experimental group. This class uses Language

experience approach in teaching reading comprehension. The second class is VIII-C

as the control group. This class does not use Pictures in teaching writing.

The data comes from the students’ scores of writing test. The scores are obtained

simply by Jacob’s Score. In collecting the data, the researcher gave the test in esay

test forms about writing in narrative text to the students.

B. The Result of The Test

1. The Experimental class by using Picture Media

In conducting a test, it was very important to know the schedule of the

students in order to do the treatment. For days, there were test administration of each

32
groups; Experimental and Control Group. Then, the result of the test will be second

by the researcher. Having scored the answer sheets, it was tabulated the result of the

study between the experimental and control group. The result of the pre-test and post

–test of the both of groups will be showed in a table.

When the researcher was doing teaching process, there were some steps to

following in order to get the data, namely; administrating the test to the students,

checking the test answer done by the students, collecting the result as the data

analyzed and comparing the achievement between both the groups after giving them

different treatment. The researcher asked the students to make a narrative test, and

their writing as the data writing as the data of researcher.

The data is based on samples from experimental group. There are 30 students.

The students were given pre-test by teacher. After gave pre-test, the teacher applied

pictures and then gave post-test. The data was analyzed based on aspects of writing,

namely content, organization, vocabulary, language use, and mechanics.

Table 4.1

Scores of Pre-Test and Post-Test of Experimental Group

Pre- Post-
Name of test test D (X-
No Students (X) X2 (Y) Y2 Y) D2 XY

1 ADA 53 2809 72 5184 19 361 3816

2 AES 81 6561 83 6889 2 4 6723
3 AAT 80 6400 88 7744 8 64 7040
4 DR 50 2500 72 5184 22 484 3600
5 DKC 55 3025 90 8100 35 1225 4950
6 DAD 40 1600 71 5041 31 961 2840
7 DAP 38 1444 70 4900 32 1024 2660

33
 8 DM 48 2304 72 5184 24 576 3456
9 ERS 60 3600 75 5625 15 225 4500
10 FF 43 1849 68 4624 25 625 2924
11 FA 55 3025 70 4900 15 225 3850
12 FB 57 3249 72 5184 15 225 4104
13 HDN 45 2025 70 4900 25 625 3150
14 IS 54 2916 74 5476 20 400 3996
15 LNN 65 4225 85 7225 20 400 5525
16 MAR 45 2025 73 5329 28 784 3285
17 MIF 47 2209 75 5625 28 784 3525
18 NFP 56 3136 76 5776 20 400 4256
19 NRH 45 2025 70 4900 25 625 3150
20 NH 45 2025 72 5184 27 729 3240
21 ND 68 4624 80 6400 12 144 5440
22 NA 45 2025 66 4356 21 441 2970
24 NMP 80 6400 82 6724 2 4 6560
24 NSH 70 4900 73 5329 3 9 5110
25 ONRL 60 3600 82 6724 22 484 4920
26 RF 80 6400 80 6400 0 0 6400
27 RA 65 4225 72 5184 7 49 4680
28 SZ 80 6400 88 7744 8 64 7040
29 SHT 80 6400 85 7225 5 25 6800
30 SPM 65 4225 73 5329 8 64 4745
Total 1755 108151 2279 174389 524 12030 135255

N = 30 ∑X2 = 108151
∑X =1755 ∑Y2 = 174389
∑Y = 2279 ∑X = 524

Note:

N = total number of samples in experimental group

∑X = total of students’ scores of pre-test in experimental group
∑Y = total of students’ scores of post-test in experimental group
∑X2 = quadrate scores of pre-test in experimental group
∑Y2 = quadrate scores of post-test in experimental group
∑X = range scores of pre-test and post-test in experimental group

34
a. Mean Score of the Experimental Group

Mean score of pre-test Mean score of post-test

∑X ∑Y
MX = MY =
N N
1755 2279
MX = MY =
30 30
MX = 58.5 MY = 75.96

35
Note:
MX = mean score of pre-test in experimental group
MY = mean score of post-test in experimental group
∑X = sum of multiplication X in experimental group
∑Y = sum of multiplication Y in experimental group
N = total number of samples in experimental group

