PROPOSAL THESIS

IMPROVING STUDENT WRITING SKILL BY USING

PROCEDURE TEXT
( A CLASS ROOM RESEARCH AT SEVEN GRADE OF
SMP NU JAWILAN )

By :
Heti Husniati
NIM : 198820300081

SEKOLAH TINGGI KEGURUAN DAN ILMU

PENDIDIKAN ( STKIP )SYEKH MANSUR
PANDEGLANG TAHUN AKADEMIK 2022/202Z
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. All praises be to Allah,
the Lord of the world who has given His Mercy and Blessing upon the writer in
completing this Skripsi. Peace and salutation always be upon the prophet
Muhammad Shallallahu ‘Alaihi wa Sallam, his family, his relatives, and his
faithful followers.
In this occasion, the writer would like to express her greatest appreciation,
honour and gratitude to her beloved parents (…….), for all their valuable supports
and moral encouragement in motivating the writer to finish her study. Then, the
writer thanks to her beloved younger sisters (………) for his love and support to
the writer in writing this Skripsi.
The writer also would like to express her deepest gratitude to her advisors,
……………….., for their advices, guidances, corrections, and suggestions in
finishing this Skripsi.
Her gratitude also goes to:
1. ……….., the Dean of Faculty of Tarbiyah and Teachers’ Training.
2. ………….., the Head of the Department of English Education.
3. …….., the Secretary of the Department of English Education.
4. Her academic advisor,…………., for her advices, guidances,
suggestions, and supports.
5. All lecturers of the Department of English Education who have taught and
educated the writer during her study at…...
6. ., the Headmaster of….., who has allowed the writer to conduct the
research in his school.
7. All teachers and staff of………... Especially,…… , the English teacher
of Class 7……

ii
 who has given her ideas, time, guidances, advices, and supports to the
writer in the process of conducting the research.
8. Her beloved best friends, ……, , for sharing knowledge, cares, motivation,
time, supports, laugh and happiness.
9. Her beloved friends in English Education Department Academic Year
2010, especially EED class C, for giving cares and supports.
10. All of her dorm-mates, …Tatu Hilaliyah, and…., for sharing their
happiness and support.
11. Any other person who cannot be mentioned one by one for their
contribution to the writer during finishing her Skripsi. The words are not
enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, the writer feels that it is really pleasure for her to receive
criticisms and suggestions to make this Skripsi better. She also hopes that this
Skripsi would be beneficial, particularly for her and for those who are interested in
it.

Pandeglang, …. 2023

The writer

iii
 TABLE OF CONTENTS

ENDORSEMENT SHEET.....................................................................................i
ACKNOWLEDGEMENT.....................................................................................v
TABLE OF CONTENTS....................................................................................vii
LIST OF TABLES................................................................................................xi
LIST OF FIGURES.............................................................................................xii
LIST OF APENDICES.......................................................................................xiii

CHAPTER I INTRODUCTION

A. Background of the Study......................................................vii

B. Identification of the Problem..................................................4

C. Limitation of the Study...........................................................4

D. Formulation of the Study........................................................4

E. Objective of the Study............................................................5

F. Significance of the Study........................................................5

CHAPTER II THEORETICAL FRAMEWORK

A. Writing

1. The Definition of Writing................................................6

2. The Writing Process.........................................................6

3. The Purpose of Writing....................................................8

B. Procedure Text

1. The Definition of Text...................................................10

2. The Definition of Procedure Text..................................11

iv
 3. Language Feature of Procedure Text.............................11

4. Structure of Procedure Text...........................................12

5. The Example of Procedure Text....................................14

C. Picture

1. The Definition of Picture...............................................15

2. Kinds of Picture.............................................................16

3. Function of Picture.........................................................17

4. The Criteria of Good Picture.........................................18

5. The Resources of Picture...............................................19

6. Picture Sequence............................................................20

7. The Example of Picture Sequence.................................21

D. Previous Study......................................................................22

E. Conceptual Framework........................................................23

F. Action Hyphotesis.................................................................23

CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of the Study.................................................24

B. Subject of the Study..............................................................24

C. Writer’s Role on the Study...................................................24

D. Design of the Study...............................................................24

E. Procedure of the Study..........................................................28

F. Instrument of the Study.........................................................30

G. Technique of Data Collection...............................................31

H. Technique of Data Analysis..................................................35

I. The Validity of Data.............................................................36

J. The Criteria of Action Success...............................................3

v
APPENDICES66

vi
 LIST OF TABLES

Table 3.1Analytical Scoring Rubric adapted from Arthur Huge32

Table 4.1The Students’ Writing Score of Pre-test, Post-test 1 and Post-test 252

vii
 LIST OF FIGURES

Figure 2.1 The Example of Procedure Text.......................................................14

Figure 2.2 Five Senses in Learning Acquisition................................................16

Figure 2.3 The Example of Picture Sequence....................................................21

Figure 3.1 Kurt Lewin’s Action Research Design.............................................26

Figure 3.2 The Phases of Classroom Action Research Modified by the Writer

27 Figure 4.1

The Result of Students’ Score before Implementation.....................54

Figure 4.2 The Result of Students’ Score in Post Test 1...................................56

Figure 4.3 The Result of Students’ Score in Post Test 2...................................58

Figure 4.4 The Result of Students’ Score Improvement from Pre Test, Post Test
1, and Post Test 2..............................................................................59

viii
 LIST OF APPENDICES

Appendix 1 Schedule of Classroom Action Research.......................................66

Appendix 2 Observation Sheets.........................................................................67

Appendix 3 Students’ Interview before CAR....................................................70

Appendix 4 The Result of Students’ Interview before CAR.............................71

Appendix 5 Teacher’s Interview before CAR...................................................73

Appendix 6 The Result of Teacher’s Interview before CAR.............................74

Appendix 7 Students’ Interview after CAR.......................................................77

Appendix 8 The Result of Students’ Interview after CAR................................78

Appendix 9 Teacher’s Interview after CAR......................................................79

Appendix 10 The Result of Teacher’s Interview after CAR................................80

Appendix 11 The Instrument of Pre Test.............................................................82

Appendix 12 The Instrument of Post-Test 1........................................................83

Appendix 13 The Instrument of Post-Test 2........................................................84

Appendix 14 The Students’ Score in Pre-Test, Post-Test 1, and Post-Test 2......85

Appendix 15 Lesson Plans of Cycle 1.................................................................87

Appendix 16 Lesson Plans of Cycle 2.................................................................88

Appendix 17 The Profil of MTs N Tangerang II Pamulang................................89

Appendix 18 Surat Permohonan Izin Observasi..................................................90

