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Thesis Kholifatul Azizah
Thesis Kholifatul Azizah
Thesis Kholifatul Azizah
BY
KHOLIFATUL AZIZAH
SIN. 11714200809
BY
KHOLIFATUL AZIZAH
SIN. 11714200809
A Thesis
Submitted as partial fulfillment of the Requirements
for Bachelor Degree of English Education
(S. Pd)
In the name of Allah, the most Gracious and Merciful, praise belongs to
Allah Almighty. By his guidance and blessing, the researcher has accomplished
the final research paper entitled “ The Effect of Using Picture Series on Students’
scientific writing to fulfill one of the academic requirements to finish the bachelor
State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam
who has inspired and lightened many people up all around the world.
and Fitra Yani, who has devoted all love and affection as well as moral and
material attention. May Allah SWT always bestow grace, health, and blessings in
the world and in the here after for the kindness that has given to the researcher.
The researcher would like to show her gratitude to all beloved people that
have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M.Ag., Rector of State Islamic University of Sultan Syarif
Kasim Riau Dr. Hj. Helmiati, M.Ag., as Vice Rector I, Dr. H. Mas’ud Zein,
M.Pd., as Vice Rector II, Edi Erwan, S.Pt., M.Sc., Ph.D, as Vice Rector III, and
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2. Dr. H. Kadar, M.Ag. the Dean of Facultyof Education and Teacher Training,
State Islamic University of Sultan Syarif Kasim Riau. Dr. H. Zarkasih, M.Ag.
as the Vice Dean I, Dr. Zubaidah Amir, MZ, M.Pd. as the Vice Dean II, and
Dr.Amirah Diniaty, M.Pd.Kons as the Vice Dean III, and all the staff. Thanks
5. Dr. Dodi Settiawan, M.Pd as supervisor, thank you so much for valuable,
the researcher.
Nengsih, M.Pd. who has helped and suggested the researcher in doing research,
school staff officer, and all the eight grade students in 2020/2021 academic
8. The researcher’s beloved parents, the heroes of my life, Jasmawan S.Pd. and
Fitra Yani. This paper is dedicated to them who have given the researcher big
opportunity to experience the study from elementary until university level and
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9. The researcher’s family members, her beloved brother, Muhammad Iqbal S.Ip.,
Fahrup Al-Hariri and her little sister Sofia Az-zahra who always give their
10. The researcher’s best support system 5 Pengejar Mimpi, Masitha Rahma,
Rulia Septami, Raja Mona Rama Desni and Rizka Asfira, who always give
love, affection, care, time, kindness and everything that the researcher cannot
11. The researcher’s best friends Dwi Ayu Safitri and Intan Setia, who never stop
caring, supporting, and giving their time for the researcher. Thank you so
much.
12. Association of islamic students (HmI) who become the researcher familiy at
Finally, i would like to thank everybody who has important to the successful of
Kholifatul Azizah
SIN.11714200809
v
ABSTRACT
vi
ABSTRAK
vii
ملخص
خليفات العزيزة :)2222( ،أتثري استخدام سلسلة الصور على مهارة كتابة نص اخلربة للتالميذ يف مدرسة
بيت الرمحن املتوسطة اإلسالمية اتلوك كوانتان
ل لكتابة دور مهم يف إتقان اللغة ،خاصة يف اللغة اإلجنليزية .ىناك عدة أنواع لكتابة النصوص اليت جيب
أن يدرسها التالميذ يف املدرسة املتوسطة ،منها نص اخلربة .ومع ذلك ،بعد مالحظة معلمي اللغة اإلجنليزية وإجراء
املقابلة معهم يف مدرسة بيت الرمحن املتوسطة اإلسالمية اتلوك كوانتان ،بشكل عام ،جيد التالميذ صعوبة يف
حكاية خرباهتم ،وخاصة اخلربة الشخصية .الصعوابت ليست يف حكاية خرباهتم فقط ،ولكن يف تكوين األفكار
وتنظيمها ،ويف استخدام املفردات والقواعد وامليكانيكا أيضا .والنتيجة ،يشعر التالميذ ابمللل وما لديهم دافع
للكتابة .لذلك ،من أجل حل املشكالت املذكورة أعاله ،اقرتحت الباحثة مبحاولة تقنية أخرى يف تعليم كتابة نص
اخلربة .أحد البدائل اليت ميكن للمعلمني استخدامها يف الفصل ىو استخدام سلسلة الصور كوسيلة يف تعليم وتعلم
نص اخلربة .الغرض من ىذا البحث ىو معرفة مهارة كتابة نص اخلربة للتالميذ قبل التعليم ابستخدام سلسلة
الصور وبعده ،والختبار ما إذا كان ىناك أتثري كبري بني سلسلة الصور على مهارة كتابة نص اخلربة للتالميذ.