Based on the result of pre-test and post-test that the students did, it can be

concluded that the average score of pre-test was 58.5. The highest score was 81 and

the lowest score was 30. After the teacher gave the treatment, which was using

picture media, the result of the post-test was different from the pre-test. The average

score of post-test was 75.96. The highest score was 91 and the lowest was 66. The

students’ competence of pre-test before they were given treatment was fair, but after

they were given treatment was good. It means that teaching writing narrative text by

using picture media in experimental class was successful.

The average scores of the students’ ability who were taught by using Picture Media

is 75.96. Then the figure is consulted into the following table:

CRITERIA OF MASTERY GRADE

91-100 Excellent
81-90 Very Good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very Poor

It can be seen that the 75.96 are on the range 71-80 which is categorized into

good. The students’ ability that was taught writing narrative text by using picture

media is good.

36
b. Standard Deviation in Pre-test of Experimental Group

𝑁 ∑ 𝑋 2 − ( 𝑋̅)2
𝑆=√
𝑛(𝑛 − 1)

30(108151) − ( 1755)2
𝑆=√
30(30 − 1)

3244530 − 3080025
𝑆=√
30(29)

164505
𝑆=√
870

𝑆 = √189.0

𝑆 = 13.75

c. Standard Deviation in Post-test of Experimental Group

𝑁 ∑ 𝑌 2 − ( 𝑌̅)2
𝑆=√
𝑛(𝑛 − 1)

30(174389) − (2279)2
𝑆=√
30(30 − 1)

5231670 − 5193841
𝑆=√
30(29)

37829
𝑆=√
870

𝑆 = √43.48

37
 𝑆 = 6.59

Note:

S =standard deviation
N =total number of samples in experimental group
∑X =total of students’ scores of pre-test in experimental group
∑Y =total of students’ scores of post-test in experimental group

Based on the calculation above, the researcher got the score of standard

deviation in pre-test on experimental group was 13.75 and the score of standard

deviation in post-test on experimental group was 6.59.

Table 4.1.1
The Level of Students’ Score in Pre-test of Experimental Group
Mean (𝑥̅ ) = 58.5 Standard deviation (S) = 13.75
Level of Scores The Criteria
High 𝑥̅ + S
58.5 + 13.75
72.25
Medium 𝑥̅ - S ↔ 𝑥̅ + S
58.5 –13.75↔ 58.5 + 13.75
44.75 ↔ 72.25
Low 𝑥̅ – S
58.5 –13.75
44.75

Classification of the students’ score in pre-test in experimental group can be

seen in the following below:

Table 4.1.2
Classification of the Students’ Score in Pre-test of Experimental Group

Level of The Criteria Number of Percentage

Scores Students
High More than 72.25 6 20%
Medium Between 44.75↔ 72.25 21 70%

38
 Low Under 44.75 3 10%

From the table above, we can see that the total student in high level was 6

students, the total student in medium level was 21 students, and in low level was 3

students.

The level of students’ score in post test of experimental group can be seen in

the following below:

Table 4.1.3
The Level of Students’ Score in Post-test of Experimental Group
Mean (𝑥̅ ) = 75.96 Standard deviation (S) = 6.59

Level of Scores The Criteria

High 𝑥̅ + S
75.96 + 6.59
82.55
Medium 𝑥̅ - S ↔ 𝑥̅ + S
75.96 – 6.59↔ 75.96 + 6.59
69.37 ↔ 82.55
Low 𝑥̅ – S
75.96 – 6.59
69.37

Classification of the students’ score in post-test in experimental group can be

seen in the following below:

Table 4.1.4
Classification of the Students’ Score in Post-test of Experimental Group

Level of The Criteria Number of Percentage

Scores Students
High 82.55 6 20%
Medium Between 69.37 ↔ 82.55 22 73.3%
Low Under 69.37 2 6.7%

39
 From the table above, we can see that the total student in high level was 6

students, the total student in medium level was 22 students, and in low level was 2

students.