Appendix 19 Surat Permohonan Izin Penelitian..................................................91

Appendix 20 Surat Keterangan Penelitian...........................................................92

ix
x
 CHAPTER I
INTRODUCTION

A. Background of the Study

There are many kinds of language in our life. One of them is English.
Nowadays, English has become a very prominent language in the world. It
becomes a lingua franca or a language that used as a medium of communication
among people who do not share common language, either in oral or written
communication. As an international language, English plays an important role in
many fields. Such as education, technology, politic, economy, art, etc. Therefore,
both developed and developing countries likely have the same idea that English is
one of international languages that needs to be learnt and mastered.
Realizing the importance of English, Indonesia as one of developing
countries puts English as a compulsory subject matter in its education curriculum.
The government hopes by mastering English, Indonesian human and natural
resources can be developed. This is based on the fact that science and technology
are mostly transferred through foreign languages, primarily English. Therefore,
English becomes first foreign language that should be taught formally to all
Indonesian students, starting from Junior High School (SMP) up to university.
Based on real situation, learning English is not easy for Indonesian
students, because we know that Indonesian students are expected to be able to
master four language skills, they are: listening, speaking, reading, and writing.
Those are divided into productive skills and receptive skills as Harmer viewed
that “Speaking and writing involve language production and are therefore often
referred as productive skills. Listening and reading, on the other hand, involve
receiving messages and are therefore referred to as receptive skills.”1

1
Jeremy Harmer, the practice of English Language Teaching, (New York: Longman,
1991), p.16.

1
 2

Among the four language skills taught in schools, writing is the most
difficult skill to be mastered by students.2 It needs specialized skills that include
the ability to express the writer’s opinions or thoughts clearly and efficiently.
These abilities can be achieved only if a learner masters some techniques of
writing such as how to obtain ideas about what she will write on, how to express
them in a sequence of sentences, how to organize them chronologically and
coherently, and how to review and then to revise the composition until the writing
is well-built.3

Considering the complexities of writing skill that were encountered by

students, learning writing is the most avoided subject among other skill subject in
English. In fact, learning writing has been proven to give advantages to the
students. Those are writing sharpens thinking skills, opens opportunities to learn,
nurtures personal development, helps to establish relationships, and writing
fosters success in college and the workplace.4

Having known the great gains of learning writing, the government of

Indonesia created many curriculums which determined writing is one of the
language skills that must be taught at Junior High School/Islamic Junior High
School (SMP/MTs). One of them is KTSP (Kurikulum Tingkat Satuan
Pendidikan). It states that the students must be exposed and be able to write
different kinds of texts. One of them is writing procedure text. It is obviously
stated in the Basic competence - Kompetensi Dasar (KD) that “The ninth grade
students are expected to be able to express the meaning of functional text and
simply short essay in the form of procedure and report texts to interact on the
daily life context.”5

2
Jack C. Richard and Willy A Renandya, Methodology in Language Teaching, (New
York: Cambridge University Press, 2002), p. 303.
3
Halimatus Sa’diyah, Improving Students’ Ability in Writing Descriptive Texts through a
Picture Series - Aided Learning Strategy, The English Teacher, vol. XL, 2010, p.164.
4
Betty Mattrix Dietsch, Reasoning & Writing Well; A Rhetoric, Research Guide, Reader,
and Handbook, 4th ed, (New York: McGraw-Hill, 2006), p. 5.
5
http://downloads.ziddu.com/download/12329581/silabus3BingSMP9.doc.html/eng
 3

Based on the writer’s experiences as a private teacher and a teacher during

PPKT at the ninth grade of Junior High School’s students, the writer often found
difficulties are faced by many students in learning writing procedure text. They
often find difficulties to generate their ideas based on their imagination and
experiences only when they wrote a procedure text. Consequently, they just
copied the materials from internet. They could not arrange the procedure text in a
good order. Besides that, the student of Junior High School lack of knowledge of
vocabulary and grammar pattern. Some of the students were not interested in
writing procedure text and they did not pay attention to learn it. This situation
might happen because the teaching method/technique/media was not interesting.

Regarding to those problems which are usually found in learning of

writing procedure text, the writer intends to use picture sequences as media to
improve the students’ capability in writing procedure text. As Wright stated that
pictures have some benefits such as pictures can motivate students and make them
want to pay attention and want to take part. Pictures contribute to the context in
which the language is being used. They bring the world into the classroom. 6
Pictures also can prompt students into writing story, attract the students to focus in
writing and give more their attention in seeing pictures than reading the text.
Pictures also help the students to understand and generate their idea visually in
writing sentence, so they can write a story based on the pictures they see because
pictures give a true, concrete, and realistic concept. By seeing pictures, the
students are able to imagine what they want to write.

Besides the reason as mentioned above, other consideration why the

picture sequences was applied was the English Teacher had never tried the picture
sequences yet as media for teaching writing. In addition, the use of picture
sequences was believed to be able to motivate students’ participation in writing
class.

6
Andrew Wright, Picture for Language Learning, (Cambridge: Cambridge University
Press, 1989), p. 17.
 4

Based on the explanations above, the writer has motivation to do a

classroom action research about “Improving students’ skill in writing procedure
text through picture sequences (A Classroom Action Research at the Seven Grade
of SMP NU Jawilan Serang)”.
B. Identification of The Problem
Based on the background above, the problem that covers the research can
be identified as follows:
a. Writing procedure text is one of English text types that Junior High School
students should be mastered.
b. The students often find difficulty to generate their ideas based on their
imagination and experiences only when they wrote a procedure text.
c. They could not arrange the procedure text in a good order.
d. The student of Junior High School lack of knowledge of vocabulary and
grammar pattern.
e. Some of the students were not interested and did not pay attention to learn it
because the teaching method/technique/media was not interesting.
f. The use of picture sequence is an aid that the writer wants to apply in this
research.
g. Picture sequences help the students to understand and generate their idea
h. Picture sequences attract students’ attention and motivation towards students’
writing procedure text.
C. Limitation of The Problem
Based on the identification of the problem above, the writer will limit the
problem to: The improvement of students’ skill in writing procedure text through
picture sequences.
D. Formulation of The Problem
Based on the background presented above, the writer plans to solve the
problem through picture sequences in improving students’ writing skill of
procedure text at the ninth grade of SMP NU Jawilan Serang. The formulation of
the problem in this study is “How are picture sequences improve
 5

the ninth grade students’ skill in writing procedure text at SMP NU Jawilan
Serang?”
E. The objective of the Study
In line with the formulation of the problem above. The objective of this
study is to know whether picture sequences improve the ninth grade students’ skill
in writing procedure text at SMP NU Jawilan Serang.
F. The significance of the Study
The result of this study is expected to be useful for the writer herself, so it
will broaden her knowledge in teaching writing procedure text. The teacher will
know more whether using picture sequence can be applied to teach writing
procedure text. The English teacher can stimulate his/her students to write
procedure text by using picture sequences. For the students, hopefully it can help
them to build their understanding of the sequence events in procedure text by
having images of procedure text. Therefore, they can get a better improvement on
their skill in writing procedure text
 CHAPTER II
THEORETICAL FRAMEWORK