استخدم ىذا البحث تصميما قبل التجرييب يف شكل جمموعة االختبار القبلي واالختبار البعدي مبدخل كمي.
اجملتمع يف ىذا البحث تالميذ الفصل 8من مدرسة بيت الرمحن املتوسطة اإلسالمية اتلوك كوانتان ،والذي يتكون
من فصلني .وعينتو فصل اثمن ،1واليت تتكون من 22تلميذا ،مت اختيارىم ابستخدام تقنية أخذ العينة اهلادفة.
وجلمع البياانت ،استخدمت الباحثة االختبار التحريري ملعرفة مهارة كتابة نص اخلربة للتالميذ .أظهرت نتائج
حتليل البياانت أن متوسط قيمة التالميذ قبل أن يتم تعليمهم ابستخدام سلسلة الصور كان يف فئة منخفضة
بنسبة .٪11ومتوسط قيمة مهارة كتابة نص اخلربة للتالميذ بعد تعليمهم ابستخدام سلسلة الصور يف فئة جيدة
بنسبة .٪54.6ومتوسط قيمة التالميذ بعد تعليمهم ابستخدام سلسلة الصور ( )81.63أعلى مما كان عليو
قبل التعليم ابستخدام سلسلة الصور (.)55.15
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LIST OF CONTENTS
ABSTRACT ................................................................................................... vi
ملخص................................................................................................................. viii
CHAPTER I INTRODUCTION
1. Picture Series...................................................................... 5
ix
CHAPTER II REVIEW OF RELATED LITERATURE
1. Assumptions ..................................................................... 18
x
2. Hypothesis ........................................................................ 18
1. Population ......................................................................... 20
2. Sample ............................................................................... 20
xi
1. The Data Analysis of the Effect of Picture Series on
D. Discussions ............................................................................ 38
A. Conclusion ............................................................................. 40
B. Suggestion ............................................................................. 40
REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLES
Taluk Kuantan............................................................................. 20
Table IV.1 The Data Pre Test of Students’ Ability in Writing Recount Text
Table IV.5 The Data Post Test of Students’ Ability in Writing Recount
xiii
Table IV.8 The Score Classification of Students’ Ability in Writing
Table IV.14 Significant Effect Between Pre-Test and Post Test Score .......... 37
xiv
LIST OF APPENDICES
Appendix 3 Syllabus
Appendix 7 Documentation
xv
CHAPTER I
INTRODUCTION
important abilities for academic success is the ability to write. Harmer (2004)
also stated that writing is an important skill for anyone who speaks a foreign
writing is also stated in curriculum 2013. It is stated that junior high school
Additionally, in curriculum 2013, there are some genre of writing texts that
should be learn by the students in junior high school such as, narrative text,
descriptive text, report text, procedure text and recount text. There are several
accordance with the school curriculum, writing must be integrated into the
learning process.
experience but also in the formation and organization of ideas, in the use
1
2
the alternative ways that teachers can apply in the classroom is that use
because it has many advantages in the writing learning process. The first
imagination, so that they will be able to write well. Then, it will also help
teaching writing, such as; Mutmainnah et. al (2018), who did a research on
the use of picture series for the tenth grade students in SMAN 5
investigate the use of picture series on the first grade students of SMAN 1
observation and test. Wahyuni, et.al (2020) the subject of her research
were the tenth-grade students of SMKN 1 Mas Ubud, this research design
analyzing the data, she used descriptive analysis and inferential analysis.
measurements. Then, the subject of the research were the eight grade
The problem focused on the effect of using picture series (as treatments)
formulated questions.
Kuantan?
b. How is the score of their ability in writing recount text after having
the treatments?