2. The Control Class Without Using Picture Media

The data is based on samples from control group. There are 30 students. The

teacher applied traditional method in giving pre-test and post-test. The data was

analyzed based on aspects of writing, namely content, organization, vocabulary,

language use, and mechanics.

Table 4.2

Scores of Pre-test and Post-test in Control Group

Name of Pre-test Post-test D (X-
No Students (X) X2 (Y) Y2 Y) D2 XY

1 AHS 52 2704 65 4225 13 169 3380

2 A 68 4624 70 4900 2 4 4760
3 AR 45 2025 70 4900 25 625 3150
4 BSW 59 3481 70 4900 11 121 4130
5 CAA 35 1225 45 2025 10 100 1575
6 CAA 40 1600 55 3025 15 225 2200
7 DRS 30 900 35 1225 5 25 1050
8 DBS 60 3600 70 4900 10 100 4200
9 DRZ 57 3249 75 5625 18 324 4275
10 FHP 50 2500 55 3025 5 25 2750
11 FA 55 3025 60 3600 5 25 3300
12 FY 65 4225 70 4900 5 25 4550
13 GSD 70 4900 70 4900 0 0 4900
14 GP 30 900 35 1225 5 25 1050
15 H 30 900 35 1225 5 25 1050
16 IA 68 4624 70 4900 2 4 4760
17 J 25 625 25 625 0 0 625

40
 18 MHR 54 2916 60 3600 6 36 3240
19 NR 62 3844 70 4900 8 64 4340
20 NS 50 2500 70 4900 20 400 3500
21 NS 68 4624 70 4900 2 4 4760
22 RS 62 3844 70 4900 8 64 4340
24 RBS 57 3249 70 4900 13 169 3990
24 R 57 3249 70 4900 13 169 3990
25 RV 55 3025 70 4900 15 225 3850
26 RFP 42 1764 50 2500 8 64 2100
27 YFB 43 1849 65 4225 22 484 2795
28 YR 66 4356 70 4900 4 16 4620
29 YS 59 3481 62 3844 3 9 3658
30 RA 30 900 35 1225 5 25 1050
Total 1544 84708 1807 114719 263 3551 97938

N = 30 ∑X2 = 84708
∑X =1544 ∑Y2 = 114719
∑Y = 1807 ∑X = 263

Note:

N = total number of samples in experimental group

∑X = total of students’ scores of pre-test in experimental group
∑Y = total of students’ scores of post-test in experimental group
∑X2 = quadrate scores of pre-test in experimental group
∑Y2 = quadrate scores of post-test in experimental group
∑X = range scores of pre-test and post-test in experimental group

a. Mean Score of the Control Group

Mean score of pre-test ∑Y

MY = N
∑X 1807
MX = MY =
N 30
1544 MY = 60.23
MX = 30

MX = 51.46
Mean score of post-test

41
Note:
MX = mean score of pre-test in experimental group
MY = mean score of post-test in experimental group
∑X = sum of multiplication X in experimental group
∑Y = sum of multiplication Y in experimental group
N = total number of samples in experimental group

Based on the result of pre-test and post-test that the students did, it can be

concluded that the average score of pre-test was 51.46. The highest score was 70

and the lowest score was 25. After she taught them without using picture media,

the result of the post-test was different from the pre-test. The average score of

post-test was 60.23. The highest score was 75 and the lowest score was 25.