A. Writing
1. Definition of Writing
Writing is a way of expressing our thoughts in order the reader can
understand what we have in our mind in the written form. This statement is
supported by Baker who stated, “Writing is a way of thinking. Writing
actually creates a thought, and generates your ability to think; you discover
thoughts you hardly knew you had, and come to know what you know.”1
Another expert, Nunan said that, “Writing is both physical and
mental work”2. It means that writing is the physical act of committing words
or ideas to some medium, and is mental work of inventing ideas, thinking
about how to express them into statements and paragraphs well. Meanwhile,
Brown explained that “Writing is, in fact, a transaction with words whereby
you free yourself from what you presently think, feel, and perceive.3
All of the definitions above explain clearly that writing is a process
of showing or expressing ideas, opinions, experiences, or information in the
mind of the writer in the form of written language. The writer succed to
express his/her ideas, opinions, experiences, and etc if she/he clearly knows
what the purpose she/he writes.
2. The Writing Process
Writing process is the several actions which have to be done by a
writer if he/she wants to write. For some experts, writing is a process that
1
Sheridan Baker, The Practical Stylist, Sixth Edition, (New York: Harper & Row Publishers,
1987), p. 2.
2
David Nunan, Language Teaching Method: A Textbook for Teacher, (New York: Prentice
Hall, 1991). P. 4.
3
H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language
Pedagogy, 2nd Ed., (New York: Pearson Education, 2001), p. 337

6
 7

involves some steps. Jack C. Richards and Willy explained four main stages
in the writing process, namely planning, drafting, revising, and editing.4
a. Planning (Free-writing) is any activities in the classroom that
encourages students to write, such as: group brainstorming, clustering,
rapid free writing, WH_Questions and so on.
b. Drafting (Writing) is a stage where the writers are focussed on the
fluency of writing and are not preoccupied with grammatical accuracy
or the neatness.
c. Revising is an activity to review the text on the basis of the feedback
given in the responding stage and to reexamine what was written to see
how effectively the writer communicates the meanings to the reader
d. Editing is the stage where the students are engaged in tidying up their
texts as they prepare the final draft for evaluation by the teacher; they
edit their own or their peer’s work for grammar, spelling, punctuation,
diction, sentence structure, etc.
Meanwhile, Grenville stated that writing is a process that involves the
following steps:
a. Getting ideas (in no particular order).
b. Choosing (selecting the ideas you think will be most useful).
c. Outlining (putting these ideas into the best order - making a plan).
d. Drafting (doing a first draft from beginnin to end, without going back).
e. Revising (cutting, adding, or moving parts of this draft where
necessary).
f. Editing (proofreading for grammar, spelling, and paragraphs).5
From the statements above, the writer inferred that those two
theorists argued differently about writing process, they however have the

4
Jack C. Richard and Willy A Renandya, Methodology in Language Teaching, (New York:
Cambridge University Press, 2002), p. 315.
5
Kate Grenville, Writing From Start to Finish: a six-step guide, (Australia: Allen & Unwin,
2001), p. 8.
 8

same purpose; that is the writing process provides the students with a series
of planned learning experiences to help them understand the nature of
writing at every point. Therefore, the process of writing is important to
produce a better writing and it can develop positive attitudes toward writing.
3. The purpose of Writing
The purpose of writing based on Penny Ur is the expression of ideas,
the conveying of a message to the reader; so the ideas themselves should
arguably be seen as the most important aspect of the writing.
Miller said some purposes of writing, they are writing to understand
experience, to inform, to explain, to persuade, to amuse, and to inspire
others.6
a. Writing to understand experience
The writers who have this motive of writing draw upon to help them
undertand who they are, how they become that way, what they like, or
what they want. Eventhough, the writers are writing about themselves,
they are not writing for themselves alone. They are also writing to share
their experience to the readers.7
b. Writing to inform
In much of writing, it will intend simply to inform the reader about a
subject. To inform means to transmit necessary information about a
subject to the readers, and usually this also means telling the readers
what the facts are or what happened.8
c. Writing to explain
Writing to explain means to take what is unclear and make it clear. In
explanatory writing, a writer who understands a complex topic must

6
Robert Keith Miller, Motives for Writing, 5th ed, (New York: The MCGraw-Hill Comp,
2006), p. 47.
7
Ibid., p. 47.
8
Ibid., p. 97.
 9

make sure that the readers understand it as well. The task in explaining is
to clarify a subjet to the readers. The important thing to keep in mind is
that the relationship between the writers and the readers. It is needed to
consider how much the readers already know about the subject and how
much still need explanations9
d. Writing to persuade
Persuassion is very important things in human's life. You will use
persuassion an attempt to get someone to do something you want for
yourself, to achieve benefits for others, or to solve the problem. For
instance, when you apply for job, try to borrow money, persuade the
government to protect an endangered species. So, it can be assumed that
writing to persuade others has an aim which is the need to change
someone's mind.10
e. Writing to inspire others
Writing to inspire others means being able to elevate the human spirit by
reminding people of what is most important in life and what it is possible
to achieve. Fulfilling this motive of writing involves drawing on widely
held values and evoking feelings that need to be reinforced.11
f. Writing to amuse
Writing to amuse requires the writers to focus on the readers rather than
himself or herself. The writers may enjoy the experience and take pride
in what you accomplish, but she or he cannot settle for amusing alone.
Writing to amuse gives an opportunity to bring pleasure to others. Seize
the opportunity and make the most of it.12

9
Ibid., p. 451.
10
Ibid.
11
Ibid., p. 521
12
Ibid., p. 569
 10

Meanwhile, according to Dietsch, writing has four general purposes:

to inform, to persuade, to express, and to entertain. 13 Based on those two
statements above, the writer concluded that every writing has a purpose; that
is the writer wants to convey to the readers. Miller and Dietsch have the
same opinion that purpose of writing might be giving information,
persuading, entertaining or amusing readers. However, Miller added some
purposes of writing such as gives explanation, inspiration and understands
experience. Meanwhile, Dietsch added writing to express as a purpose of
writing.