Kuantan
imagination, so that they will be able to write well. Then, it will also
recount text. The researcher hopes that the result of the research can be
1. Picture Series
that can show us people, places and things. In this study picture series
2. Recount text
Silalahi and Pardede (2014) state that recount text is to tell what
happened in the past. Recount text tells a series of events and evaluate
A. Theoritical Framework
1. Nature of Writing
because given student clear information and ideas. They learn and given
understanding when they are communicating one each other and writing is
means that we cut ourselves from a large community. There are many
consider our specific audience, that is the people will read what we have
construct his or her own view on the topic. Meanwhile writing can also be
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8
a. Purpose of Writing
they are; the first, to entertain, means that it does not necessarily make the
readers laugh, built at least engages their feelings in some way. The
second, To inform, means that telss the reader about something. The
b. Genres of Writing
1. Academic Writing
2. Job-Related Writing
3. Personal Writing
c. Process of Writing
Harmer and Jeremy (2004) point out the process of writing has
1. Planning
issues. The first is the purpose of their writing such as the types of
the text, the language they use and the information they choose to
include. The second is the audience they are writing for. The
shapes of writing (how is the lay out, how the paragraphs are
2. Drafting
editing.
3. Editing
reread what they have written, see where it works and where it
does not and check the information which is not clear. Ambigous
and confusing. After that, they may use different form or words for
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4. Final Version
audience. The final version will be different from original plan and
the first draft because things have changed in the editing process.
2. Recount Text
Recount is one of the genre texts that aim to retell the experiences
that has been done in the past. The experience can be a pleasant
recount text is a piece of text that retells past events, usuallly in the order
(2014), who stated that recount text tells a series of events and evaluate
their significance in some way. In line with the idea above, Tri lidyawati
and Ahmand Nirwanto (2016) said that a recount text is a text that tells
Then, it can be conclude that recount text is the text that tell what
happened in the past and can be used to represent a person, place or thing
in two demensional.
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of recount text
1. A first paragraph that provides context for who, what, where, and
2. The term events refers to a series of paragraphs that retell the events in
recount text writing because Hyland (2007) stated that the Hyland’s
rubric focuses on the main things you saw and did, as well as who you
met, and it is compatible with the basic competition (KD) that cited on
16-25 Event only sketchy Orientation gives some information Inconsistent language control
clearly documents events Some necessary background Lack of variety in choice of
little or weak evaluation omitted grammar and vocabulary
inadequate personal Account partly coherent Inconsistent tone and style
comment Some attempt to provide
reorientation
1-15 Event not stated Missing or week orientation Little language control
no recognizable events No background provided Reader seriously disracted by
no or confused evaluation no Hapzhard and incoherent grammar errors Poor
or weak personal comment sequencing vocabulary and tone
No reorientation or includes new
Matter
13
3. Picture Series
giving the students sequence pictures as the writing tasks will incite
pictures have motivated the students, made the subjects that are
dealing with clearer, and illustrated the general idea and forms of an
Arsyad (2015) said that picture is a kind of visual aid that can
facilitate the understanding and strength then the memory. Visual aid
is also can add the students interest and give the relationship between
develop their ideas to write something related to the topic and make
one lesson that is not liked by them so that they do not pay
understanding the text help students who are weak in reading for
Recount Text
obtain the writing of task. They will find out their ideas and pour
B. Relevant Research
In this research the researcher has to analyze what the point that is
focused on, inform the design, and finding the conclusion of the previous
entitled “The Use of Picture Series for Teaching Writing of Recount Text”.
The subject of their research were the tenth grade students of SMAN 5
of data collecting in their research was written test. The type of test was
writing paragraph of a recount text. The tests were divided into pre-test
Series”. This research design was class action research (CAR), the subject
of this research were the first grade students of SMAN 1 Sedayu, the
series, her research title is “The Use of Picture Series To Improve Writing
Skill of EFL Learners”. the subject of her research were the tenth-grade
students of SMKN 1 Mas ubud. Her research design was class action
from the questionnaire. The conclusion of her research is picture series has
analyzing the data, she used descriptive analysis and inferential analysis.
The result of her research showed that there was different mean score in
pre-test and post-test. It was proven by the result of the students’ mean
score from pretest was 36.27 and 43.20 in the post-test. It means that the
improvement of the students’ mean score was 6.93. The result of Paired
Sample t-test was 2.119 higher than t-table was 2.045. It means that the
students’ writing skill in recount text have an improvement after giving the
treatment. The result of sig (2 tailed). 0.000 is lower than 0.05, it means
that the Picture Series media can give any contribution to the students’
writing skill
C. Operational Concept
concept will be used in this research. There are two variables in this
text.