The average of post-test of control class without using Picture Media is

60.23. Then the figure is consulted with the following table:

CRITERIA OF MASTERY GRADE

91-100 Excellent
81-90 Very Good
71-80 Good
61-70 Fair
51-60 Poor
Less than 50 Very Poor

It can be seen that 60.23 are on the range 51-60 which is categorized into

poor. The students’ ability that was taught writing narrative text by without

picture media is poor.

b. Standard Deviation in Pre-test of Control Group

𝑁 ∑ 𝑋 2 − ( 𝑋̅)2
𝑆=√
𝑛(𝑛 − 1)

42
 30(84708) − (1544)2
𝑆=√
30(30 − 1)

2541240 − 2383936
𝑆=√
30(29)

157304
𝑆=√
870

𝑆 = √180.809

𝑆 = 13.44

c. Standard Deviation in Post-test of Control Group

𝑁 ∑ 𝑌 2 − ( 𝑌̅)2
𝑆=√
𝑛(𝑛 − 1)

30(114719) − (1807)2
𝑆=√
30(30 − 1)

3441570 − 3265249
𝑆=√
30(29)

176321
𝑆=√
870

𝑆 = √202.66

𝑆 = 14.23

43
 Note:

S =standard deviation
N =total number of samples in experimental group
∑X =total of students’ scores of pre-test in experimental group
∑Y =total of students’ scores of post-test in experimental group

The level of students’ score in pre-test of control group can be seen in the

following below:

Table 4.2.1

The Level of Students’ Score in Pre-test of Control Group

Mean (𝑥̅ ) = 51.46 Standard deviation (S) = 13.44

Level of Scores The Criteria
High 𝑥̅ + S
51.46+ 13.44
64.9
Medium 𝑥̅ - S ↔ 𝑥̅ + S
51.46– 13.44↔ 51.46 + 13.44
38.02↔ 64.9
Low 𝑥̅ – S
51.46– 13.44
38.02

Classification of the students’ score in pre-test in control group can be

seen in the following below:

Table 4.1.2
Classification of the Students’ Score in Pre-test of Control Group

Level of The Criteria Number of Percentage

Scores Students
High More than 64.9 6 20%
Medium Between 38.02↔ 64.9 18 60%
Low Under 38.02 6 20%

44
 From the table above, we can see that the total student in high level was 6

students, the total student in medium level was 18 students, and in low level were

6 students.

The level of students’ score in post test of control group can be seen in the

following below:

Table 4.1.3
The Level of Students’ Score in Post-test of Control Group
Mean (𝑥̅ ) = 67.16 Standard deviation (S) = 7.72

Level of Scores The Criteria

High 𝑥̅ + S
67.16 + 7.72
74.88
Medium 𝑥̅ – S ↔ 𝑥̅ + S
67.16– 7.72 ↔ 67.16 + 7.72
59.44 ↔ 74.88
Low 𝑥̅ – S
67.16– 7.72
59.44

Classification of the students’ score in post-test in control group can be

seen in the following below:

Table 4.1.4
Classification of the Students’ Score in Post-test of Control Group

Level of The Criteria Number of Percentage

Scores Students
High 74.88 5 16.7%
Medium Between 59.44 ↔ 20 66.6%
74.88
Low Under 59.44 5 16.7%

45
 From the table above, we can see that the total student in high level was 5

students, the total student in medium level was 20students, and in low level was 5

students.

3. Analyzing Improving Pre-test and Post-test in Experimental and

Control Group
Table 4.3
The Scores of Pre-test and Post-Test in Experimental and Control Group

Experimental Group Control Group

Pre- Post-
Test Test X (Y1 Pre-test Post- Y(Y2 –
No (X1) (Y1) – X1) X2 (X2) test (Y2) X2) Y2
1 53 72 19 361 52 65 13 169
2 81 83 2 4 68 70 2 4
3 80 88 8 64 45 70 25 625
4 50 72 22 484 59 70 11 121
5 55 90 35 1225 35 45 10 100
6 40 71 31 961 40 55 15 225
7 38 70 32 1024 30 35 5 25
8 48 72 24 576 60 70 10 100
9 60 75 15 225 57 75 18 324
10 43 68 25 625 50 55 5 25
11 55 70 15 225 55 60 5 25
12 57 72 15 225 65 70 5 25
13 45 70 25 625 70 70 0 0
14 54 74 20 400 30 35 5 25
15 65 85 20 400 30 35 5 25
16 45 73 28 784 68 70 2 4
17 47 75 28 784 25 25 0 0
18 56 76 20 400 54 60 6 36
19 45 70 25 625 62 70 8 64
20 45 72 27 729 50 70 20 400