B. Procedure Text
1. Definition of Text
Before going to the definition of procedure text, it is better to know
definition of the text itself. Hornby defined “Text is the main written or
printed part of a book or page, contrasted with notes.” 14 And Jack C. Richard
on his book “Longman Dictionary of Applied Linguistics” stated that “Text
is a segment of spoken or written langugae. It has some characteristics: it is
noramally made up of several sentences, has distinctive structure and, has a
particular comminicative function or purpose, and often can be understood in
relation to the context ”.15
Moreover, Anderson argued that “Texts are pieces of spoken or
written language created for a particular purpose. It means when we write or

13
Betty Mattrix Dietsch, Reasoning & Writing Well; A Rhetoric, Research Guide, Reader,
and Handbook 4th ed, (New York: McGraw-Hill, 2006), p. 7.
14
A. S. Hornby, Oxford Advanced Learner’ Dictionary, 6th ed, (NY: Oxford University Press,
2000), p.1397.
15
Jack C. Richards and friends, Longman Dictionary of Language Teaching & Applied
Linguistics 4th ed, (England: Pearson Education Limited, 2010), p. 594.
 11

speak, we create texts. When we listen, read, or view texts, we interpret them
for meaning.16
Thus from the definitions above, the researcher inferred that text is
everything we hear or say in spoken language, and what we read or write in
written language that has structure and function.
2. Definition of Procedure Text
We usually find many kinds of texts in our daily life. One of those
text is procedure text which is an instructional text that describes how to
make something or how a series of sequenced steps or phases. Mark and
Kathy Anderson through their book Text Types in English 3 defined a
procedure text as a piece of text that tells the readers or listeners how to do
something. Its purpose is to provide instructions for making something,
doing something, or getting somewhere.17 In addition, Professional
Development Service for Teachers stated that a procedure text has a social
function to explain how something is done, in a series of sequenced steps. 18
The examples of procedure text are directions, Instruction manual, receipes,
and itineraries.
As it can be seen above, procedure text is defined as a text that
explains, tells or shows someone how to do something, to make something
and to get someplace, that have to be done in a series of sequenced steps.
3. Language Features of Procedure Text
According to Anderson, procedure text usually includes the
following language features:

16
Mark Anderson and Kathy Anderson, Text Types in English 3. (South Yarra: Mcmillan
Education Ltd, 1998), p.28.
17
Ibid., p. 28.
18
http://www.pdst.ie/sites/default/files/Writing%20Booklet%20to%20circulate.pdf
 12

 Sentences begun with action verb (imperative sentences). e.g., pour

hot water into the cup.
 Sequence words or temporal conjunctions (e.g. firstly, next, then)
and numbers (e.g. 123) that show the order for carrying out the
procedure.
 Adverbs of manner to describe how the actions should be
performed. e.g. quickly, firmly.
 Precise terms and technical language. e.g. ml, grams, etc.19
In addition, the other sources added some of language features of
procedure text which are not included in Anderson’s book. They are:
 Nouns or noun groups are used in the listed material or equipment.
 The person following the instructions may not be referred to or may
be referred to in a general way as one or you. There is little use of
personal pronouns.
 Words related to direction and specific locations are found. e.g. left,
north, Jamison street.
 Adjectives add details relating to size, shape, color, and amount.
 Present tense is generally used.20
To sum up, all of the points of language features of procedure
text above are usually used in writing procedure text.
4. Structure of Procedure Text
Generally, a procedure text is arranged of three main parts; Aim or
Goal of the procedure, List of materials which needed to complete the
procedure, and sequence of steps in correct order that need to be taken to
accomplish the task.
a. An introductory statement giving the aim or goal
19
Mark Anderson and Kathy Anderson, loc. cit.
20
(http://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/middle/procedure_te
xts_introduction_and_overview-fp-9569b444.pdf
 13

This part can be the little of the procedure text, it is also may include an
introductory paragraph.
b. List of materials needed for completing the procedure
This part usually takes form in kind of list, though sometimes it also can
be in form of paragraph. In certain proccedure text this part sometime is
omitted or left out.
c. A sequence of steps in the correct order
This is the last part of procedure text which shows a sequence of steps
that need to be taken by readers to complete the task. The sequence
usually is shown by numbers (1,2,3 ...) or by using words such as first,
second, third, etc. Words such as now, next, and after this sometimes are
used as well. Commonly, the steps usually begin with a command such
as add, strir, or push.21
Thus from the explanation above, it can be concluded that there are
three points of generic structure of procedure text. Nevertheless, the
structure above is sometimes not found in certain types of procedure texts.
For example, in procedure text that tells the readers direction of how to get
to certain place or procedure text of rules of behavior, there is no list of
materials needed. In a procedure text of how to operate something,
sometimes list of materials needed is not included.

21
Mark Anderson and Kathy Anderson, op.cit., p. 31.
 14

5.The Example of Procedure Text

Figure 2.1
Procedure Writing for Junior Classes
(Adapted from Writing Genre-A Structured Approach)22

How to Make
Jelly

Ingredients : Jelly, Water

Utensils : Kettle, Littre Jug, Spoon, Bowl,
Steps/method:
1. Fill the kettle with water and bring to the boil
2. Break up the jelly into small pieces
3. Put the jelly pieces into the jug
4. Pour the boiling water over the jelly in the jug
5. Stir well until all the jelly has dissolved
6. Pour into the bowl
7. Leave in a cold place to set
8. Put in a dish, add cream or ice cream. Taste
Thus, from example above, everybody know how to write procedure
text. First, they must write a goal. Second, they write a list of materials that
will be needed for completing the procedure, such as kind of ingredients and
utensils. Last, they need steps to achieve the goal with the purpose: to tell the
making process of jelly to the reader.

22
http://www.pdst.ie/sites/default/files/Writing%20Booklet%20to%20circulate.pdf.
 15

C. Picture
1. Definition of Picture
A picture is one of visual media that is very useful in teaching,
especially for English teaching. As stated before, English is a foreign
language for Indonesian students, so they have to know the English words
when they want to use it. Pictures can help the learners to ease them in
understanding the meaning of a word, a sentence or even a paragraph. By
using pictures, the learner can get the imagination about the objects or
situations that happens.
There are some definitions of a picture. Stone stated “A picture is
worth a thousand words.”23 It means pictures are able to say many words so
that people can understand many things by seeing them. Another definition
from Wright, he defined “Pictures are not just an aspect of method, but
through their representation of places, objects and people are an essential
part of the overall experiences we must help our students to cope with.24
This statement tells the picture can help the students to understand
something or somebody through its representation. It gives the students
easier way in learning their material. Furthermore, pictures can clarify the
material being taught and make learning more permanent. 25 It can be known
that students can understand the material clearly and can remember it much
longer by seeing. It is clarified in the figure below.