In this research, the researcher will investigate and observe the teacher
picture, to obtain the writing of task. Adopted from Tri lidyawati &
writing of task. They will find out their ideas and pour in the
students revising their writing. In this sense, the teacher guide and
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3. Students are able to present their respective texts each with his
a. The Assumption
b. The Hypothesis
RESEARCH METHOD
A. Research Design
experimental design. Namely, one shoot case study, one group pre-test post-
test and intact group comparison. in this research, the researcher used pre-
experimental design using one group pre-test post-test design. The design is
described as follows:
01 X 02
01 = pre-test
X = Treatment
02= Post-Test
This research was conducted from August untill September 2021. This
The subject of this research was the second year student of MTS
Baiturrahman Taluk Kuantan. While, object of the research was using picture
20
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a. Population
who have the same characteristic”. There were 42 students of eight grade at
from two classes. The population of the research can be seen as follows:
Table III.I
The Population of Eight Grade of MTS Baiturrahman Taluk Kuantan
No Classes Male Female Total
1 VIII 1 10 12 22
2 VIII 2 9 11 20
b. Sample
a sample by selecting a subject that is not based on level or area, but rather on
only allowed the researcher to select one classs. As a result, the researcher
used purposive sampling and the school choose one of it VIII.1 classes to
In order to collect the data, the researcher used writing test. There were two
tests which are pre-test and post-test. The given pre-test to informed the students’
ability in writing recount text and the post-test to measure if any significant
effects of picture series through students’ writing recoun text. Before giving the
The researcher scored the students’ writing ability of the eight grade students
at MTS Baiturrahman Taluk Kuantan by using a rubric which are adopted from
Hyland (2007).
16- Event only sketchy Orientation gives some information Inconsistent language control
25 clearly documents events little Some necessary background Lack of variety in choice of
or weak evaluation inadequate omitted grammar and vocabulary
personalcomment Account partly coherent Inconsistent tone and style
Some attempt to provide
reorientation
1-15 Event not stated Missing or week orientation Little language control
no recognizable events No background provided Reader seriously disracted by
no or confused evaluation no Hapzhard and incoherent grammar errors Poor
or weak personal comment sequencing vocabulary and tone
No reorientation or includes new
Matter
23
Based on the student report cards in 2013 curriculum, the category of students
score as follows:
Table III.2
Criteria of Students’ Score
Range Qualification
90-100 very good
76-89 Good
75 Enough
<74 Less
out by handing 13 students who was not included in the research sample.
The researcher used SPSS 22 program to analyze the data. The researcher
Table III.3
Validity of Writing Test
Correlations
VAR00001 VAR00002
VAR00001 Pearson Correlation 1 .980**
Sig. (2-tailed) .000
N 13 13
**
VAR00002 Pearson Correlation .980 1
Sig. (2-tailed) .000
N 13 13
**. Correlation is significant at the 0.01 level (2-tailed).
The result of the analysis showed that the question are valid because
dependable so that the test can be measures through the scores given. In this
research, the researcher measure the reliability of the test through the rater
reliability, spesifically in inter-rater reliability. There will two raters who give
different scores. To calculate the reliability, the researcher used the SPSS
application. The table below shows the reliability test categories to establish
Table III.4
The Table of Acceptable Reliability
No Reliability Validity
2 0.80-0.90 High
3 0.70-0.79 Reliable
4 0.60-0.69 Marginally
Wheter to find out the data of writing test was reliable or not, the
Table III.5
The Realibility Statistic of Writing Test
Reliability Statistics
Cronbach's Alpha N of Items
.989 2
value was higher than the standard cronbach alpha of 0.60. As a result, it
is possible to conclude that the test was reliable, with a very high level of
reliability.
Due to the design of this research is for one group pre-test and
if the data analyzed was not normally distributed, on the other hand if the
data analyzed was not normally distributed, the parametric was used.
markedly violated or the data was not normally. To find out whether or
not the effect difference between using and without picture series in
teaching recount text. The data was calculated by using SPSS application
22.0 version.
A. Conclusion
finally the researcher concludes that the answers of the formulation of the
series.
B. Suggestion
Despite the fact that this study was conducted with a small number
students’ ability in writing recount text after being taught by using picture
teaching by using picture series is one of the solutions for the English
41
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in writing skill.
learning proces
in English
b. The students find other people that can improve their writing
ability
writing in English