46
 21 68 80 12 144 68 70 2 4
22 45 66 21 441 62 70 8 64
23 80 82 2 4 57 70 13 169
24 70 73 3 9 57 70 13 169
25 60 82 22 484 55 70 15 225
26 80 80 0 0 42 50 8 64
27 65 72 7 49 43 65 22 484
28 80 88 8 64 66 70 4 16
29 80 85 5 25 59 62 3 9
30 65 73 8 64 30 35 5 25
Total 1755 2279 524 12030 1544 1807 263 3551

 Mean Deviation of Experimental  Mean Deviation of Control Group

Group

∑𝑋𝑥 ∑𝑋𝑦
𝑋̅𝑥 = 𝑁 𝑋̅𝑦 = 𝑁

524 263
𝑋̅𝑥 = 30 𝑋̅𝑦 = 30

𝑋̅𝑥 = 17.46 𝑋̅𝑦 =8.76

 Standard Deviation of  Standard Deviation of Control

Experimental Group Group
̅ )2
𝑁∑𝑋 2 − (𝑋 𝑁 ∑ 𝑌 2 − ( 𝑌̅)2
2
𝑆 = 𝑆2 =
𝑛(𝑛 − 1) 𝑛(𝑛 − 1)

2 30(3551) − (263)2
30(12030) − (524) 2
𝑆 =
𝑆2 = 30(30 − 1)
30(30 − 1)
106530 − 69169
𝑆 2 = 360900 − 274576 𝑆2 =
30(29)
86324
𝑆2 = 37361
870 𝑆2 =
870
𝑆 2 = 99.22
𝑆 2 = 42.94

47
C. Testing Hypothesis

In order to know whether there was any effect of using pictures on

students’ writing mastery, the differences of mean score and standard deviation of

each group were calculated by using t-test formula. The t-test formula is applied

to find out effect of pictures on students vocabulary mastery. The formula is:

𝑋̅1 − 𝑋̅2
𝑡 =
𝑆12 𝑆2
√ + 𝑁2
𝑁1 2

𝑋̅1 : Mean of experimental sample

𝑋̅2 : Mean of control sample

𝑆12 : Variance of experiment sample

𝑆22 : Variance of control sample

N1 : Number of cases in experimental sample

N2 : Number of cases in control sample

𝑋̅1 − 𝑋̅2
𝑡 =
𝑆12 𝑆2
√ + 𝑁2
𝑁1 2

17.46 − 8.76
𝑡 =
99.22 42.94
√ +
30 30

8.7
𝑡 =
√3.30 + 1.43

8.7
𝑡 =
√4.73

48
 8.7
𝑡 =
2.17

𝑡 = 4.00

Based on the calculation above, it showed the statistic data both

experimental and control group in pre-test and post-test. The result of calculation

showed that t-test is 4.00.

d.f = (Nx + Ny-2)

d.f = (30+30-2)
d.f = 58
After adapting the data into t-test formula, it obtained that t-observed was

4.00 in certain of degree of freedom (df) of this research was obtained from (Nx +

Ny – 2) = 30 + 30 – 2 = 58.

Based on the calculation of t-test, 5.84 were higher than t-table at the level

of significance (1.67). Based on t-table distribution gained the significant critical

value 4.00> 1.67. It means the pictures significantly affected the students’ writing

mastery at grade seventh students of SMP TAMANSISWA

PEMATANGSIANTAR.

It was the result of t-test was higher than t-table (4.00> 1.67), the null

hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It

means that there are significance difference between experimental and control

group.

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 D. Research Findings

To answer the problem of the study, the writer has collected the data and

then the writer calculated the data. The writer got some findings from the result of

data calculation to show that the effect of pictures is more significant to the ability

of grade VIII students of SMP Swasta Tamansiswa Pematangsiantar in writing a

narrative text.