23
Randi Stone, Best Practices for Teaching Writing, (California, Corwin Press Inc, 2007), p.
89.
24
Andrew Wright, op. cit., p. 2
25
http://children.cccm.com/assets/Uploads/TrainingMaterial/VisualAndObjectLessons.pdf
 16

Figure 2.2
Five senses in the learning Acquisition
(Adapted from Using Visual Aids in The Classroom)26

80
70
60
50
40
30
20
10
0

Taste Smell Touch Hear See

The graphic showed that in normal day-to-day living people learn: 3% through taste, 3% t
2. Kinds of Picture
Andrew Wright explained in his book Picture for Language Learning, said that there are 21 k
Pictures of a single objects- Pictures of one person
Pictures of famous people- Pictures of several people

- Pictures of people in action - Pictures from history

- Pictures with a lot of information - Pictures of the news
- Pictures of fantasies - Bizarre Pictures
- Pairs of pictures - Pictures and Texts

26
Ibid.
 17

- Sequences of pictures - Related pictures

- Single stimulating pictures - Ambiguous pictures
- Student and Teacher Drawing - Explanatory pictures.27
- Pictures of Map and Symbols
According to Finiocchiaro, there are three types of pictures.
a. Pictures of individual persons and individual objects
b. Pictures of situation
The pictures show people are “Doing something” with objects and
show the relationship of objects and/or people can be seen.
c. A series of pictures (six to ten) on one chart.
For example: picture of count nouns, mass nouns, etc.28
According two theorists above, the writer found out that picture
sequence is one of kinds of picture that can be used as a teaching media.
3. The Function of Picture
After discussing the definition and kinds of picture, we need to know
the functions of picture in teaching-learning process. According to Raimes,
there are several functions of pictures, such as:
a. Pictures provide a shared experience for students in the classroom.
Pictures can emerge the students’ needs of the appropriate vocabulary,
idiom and sentence structure to discuss what they see.
b. Pictures provide for the used of a common vocabulary and common
language forms in the classroom.
c. Pictures provide a variety of tasks, for example, sentence-combining
exercise, sequencing of sentences to the writing of original dialogs, etc.
d. Pictures provide a focus of interest for students. Pictures bring the
outside world into the classroom in a vividly concrete way.29

27
Andrew Wright, op. cit., p. 193-202.
28
Marry Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for
Teacher, (New York: Regents Publishing Company, 1973), p. 164.
 18

In supporting the statement above, Harmer strengthened that pictures

are often used to present situations for grammar and vocabulary and can be
used to incite students to creative flights of fancy. 30 It means pictures help
students work with grammar and vocabulary and encourage the students to
have creative imagination because pictures have the ability to transport the
students to different worlds. Meanwhile, Wright explained that pictures
contribute to interest and motivation, a sense of the context of the language,
a specific reference point or stimulus.31
From those explanations, the writer can conclude that pictures offer
many functions in learning English. They can motivate students to take a
part in the classroom, grab students’ attention and interest, provide them a
variety of task, stimulus them to learn English, especially learning writing,
etc.
4. The Criteria of Good Picture
In order to make the teaching learning activities optimal, the pictures
which are used must be has good criteria. Wright said that there are some
criteria for selecting good pictures for the students, such as:
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.32
Wright gave further explanation about the statement above that
picture must be meaningful and sufficient for the students in order the
students can get value from the teacher’s explanation. It also should be
interesting, so the students could be more interested and motivated to see it.

29
Ann Raimes, Techniques in Teaching writing, (New York: Oxford University Press, 1983),
p. 330
30
Jeremy Harmer, How to Teach Writing, (England: Pearson Education Limited, 2004), p. 67.
31
Andrew Wright, op. cit., p. 3.
32
Ibid., p. 3.
 19

Therefore, teaching learning process will be easier to handle. Furthermore,

Ramirez said that the use of pictures must be relevant with the subject which
related to the teaching objective. It is aimed to catch the idea of presentation
easily from their teacher.
To sum up, good pictures must have some criteria, such as pictures
must be efficient, interesting, relevant and meaningful in teaching learning
process, the students can get better understanding about materials given by
teachers. As a result, teaching learning process will work well.
5. The Resource of Picture
According to Stone in his book Best Practices for Teaching Writing.
He mentioned that, “Image/ picture can be found easily in the traditional
resource such as magazines and books, but they also can be found
efforthlessly on the Internet.”33 It implied that pictures are very easy to be
found because they can come from many sources.
According to Wright, 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 photograph, stamps, playing cards,
wrapping paper, course book, the teacher’s and student’s own
drawing, photocopying.”34

Those statements above prove that it is not difficult to find pictures

because they are around human daily life. However, to find a suitable picture
for teaching is not easy if a teacher does not pay attention of the criteria for
selecting a good picture.

33
Randi Stone, loc. cit.
34
Andrew Wright, op. cit., p. 182-187.
 20

5. Picture Sequence
From the previous section, it can be known that picture sequence is a
kind of picture. As Finochiaro defined, “Sequence picture is (six to ten) on
chart as a number of related composite pictures linked to form a series or
sequences.”35 On the other words, picture sequence consists of several
pictures which have a relation each other in a chronological order. It is
presented to tell a story in some events. It usually tells experiences,
instructions, stories, etc. From this picture sequence, learners will be easier
to understand the meaning of a word, a sentence or event a paragraph after
they saw the picture itself.
Furthermore, according to Wright, “Pictures sequences tend to range
from four to eight pictures.”36 They show some events in a chronological
order. They usually tell short of stories, but they may also be used to depict a
process how to make something. In addition, Wright stated that, ”Picture
sequence can highlight certain langugae features and it can illustrate a story
or a process”.37 On the other source defined “A picture sequence is a series
of photographs dealing with one subject. It may tell a story, reveal a person,
or show how to do something.”38
All of the statements above imply that a picture sequence is a kind of
pictures that has a series of an object or a situation is explained by some
pictures. These pictures usually tell about a story, or a process how to do
something. The sequence must be in chronologically order.

35
Mary Finochiaro, English as a Second/ Foreign Language from Theory to Practice, (New
York: Prentice Hall Regents, 1986), p.137.
36
Andrew Wright, op. cit., p. 182-187.
37
Ibid., p. 182-187.
38
(http://assets.readingeggsassets.com/teacher_resources/rex/writing/pdfs/middle/procedure_te
xts_introduction_and_overview-fp-9569b444.pdf
 21

6. The Example of Picture Sequence.

Figure 2.3
Picture Sequence
(Adapted from http://www.wikihow.com/Main-Page)39

39
http://www.wikihow.com/Main-Page
 22

D. Previous Study
The writer has found three previous studies which were related to this
study. The first study was taken from Astuti (2011) who did the study entitled
“Improving Students’ Ability in Writing Recount Text Through Picture
sequences: A Classroom Action Research at The First Year of MA Darul Ma’arif
Cipete.” It showed that picture sequences can improve effectively the first year
students’ ability in writing recount text. The second was taken from Vandiwi
(2013) that entitled “Using Picture Series to Teach Writing Procedure Text at
First Grade of SMP Muhammadiyah 3 in Mentoro Sumobito, Jombang.” This
study indicated that picture series is attractive and effective for teaching English
especially for teaching writing procedure text. It also can arouse the students’
interest and help them to understand more about the materials from the teachers.
The third was taken from Ayuningtyas and Wulyani (2012) that entitled
“Using Picture Sequences to Improve the Ability of Eleventh Grades at SMAN 1
Srengat-Blitar in Writing Narrative Texts: An Classroom Action Research.” It
showed that the use of picture sequence can improve the students’ attitude, can
also improve the students writing product.
Those previous studies above were used not only as references but also as
the comparison between those previous studies and this study. Those
comparisons were the level of the object of the study and the method of the
study. This study was done in the ninth grade, but the others studies were done in
the seventh and eleventh grade. Then, the method of the two previous studies
which were CAR was also used in this study. However, the study conducted by
Vandiwi used descriptive qualitative as the method of the study which is aimed
to describe or report facts or characteristics happened in a population
systematically and accurately. Whereas, Classroom Action research is aimed to
solve the problem which is happened by implementing new ideas or innovations.
 23

E. Conceptual Framework
A procedure text is a text that tells the readers how to do something in
sequenced of steps, for instance, how to make Jelly, how to get to the Bank and
how to play the game. This text type is firstly introduced at the Junior High
School level. However, Junior High Students usually encounter some difficulties
in learning writing of procedure text. For example, the students are difficult to
write a procedure text based on their experience and imagination only. Yet the
students cannot easily recall their imagination and experience in a short time,
they need to think what they have in their mind.
Thus to overcome this problem the students need a stimulation in order to
help them in creating a procedure text effectively. In this case, the writer intends
to use visual media, primarily picture sequences. Some reasons why the writer
chooses picture sequences as a teaching media to teach writing procedure text.
First, picture sequences can be easily prepared by the teacher. Second, they are
used as a stimulus for writing. Third, they are able to motivate students’
participation in writing class, so they increase students’ achievement in writing
of procedure text. Then, picture sequences are more efficient and practice than
words, they are easier to recall and to remember than words, they also expose
real life situation. Moreover, picture sequences can be used with students who
are learning to read and write. It works well for stories, processes, and sequences
of events.
F. Action Hypothesis
For this research, the writer formulates the action research as follow:
Picture sequences improve students’ skill in writing procedure text at the ninth
grade students of MTs Negeri Tangerang 2 Pamulang.
 CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Study

This study was conducted for about three months started from June 2023
up to August 2023 and took place in SMP NU Jawilan Serang which is located at
Curugsari, Jawilan Serang.
B. The Subject of the Study
The subject of the study was the seven grade students at SMP NU Jawilan
Serang in 2022/2023 academic year. There were 32 students in class VII.1 as
respondents of the study. The writer chose class VII.1 to conduct the study based
upon the pre-observation with the English teacher who told that students of VII.1
class obtained the lowest achievement than any other classes primarily in writing
English text. That was why it was needed an appropriate strategy to help the
students in improving their scores.
C. The Writer’s Role on the Study
In conducting this study, the writer worked collaboratively with the
teacher at SMP NU Jawilan Serang. The writer took a role as the teacher in the
class and the English teacher was as the observer and also as the colaborator. As
an observer, she made a review in every meeting in order to know the
improvement of the students. As a teacher, the writer constructed lesson plans
and implemented to the observed class.
D. Design of The Study
The design of the study used by the writer is Classroom Action Research
(CAR). According to Sagor, “Action Research is a disciplined process of inquiry
conducted by and for those taking the action. The primary reason for engaging in

24
 25

action research is to assist the actor in improving or refining his or her actions. 1 It
means that action research is an investigation conducted by the person or the
people empowered to take action concerning their own actions, for the purpose of
improving their future actions.
Meanwhile, Hopkins is quoted by Kunandar defined that “Classroom
Action Research (CAR) is a form of self-reflective inquiry undertaken by
participants in a social (including educational) situation in order to improve the
rationality and justice of: (a) their own social or educational practices; (b) their
understanding of these practices; and (c) the situation in which practices are
carried out.”2
Based on the statements above, Classroom Action Research (CAR) is a
device to get self-reflection and device to understand the situation in learning
activity in the classroom. It might be essential for learning innovation that leads
to improve the quality of school in education.
In conducting the study, the writer used Classroom Action Research
(CAR) Kurt Lewin’s model design which consists of two cycles. Each cycle
consists of four phases. These are planning, acting, observing, and reflecting. The
design as follows:

1
Richard Sagor, The Action Research Guidebook; A Four-Step Process for Educators and
School Team, (California, Corwin Press, 2005), p. 1.
2
Kunandar, Langkah Mudah Penelitian Tindakan Kelas Sebagai Pengembangan Profesi
Guru, (Jakarta: PT Raja Grafindo Persada, 2008), p. 45-46.
 Figure 3.1
Kurt Lewin’s Action Research Design3
26

Planning

Reflecting Cycle 1 Acting

Observing

Planning
Reflecting Cycle 2 Acting
Observing

Based on the Kurt Lewin’s action research design above, the writer would
like to describe a plan for classroom action research (CAR) in the first cycle and
the second cycle as follows:

3
Suharsimi Arikunto, prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: PT Rineka
Cipta: Jakarta, 2002), p. 21.
 27

Figure 3. 2
Kurt Lewin’s Action Research Design Modified by the Writer

CYCLE 1
Acting
Planning
 After
The writer
conducting
implements
preliminary
the lesson
study,
the
planswritercontaining
chooses teaching
of writing
media
(picture
proceduresequence),
text through
creates picture
lesson
plans,
sequencesinstrument
media. Inofthepost
end test
of the
1,
observation
cycle 1, the writer
sheets,
gaveand
postsets
test 1.the
criteria of action success.