The writer has found the ability of students as follow:

1. There is effect of pictures to the ability of grade VIII students of SMP Swasta

Tamansiswa Pematangsiantar in writing a narrative text. We can see from the

result of calculation. The mean score of post-test is higher than the mean of

pre-test in experimental group. It means that the students who are taught by

using Pictures are better than the students who are taught without using

Pictures.

2. There is effect of without pictures teaching media to the ability of grade VIII

students of SMP Swasta Tamansiswa Pematangsiantar in writing a narrative

text. We can see from the result of calculation. The mean score of post-test is

higher than the mean of pre-test in control group. It means that the students

who are taught without pictures are better in post-test than in pre-test.

3. There is effect of picturesteaching media more significant than the effect of

without pictures teaching media to the ability of grade VIII students of SMP

Swasta Tamansiswa Pematangsiantar in writing narrative text. We can see

from the result of calculation. It means that the mean score of post-test in

experimental group is higher than the mean score of post-test in control group.

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 E. Interpretation

It has been mentioned previously, the purpose of this research is to find

out the students’ ability in writing narrative text can be achievement by using

picture media. In control class there are 30 students and experimental class there

are 30 students too of SMP Swasta Tamansiswa Pematangsiantar as the samples.

After that, the researcher analyzed the data, finally the writer would finds out the

answer of the main problem of this research. And there, the researcher would like

to interpret the findings of the research.

Firstly, the researcher considers the mean and the standard deviation of the

test. It is to know the students’ ability in writing narrative text generally. From the

calculation, the writer interprets the students’ ability in writing narrative text is

increased after applying of picture. This indicates the effectiveness of using

picture.

F. Discussion

The purpose of this study is to find out how the effect of pictures to the

ability of grade VIII students of SMP Swasta Tamansiswa Pematangsiantar in

writing a narrative text. To know the effect, the writer gave the students a pre-test

and post-test, and in this test, the students write a narrative text. To know the

students’ ability, the writer gave a test. To measure the data, the writer applied the

criteria based on Jacobs, et.al (1981) in Heaton (1975:146). There are five aspects,

namely content, organization, vocabulary, language use and mechanics.

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 Pictures gave motivation to the students so that learning process is more

effective. When the writer applied pictures in experimental group, the students

had spirit to do the test.

Without pictures did not give motivation for the students because they

were bored in class while the students gave them pre-test and post-test. In this

research, the writer concludes that using picture is more significant than without

using picture to the ability of the students.

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 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

Conclusions and suggestions is the last chapter in this thesis. The

conclusion will found after doing and analyzing the data collecting correctly. The

researcher as the value and the result that has been found through the research will

give the suggestion. It will be useful for the reader.

A. Conclusions

After analyzing the data, it is found out that the alternative hypothesis

(Ha) is accepted and the null hypothesis (Ho) is rejected since the T observed

value is higher than the T table. Based on this fact, it can be concluded that the use

of picture media significantly affects the students’ ability in writing narrative text

at grade eleven in SMP Swasta Tamansiswa Pematangsiantar.

B. Suggestions

The use of picture media significantly effects the students’ ability in

writing narrative text, during the application of the media, the writer found some

problems from the students:

1. Students spent a lot of time in copying models from internet rather

than expressing their own ideas creatively in writing descriptive

text.

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 2. Students are not able to create narrative writing, they can not form

their knowledge by themselves to arrange a narrative text

So, to solve the problem the researcher used picture media in writing

narrative text. Therefore, as a teacher should:

1. to provide and use technique by using picture media in teaching

process especially in teaching writing narrative text.

2. use picture media in the process of teaching and learning of English

especially in writing narrative text, so the class situation becomes more

active and interesting

3. create more relaxed atmosphere in the process of teaching and learning

of writing narrative text in the classroom and make the students to be

interested and keep concentration in writing narrative text.

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