Observin
g
 The observer (the English teacher)
observes the teaching learning
process in the classroom, such as the
class situation, students’ response,
the teacher’s performance.
Reflectin  The writer calculates the students’
g improvement scores from post test
 The writer and the teacher discuss
and evaluate the result CYCLE
Planning of 2
Acting
 implementation and thecreate
The writer and teacher students’
new  The writer implements new lesson
achievement, then
Reflectin
lesson plans (revised) determine
and intrument plans containing of writing
whether the2.actiong is successful or
of post test procedure text through picture
 Prepare
The writer and thesheets
observation English teacher sequences media. In the end of this
analyze and discuss the result of the cycle, the writer gave post test 2.
implementation of the modified
action and students’ achievement.
 Determine if the criteria of success
 28

Observin
g
 The observer observes the class
situation, students’ response, the
teacher’s performance after
modifying action. The writer
calculates the students’
 29

E. Procedure of the Study

According to Kurt Lewin’s concept of the CAR, it consists of four phases
within one cycle. They are planning, acting, observing, and reflecting. Before the
writer did the cycle in action, it had already done preliminary study. It was aimed
for analyzing and identifying problems faced by teacher and students in teaching
learning activities. The writer observed the class and interviewed the English
teacher. Moreover, she assigned the students to write a procedure text in order to
identify the students’ real competence and problems in writing procedure text.
After preliminary study was conducted, then the writer moved on the
next phase, involving: planning, acting, observing, and reflecting.
1. Planning Phase
In planning phase, the writer and the teacher shared the information. The
writer identified and diagnosed students’ writing problem occurred in the
classroom proven by observing and interviewing. Afterward, the writer analyzed
the data that had been identified through observation and interview. It covered
determining the teaching techniques/media, creating lesson plan, instrument of
post test 1, observation sheets and setting the criteria of success.
In determining teaching techniques/media, it refered to student’s problem
in this case; the main problem of the students was they were difficult to generate
their idea when they wrote procedure text based on experiment and imagination
only. Therefore, the writer thought that by giving them a visual media such as
picture sequences can overcome this problem in writing procedure text.
In designing lesson plan, the writer and the teacher discussed to make
lesson plan by applying the media. Designing lesson plan was aimed to provide
the teacher with the guidelines of teaching learning activities. The writer made
lesson plan based on the recent used syllabus. The writer described the project or
activity that she designed for her students by preparing lesson plan and applying
lesson plan in the seven grade of SMP NU Jawilan Serang. The lesson plan
 30

included the following items: specific instructional objectives, the instructional

materials and media, procedure of presentation, and procedure of assessment.
Besides lesson plans, the writer also created the instrument of post test 1 and
observation sheets. The test was aimed to evaluate the students’ improvement in
writing procedure text through picture sequences in each cycle. While, the
observation sheet was aimed to monitor all the teacher and students’ activities in
the classroom.
In setting criteria of success, the writer and the English teacher discussed
to determine the criteria of the action success. It was useful for measuring
whether the action of this study was successful or not. In line with the study, the
criteria of success were decided based on the agreement between the writer and
the English teacher. It was 75% of students achieve the score equal or greater
than 75 as the minimum mastery criterion (KKM score).
2. Acting Phase
In this phase, both the writer and the English teacher collaborated to carry
out the planned action. In this phase the lesson plan that had been discussed
would be implemented by the writer and the English teacher. In implementing
the action, the writer acted as the English teacher who thought writing procedure
text through picture sequences. Meanwhile, the English teacher acted as the
observer who observed all the activities happened in the teaching learning
process. The implementation of the action involved three meetings in each cycle.
This phase hopefully could solve the students’ problem.
3. Observing Phase
In this phase, the observer observed CAR process of learning procedure
text writing skill by using picture sequences. The observer also observed
students’ activity in the classroom. The important aspects in observation were
sources of data, the instrument used in collecting the data, and the technique for
data collection. When observing, the observer should notice and make
documentation all of activities in the classroom. It was regarded on class
 31

situation, students’ response, the teacher’s performance, etc. Meanwhile, The

writer calculated the students’ improvement scores from pre test to post test 1. It
was aimed to know whether there was any improvement in the first cycle or not.
4. Reflecting Phase
The writer and the English teacher who played a role as collaborator and
observer analyzed and evaluated teaching learning process in cycle 1. Reflecting
phase was the last phase in one cycle. The aims of this phase were to reflect the
data from the implementation of the action and to know whether the action was
successful or not by appropriating the result of the observing phase with the
criteria of success. If the result of the first cycle was satisfy pointed by reaching
the criteria of success, so there would not be the next cycle. Meanwhile, if the
result of the action did not reach the criteria of success, the next cycle needed to
be conducted. It should be moved to the next cycles.
F. Instrument
The writer ussed three instruments to get the data in this Classroom
Action Research. They were observation sheet, test and interview guidlines. To
obtain qualitative data, the writer used observation and interview. On the other
hand, the writer used test to obtain quantitative data. Three research instruments
were explained more detail is as follows:
1. Observation Sheet
Observation sheets that were made before were used to get the data
during the observation in the class. They were used to monitor and record the
data of the English teacher’ and students’ performance during the teaching and
learning process. The information obtained from observation was used as a basis
to determine the planning for following cycle.
2. Test
Pre-test and post-test were conducted before and after implementation of
using picture sequences as the visual media in teaching writing procedure text.
 32

The aim of giving the test was to measure students’ understanding of writing
procedure text.
3. Interview guideline
Interview guideline is used to get more accurate data or information
needed and it is used to complete the data from observation. 4 The interview was
conducted to the English teacher and the students. The interview was applied
before and after Classroom Action Research (CAR).
G. Technique of Data Collection
The techniques of collecting data of this research were as follows:
1. Observation
Observation is investigating activity to see how far the effect of the action
to reach the goal.5 The writer did the observation directly toward English
teaching and learning process at SMP NU Jawilan Serang 2022/2023 Academic
Year. The writer was helped by collaborator to observe the students directly in
the classroom and got the description about students’ and teacher’s activity
during teaching and learning writing process by filling out the observation sheet
which had been available. It was to make sure whether the teaching learning
process was in line with the lesson plan or not. This data was taken on every
meeting.
2. Testing
The writer used test to get the data result about students’ improvement of
their achievement in learning procedure text. The tests were pre-test and post-
test. The pre-test was completed before implementing picture sequences. It was
to evaluate students’ writing skill score at first. On the other hand, the post test
was implemented after implementing picture sequences. The tests were held on
the action of each cycle. After collecting the data from the test, the writer
compared pre and post-test in order to know whether the students improved their

4
Kunandar, op. cit., p. 157.
5
Suharsimi Arikunto, op. cit., p. 127.
 33

achievement in learning procedure text or not. To get the writing score,

the writer used criteria of scoring writing skill in each cycle by Arthur Huges.
Table 3.1
Scoring in Writing
Score LevelSkill Criteria
Content 30-27 Excellent to very good: knowledgeable,
substantive, thorough development of thesis,
relevant to assigned topic.
26-22 Good to average: some knowledgeable of subject,
adequate range, limited development thesis,
mostly relevant to topic, but lacks detail.
21-17 Fair to poor: limited knowledgeable of subject,
title substance, inadequate development of topic.
16-13 Very poor: doesn’t show knowledgeable of
subject, non-substantive, non-pertinent, or not
enough to evaluate.
Organization 20-18 Excellent to very good: fluent expression, ideas
clearly stated, succinct, well-organized, logical
sequencing, cohesive.
17-14 Good to average: somewhat choppy, loosely
organized but main ideas stand out, limited
support, logical but incomplete sequencing.
13-10 Fair to poor: not-fluent, ideas
confused/disconnected, lacks logical sequencing
and development.
9-7 Very poor: does not communicate, no
organization, or not enough to evaluate.
Vocabulary 20-18 Excellent to very good: Sophisticated range,
 34

effective word/ idiom choice and usage, word

form mastery, appropriate register.
17-14 Good to average: adequate range, occasional of
word/ idiom form, choice, usage, bit meaning is
not obscured.
13-10 Fair to poor: limited range – frequent errors of
word/ idiom form, choice, usage but 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 Excellent to very good effective complex
construction, few errors of agreement, tense,
number, word order/ function, articles, pronouns,
prepositions.
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,
prepositions 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, prepositions and/or fragments,
run-ons, 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.
 35

Mechanic 5 Excellent to very good: demonstrates mastery of

conventions, few errors of spelling, punctuation,
capitalization, paragraphing.
4 Good to average: occasional errors of spelling,
punctuation, capitalization, paragraphing but
meaning not obscured.
3 Fair to poor: frequent errors of spelling,
punctuation, capitalizations, paragraphing, poor
handwriting, meaning confused or obscured.
2 Very poor: no mastery of conventions, dominated
by errors of spelling, punctuation, capitalization,
paragraphing, handwriting illegible, or not enough
to evaluate.
Total Score 1-100
(Adapted from Testing for Language Teachers, 2nd ed)6

3. Interviewing
One of ways to get deep information in the classroom was by interviewing the English teacher and
teaching writing of procedure text. The writer also interviewed the teacher and

student to know their response toward the suggestion of picture sequences media
after classroom action research.

6
Arthur Hughes, Testing for Language Teachers: Second Edition, (Cambridge, Cambridge
University Press, 2003), p. 104.
 36

H. Technique of Data Analysis

In this research, the writer used two ways in analyzing the data. They
were:
1. Qualitative analysis
The observation of students and teacher’s activities during the classroom
and the interview before and after Classroom Action Reserach (CAR) was used
to analyze the qualitative data.
2. Quantitative analysis
To analyze the quantitative data, first the writer measured the average or
mean of students’ achievement in writing procedure text within one cycle. It was
used to know how the students’ writing skills are improved. It used the formula
as below:7
∑x
̅X =
n
X̅ : Mean
∑x : Total of students’ score
n : Number of students
Next, the writer tried to get the class percentage which passed the
Minimal Mastery Level Criterion (KKM) considering English subject gained
score 75 at SMP NU Jawilan Serang. The formula is:8
F
P=
N x 100 %
P : The class percentage
F : Total percentage score
N : Number of students
Then, after getting mean of the students’ score of the test, the writer
identified whether the students’ improvement of their understanding in procedure

7
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008),
p. 80.
8
Ibid., p.43.
 37

text from pre-test up to post-test 1 in cycle 1, and post-test 2 in cycle 2. The

writer used the formula below to analyze the data.
y1 − y
P= x 100 %
y
P : Percentage of students’ improvement
y : Pre-test result
y1 : Post-test 1
y −y 2

P= x 100 %
y
P : Percentage of students’ improvement
y : Pre-test result
y2 : Post-test 2
J. The Validity of Data
Validity is a measurement instrument which shown wether the
instruments are valid or not.9 It means that validity is one of the crucial
conditions in implementing a research including Classroom Action Research
(CAR). By using data validity, there should be no irrelevant points or misleading
in reflecting the data. To get the validity of data, the writer used source
triangulation which is by collecting the result from different sources such as the
test, the observation and the interview, and then compared them.10
Besides, the writer also used the criterion of data validity adopted by
Anderson, Herr, and Nihlen’s criteria that mention the validity of action research
including democratic validity, outcome vailduty, process validity, catalytic
validity, and dialogic validity.11 In this study, the writer used outcome validity
and dialogic validity. Anderson defined outcome validity as:” Outcome validity
requires that the action emerging from a particular study leads to the successful

9
Suharsimi Arikunto, op. cit., p. 144.
10
Kunandar, op. cit., p. 125.
11
Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas; Untuk Meningkatkan Kerja
Guru dan Dosen, (Bandung: PT Remaja Rosdakarya Offset, 2005), p. 164.
 38

resolution of the problem that was being studied, that is, your study can be
considered valid if you learn something that can be applied to the subsequent
research cycle”.12
Based on the explanation above, the outcome validity could bee seen
from the result of the test. When the result of the cycle 2 was better than the
cycle 1, it means that the study is successful. Then, the dialogic validity is “It
involves having a critical conversation with peers about research findings and
practices.”13 In this case, the writer and the English teacher discussed and
assessed the result of an action in each cycle together.
K. The Criteria of the Action Success
Classroom Action Research (CAR) is called successful if it can exceed
the criteria which has been determined, and it is called failed if it cannot exceed
the criteria which detained. In this study, the writer will succeed when there is 75
% numbers of students could pass the target of the Minimal Level Criterion
(KKM). The KKM that must be attained considering writing subject is 75
(seventy five) which is adapted from the school policy (MTs Negeri Tangerang 2
Pamulang). If the criterion of the action success has ben achieved, it means that
the next action of the Classroom Action Research (CAR) will be stopped, but if
this condition has not been reached yet, the alternative action will be done in the
next cycle.

12
Ibid., p. 164.
13
Ibid., p. 167.
 39

BIBLIOGRAPHY

Anderson, Mark and Kathy Anderson, Text Types in English 3, South Yarra:
Mcmillan Education Ltd, 1998.
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta:
Rineka Cipata, 2006.
Ayuningtyas, Bety Dwi and Anik Nunuk Wulyani, Using Picture Sequences
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